Maryland Math 4.DS.A.1.b
The Standard
- 4.DS.A.1
- Ask and answer questions by collecting, organizing and summarizing data, recognizing the importance of context when analyzing data.
Summarize data presented in scaled data visualizations (e.g. bar graphs, line plots) and draw conclusions about the data.
Maryland College and Career Ready Standards for Mathematics (2025) · REPRESENT AND INTERPRET DATA.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students read bar graphs and line plots that use a scale. They describe what the data shows and use numbers from the graph to support a conclusion.
What Mastery Looks Like
- A student reads a bar correctly when each tick mark stands for 2 or 5. They can find the most common result on a line plot, compare groups, and explain their answer with counts.
Common Misconceptions
- Students may count tick marks by ones even when the scale goes by twos or fives. They may think a dot on a line plot stands for the number beneath it, rather than one result. They may make a claim based on bar height without reading the values.
How to Assess It
- Draw a bar graph with ticks from 0 to 10 counting by twos. Put apples at 6 votes, pears at 10, and plums at 4. Ask, “How many more votes did pears get than plums? Show how the scale tells you.”
Lesson moves
Ways to Teach It
Give pairs counters for 4, 6, 8, and 6 votes; have them build and label a bar graph counting by twos.
Show a graph with 8 books read by one class and 12 by another; ask, “What claim can you make, and what numbers support it?”
Play graph detective: show a line plot of temperatures marked in fives, then have partners find and fix three false claims.
Graph lunch survey votes in steps of two; have students use the totals to recommend which meal the cafeteria should make more of.
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