Standard #: MA.4.DP.1.3


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Solve real-world problems involving numerical data.


Examples


Given the data of the softball team’s hat size represented on a line plot, determine the fraction of the team that has a head size smaller than 20 inches.

Clarifications


Clarification 1: Instruction includes using any of the four operations to solve problems.

Clarification 2: Data involving fractions with like denominators are limited to 2, 3, 4, 5, 6, 8, 10, 12, 16 and 100. Fractions can be greater than one.

Clarification 3: Data involving decimals are limited to hundredths.



General Information

Subject Area: Mathematics (B.E.S.T.)
Grade: 4
Strand: Data Analysis and Probability
Standard: Collect, represent and interpret data and find the mode, median and range of a data set.
Date Adopted or Revised: 08/20
Status: State Board Approved

Benchmark Instructional Guide

Connecting Benchmarks/Horizontal Alignment

 

Terms from the K-12 Glossary

  • Numerical Data

 

Vertical Alignment

Previous Benchmarks

 

Next Benchmarks

 

Purpose and Instructional Strategies

The purpose of this benchmark is to use data sets as real-world context for doing arithmetic with whole numbers, fractions and decimals beyond finding measures of center and spread. 
  • Instruction includes having students solve one- and two-step problems from a given data set or by comparing two data sets in the same units. 
  • Instruction includes problems that involve addition, subtraction, multiplication or division. 
  • This benchmark should be taught with MA.4.DP.1.1 and MA.4.DP.1.2 (collecting and representing data). Students should have a strong command of creating and interpreting line plots and stem-and-leaf plots to be successful with the interpretation these data displays.

 

Common Misconceptions or Errors

  • Students can make errors when writing equations used to solve problems with numerical data. During instruction, expect students to justify their equations and solutions.

 

Strategies to Support Tiered Instruction

  • Instruction includes visualizing word problems. The Three-Reads Protocol is a strategy to help students conceptualize what the question is asking. Students draw pictures or models to represent what is happening in the word problem. These pictures and models are used to help students write equations for the problem they are solving. 
  • Instruction includes breaking down word problems into smaller parts. Students use a highlighter to emphasize the important information in the word problem. Also, students paraphrase the word problem so the teacher can determine if the student understands what the question is asking.

 

Instructional Tasks

Instructional Task 1 (MTR.7.1) 

Collect 10 used pencils from people in your class. Measure the length of each pencil to the nearest 18

inch and record the lengths on a line plot. What is the difference in length of the longest pencil and the shortest pencil?

 

Instructional Items

Instructional Item 1 

The last 5 putt lengths, in feet, for the 18th hole of a golf tournament are shown below. 

What is the sum of the 5 putt lengths? 
  • a. 8 feet 
  • b. 9 feet 
  • c. 12 feet 
  • d. 15 feet 

 

*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.




Related Courses

Course Number1111 Course Title222
5012060: Mathematics - Grade Four (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
7712050: Access Mathematics Grade 4 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
5012065: Grade 4 Accelerated Mathematics (Specifically in versions: 2019 - 2022, 2022 and beyond (current))
5012015: Foundational Skills in Mathematics 3-5 (Specifically in versions: 2019 - 2022, 2022 and beyond (current))


Related Access Points

Access Point Number Access Point Title
MA.4.DP.1.AP.3 Solve one-step real-world problems involving numerical data represented with tables or line plots. Data set to include only whole numbers and halves. Required operations to involve only the whole number data points in the data set.


Related Resources

Formative Assessments

Name Description
Science Experiment Part Two

Students are asked to analyze data presented in a line plot and solve problems related to the data.

Bulk Candy Part Two

Students analyze data presented in a line plot and solve problems related to the data.

Race Cars Part Two

Students are asked to analyze data presented in a line plot and solve problems related to the data.

Rock Measurements Part Two

Students analyze data presented in a line plot and solve problems related to the data.

Lesson Plans

Name Description
Gardening In Schools

This Model Eliciting Activity is written at a 4th grade level. In this open-ended problem, students must consider how to rank potting soil based on factors like fraction of ingredients, price, and eco-friendliness. In teams, students determine their procedures and write letters back to the client.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Having a Field Day

In this MEA, students will rank t-shirt companies from the best price to the worst price by considering data such as purchase price, shipping fees, sizes, colors, etc. as well as notes regarding the amount of students enrolled. In the twist, students will be given information on additional requirements from the principal for specific shirt colors for each grade as well as the additional add-on of the school's logo (an elephant).

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Fish Ahoy Fish

Students will work in groups to assist a client in purchasing different fish for a fish pond. From a data table, they will need to decide which type of fish and how many fish to purchase according to the size of the each pond. After, they will need to revisit a revised data table to make different selection of fish and calculate costs for the purchase of the fish.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Thrift Town Melt-Down - Let's Cool up!

During this activity, students will look at data from a fictional town, Thrift Town and develop a strategy of choosing which material would be the best to help insulate an ice cream container. The students will utilize higher order thinking skills, as well as deduction to find a solution.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Travels and More MEA

In this Model Eliciting Activity (MEA), students will be need to help a travel agent come up with the best vacation hotel package for a family of four. They need to take into consideration all the amenities, prices, perks, and reviews into consideration. A twist comes in when the travel agent will need to provide vacation hotel packages for families of 5 members.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Cookies and Treats

Fourth graders will help Cookies and Treats find cost-effective and eco-friendly packaging for its cookies. Students will organize data and compare prices using decimal notation in order to develop a procedure for choosing packaging for cookies.  Students will use multiplication and division of whole numbers to plan for how many packages to order.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Original Student Tutorial

Name Description
Logging Lengths with Line Plots

Learn how to create a line plot and analyze data in the line plot in this interactive tutorial.  You will also see how to add and subtract using the line plot to solve problems based on the line plots.

Student Resources

Original Student Tutorial

Name Description
Logging Lengths with Line Plots:

Learn how to create a line plot and analyze data in the line plot in this interactive tutorial.  You will also see how to add and subtract using the line plot to solve problems based on the line plots.



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