1.8.A
The Standard
collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students gather objects or answers and place them into as many as three clear groups. They show the groups with labeled drawings, tally marks, or a simple chart.
What Mastery Looks Like
- Students place every item or response into one clearly labeled group. Their tally marks match the items, and they can explain how they organized the data.
Common Misconceptions
- Students may count an item twice or leave one out. They may use overlapping groups, reverse tally marks and totals, or make groups without clear labels.
How to Assess It
- Give each student nine picture cards showing cats, dogs, and fish. Ask them to sort the cards and record each group with labeled tally marks.
Lesson moves
Ways to Teach It
Give pairs a bag of colored buttons to sort into three paper circles, then record each group with tally marks.
Ask, “How could we group our favorite recess activities?” Have students name three clear categories and explain where each response belongs.
Students roll a number cube 12 times, sort results as 1 to 2, 3 to 4, or 5 to 6, and tally each roll.
Survey ten classmates about traveling by bus, car, or walking, then organize the responses in a labeled tally table.
Keep exploring
Related Standards
- 5.9.A
represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots ...
- 2.10.B
organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more
- K.8.A
collect, sort, and organize data into two or three categories
- 3.8.A
summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals
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