Maryland Math 5.DS.A.1.a
The Standard
- 5.DS.A.1
- Ask and answer questions by collecting, organizing and summarizing data, recognizing the importance of context when analyzing data.
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 display data and communicate relationships or support a claim.
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 turn category counts into scaled bar graphs and measurements into line plots marked in halves, fourths, or eighths. They use the graphs to compare values and support a claim with counts.
What Mastery Looks Like
- A student labels the graph, spaces the scale evenly, and plots every value in the right place. They can point to the counts that support a comparison.
Common Misconceptions
- Students may skip numbers on a bar graph scale without keeping the spacing even. On a line plot, they may place 3/4 right after 1/2 on an eighth-inch scale or treat each X as a different length.
How to Assess It
- Exit ticket: Plot ribbon lengths of 1/2, 5/8, 5/8, 3/4, and 1 inch using eighth-inch marks. Write one claim about the lengths and cite the counts that support it.
Lesson moves
Ways to Teach It
Measure eight precut paper strips to the nearest eighth inch, then make a line plot with evenly spaced marks.
Show a scaled bar graph of cat 8, dog 12, and fish 4 votes; ask, 'Which pet won, and what counts prove it?'
Give pairs cards marked 1/2, 5/8, 5/8, 3/4, and 7/8; partners plot them, then swap and check each X.
Survey classmates about how they get to school, draw a scaled bar graph, and write a claim for the principal.
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