Maryland Math 5.DS.A.1

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

• 5.DS.A.1.a

  Create scaled data visualization (e.g. bar graphs for categorical data; line plots with fraction units of halves, fourths, and eighths for numerical data) to di...

• 5.DS.A.1.b

  Summarize data presented in scaled visualizations (e.g. bar graphs, circle graphs, line plots, line graphs) by identifying the mode, the range, and any gaps in ...

• 5.DS.A.1.c

  Evaluate whether a data visualization accurately represents the data and allows for accurate interpretation given the context.

01

What Students Need to Do

Students ask a question, collect data, and make a graph with a clear scale. They use the context to describe patterns, find the mode, range, and gaps when the data allows, and check whether the graph gives a fair picture.

02

What Mastery Looks Like

A student makes a scaled bar graph for categories or an evenly spaced line plot for measurements in eighths. They read bar, circle, and line graphs, explain a pattern using the data, and notice when a scale exaggerates a difference.

03

Common Misconceptions

Students may space fractions unevenly or read bar heights without checking the scale. They may call the largest value the mode, count values instead of subtracting to find the range, or miss an axis that starts above zero.

04

How to Assess It

Exit ticket: Plot reading times of 1/8, 1/8, 3/8, and 5/8 hour on a line plot marked in eighths. Name the mode, range, and one gap, then explain why the tick marks must be evenly spaced.

1. 01

   Measure classmates' pencil lengths to the nearest eighth inch, then place sticky notes on a line plot marked in eighths.

2. 02

   Show two bar graphs of the same class vote, one starting at zero and one at five; ask, 'Which makes the lead look bigger?'

3. 03

   Use cards marked 1/8, 2/8, 2/8, 2/8, 4/8, and 6/8 to race: plot them, then name the mode, range, and gaps.

4. 04

   Survey how classmates travel to school, make a bar graph with two students per tick, and explain the most common way.

• 3.DS.A.1

  The 3rd Grade version of this standard.

• 4.DS.A.1

  The 4th Grade version of this standard.

• 1.DS.A.1

  Ask and answer questions by collecting, organizing and summarizing data.

• 2.DS.A.1

  Ask and answer questions by collecting, organizing and summarizing data.