Maryland Math 2.DS.A.1

2.DS.A.1 is a cluster heading. These are the individual standards under it.

• 2.DS.A.1.a

  Craft a question that can be answered by collecting categorical and numerical data.

• 2.DS.A.1.b

  Collect and organize data using surveys, making observations, or measuring.

• 2.DS.A.1.c

  Represent categorical data using picture graphs and bar graphs. Represent numerical data using line plots.

• 2.DS.A.1.d

  Summarize the data presented in data visualizations using “most,” “least,” “greater than,” “less than,” and “equal to” and determine what questions can be answe...

01

What Students Need to Do

Students ask a question about categories or numbers, then collect answers by surveying, observing, or measuring. They show category counts in picture graphs or bar graphs and measurements in line plots. They use the displays to compare results and decide which questions the data can answer.

02

What Mastery Looks Like

A student can turn class votes into a labeled bar graph or picture graph with correct counts. They can plot each measured length, including repeats, on a line plot. They can name the most and least common results, compare counts, and spot a question the data cannot answer.

03

Common Misconceptions

Students may skip repeated measurements on a line plot. They may count each picture as one vote even when the key says it stands for two. They may use a graph to answer a question about something they never collected.

04

How to Assess It

Exit ticket: Give fruit votes (apple, pear, apple, banana, apple) and crayon lengths (3, 4, 3, 5, 3 inches). Ask students to draw a fruit bar graph and a length line plot, name the most common length, and say whether either graph shows fruit prices.

1. 01

   Measure six used crayons in whole inches and stack one sticky note per crayon above its length on a floor number line.

2. 02

   Show a bar graph of class pet votes and ask students to write which pet got fewer votes and whether the graph shows pet costs.

3. 03

   Give pairs a fruit-vote bar graph and question cards about votes, prices, and colors; have them keep only questions the graph can answer.

4. 04

   Survey classmates on how they get to school, tally responses, and make a picture graph to compare walking, bus, and car counts.

• 3.DS.A.1

  Ask and answer questions by collecting, organizing and summarizing data, recognizing the importance of context when analyzing data.

• 5.DS.A.1

  Ask and answer questions by collecting, organizing and summarizing data, recognizing the importance of context when analyzing data.

• 4.DS.A.1

  Ask and answer questions by collecting, organizing and summarizing data, recognizing the importance of context when analyzing data.

• 1.DS.A.1

  The 1st Grade version of this standard.