Virginia SOL K.PS.1.g.i
The Standard
ask and answer questions about the data represented in object graphs and picture graphs (e.g., how many in each category, which categories have the greatest, least, or the same amount of data)
Virginia Standards of Learning for Mathematics · The student will apply the data cycle (pose questions; collect or acquire data; organize and represent data; and analyze data and communicate results) with a focus on object graphs and picture graphs.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students count the objects or pictures in each graph category. They ask and answer questions about how many, which category has the greatest or least amount, and which amounts are equal.
What Mastery Looks Like
- Students accurately count the objects or pictures in each category. They identify categories with the greatest, least, or equal amounts and explain answers by pointing to the graph.
Common Misconceptions
- Students may count category labels or spaces instead of the objects or pictures. They may choose the longest-looking row without counting, or confuse the greatest amount with the least amount.
How to Assess It
- Show a picture graph with 4 apple votes, 2 banana votes, and 4 orange votes. Ask how many votes each fruit received, which has the least, and which have the same amount.
Lesson moves
Ways to Teach It
Have students sort colored linking cubes into columns, then count each column and name the greatest, least, and equal amounts.
Display a pet picture graph and have partners state one finding, then point to the pictures that prove it.
Play Graph Detective with question cards asking how many, which has more, which has less, and which categories are equal.
Graph the class lunch choices, then let students report which choice is most common, least common, or tied.
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Represent a data set (vertically or horizontally) using object graphs, picture graphs, and tables.
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