Virginia SOL 4.PS.1.d.iv
The Standard
draw conclusions about the data and make predictions based on the data to answer questions
Virginia Standards of Learning for Mathematics · The student will apply the data cycle (formulate questions; collect or acquire data; organize and represent data; and analyze data and communicate results) with a focus on line graphs.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students read axis labels, scales, points, and line segments. They use patterns and changes to draw conclusions and make reasonable predictions. They explain their thinking with data from the graph.
What Mastery Looks Like
- Students identify increases, decreases, steady periods, and changes between points. They state a supported conclusion and a reasonable prediction, using graph values in oral and written explanations.
Common Misconceptions
- Students may name the highest point when asked where the greatest change occurred. They may ignore the scale or make predictions that do not follow the graph’s pattern.
How to Assess It
- Draw a line graph showing plant heights of 2, 4, 5, 7, and 8 centimeters over five weeks. Ask, “What can you conclude, and what height do you predict for week 6? Use two values as evidence.”
Lesson moves
Ways to Teach It
Give pairs temperature data, graph paper, rulers, and string; students build a line graph, then mark one conclusion and one prediction.
Display a weekly rainfall graph and ask, “When did rainfall change most, and what graph values support your answer?”
Play Graph Evidence Match, where students pair conclusion and prediction cards with the line graph that best supports each claim.
Track class reading minutes for five days, graph the totals, and predict the sixth day based on the pattern.
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