Getting Started 
Misconception/Error The student is unable to create a meaningful graph. 
Examples of Student Work at this Level The student:
 Chooses a scale that does not allow all the data to be graphed.
 Chooses a scale too small to allow the graph to be easily read.
 Creates a bar graph to display the data.
 Confuses the independent and dependent variables.
 Uses a scale that does not have equal intervals.

Questions Eliciting Thinking What data did you graph on the xaxis? Why? What data did you graph on the yaxis? Why?
What is the independent variable? Where should that be graphed? What is the dependent variable? Where should that be graphed?
What scale did you use? Does your scale have equal intervals? Should all the intervals be equal? Why?
Does all of the data fit on your graph? What can you change to make it fit?
I noticed you only used a small part of the grid area for your graph. What could you change to use more of the space that is available? Would that make the graph easier to read? 
Instructional Implications Review with the student the basics of graphing data and determining the independent and dependent variables. Discuss when it is best to use each type of graph (continuous graph, discrete graph, bar graph, scatter plot, etc.). Guide the student to consider the domain and range of the data when choosing the scale and how much of each axis to scale. Make sure the student understands the necessity of a consistent scale and indicating a broken axis when needed. Remind students that graphs always need labels and a title.
Provide the student with additional opportunities to scale axes and graph data. Guide the student through the process of considering the domain and range of the data and how to make that data fit on a given graph.
Discuss with the student the need for precision and attention to detail. 
Moving Forward 
Misconception/Error The student creates a meaningful graph but makes minor errors. 
Examples of Student Work at this Level The student chooses an appropriate scale but:
 Does not title the graph.
 Does not label the axes.
 Does not indicate a broken axis for the horizontal axis.
 Makes an error graphing a data point.
 Does not explain why he or she used the chosen scale.

Questions Eliciting Thinking What does the horizontal axis represent? What does the vertical axis represent? Does your graph say that?
Did you check that all of your points were graphed correctly?
How did you decide on the scale that you used for each axis? Can you explain your reasoning? 
Instructional Implications Pair the student with another Moving Forward student to compare graphs. Ask the students to come to a consensus on what is missing from each graph. Allow the students to selfcorrect any errors.
Provide the student with additional opportunities to determine scale(s) and graph data.
Discuss with the student the need for precision and attention to detail. 
Almost There 
Misconception/Error The student provides a correct response but with insufficient reasoning. 
Examples of Student Work at this Level The student chooses an appropriate scale for each axis and correctly graphs the data but cannot sufficiently explain why he or she used the chosen scales.

Questions Eliciting Thinking What scale did you use for the xaxis? Why did you choose this scale?
What scale did you use for the yaxis? Why did you choose this scale?
Why did you use a different scale for each axis? 
Instructional Implications Encourage the student to describe any considerations used in scaling the axes. Assist the student in verbalizing these considerations in a complete and clear manner. Allow the student to revise his or her written explanation. 
Got It 
Misconception/Error The student provides complete and correct responses to all components of the task. 
Examples of Student Work at this Level The student chooses an appropriate scale for each axis and then graphs the data. The student explains that to determine the scale for the xaxis, he or she inspected the range of the years in the table and then divided by 16, the width of the grid. The student states that he or she repeated the process to find the scale for the yaxis. The student finishes by explaining that the goal was to use as much of the grid space as possible and still be able to fit all the data points on the graph.
Note: The student may have graphed the data as continuous instead of discrete. Address this in the Questions Eliciting Thinking and Instructional Implications.

Questions Eliciting Thinking I noticed that you connected the data points. Why did you connect them? Is this data discrete or continuous?
If you had to graph the data again, would you make any changes? Why or why not? 
Instructional Implications Discuss with the student the difference between discrete and continuous data. Guide the student to observe that this data set is discrete and the points should not connected. Provide the student with different scenarios and have the student identify the data as discrete or continuous.
Ask the student to find other realworld examples of both discrete and continuous data. 