Education Standards
24_Grade K Version with Guidance_v5.2.7 K.DR.B.2
OREGON MATH STANDARDS (2021): [K.DR]
Overview
The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.
Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.
2021 Oregon Math Guidance: K.DR.A.1
Cluster: K.DR.A - Pose investigative questions and collect/consider data.
STANDARD: K.DR.A.1
Standards Statement (2021):
Generate questions to investigate situations within the classroom. Collect or consider data that can naturally answer questions by sorting and counting.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
N/A | 1.DR.A.1 | N/A | [new content] K.DR.A Crosswalk |
Standards Guidance:
Clarifications
- Expectations in this domain should be taught throughout the year and applied contextually to the current expectation and real-life events.
Boundaries
- Limit category counts to be less than or equal to ten.
- At this grade level, more support is needed with formulating statistical questions. Students should be given guidance when developing statistical investigative questions.
- This standard should be taught throughout the year.
Terminology
- Collecting data would refer to student generating data sets, such as counting and recording the frequency of an event.
- Considering data refers to existing data sets given to students by a teacher for consideration.
- The terminology below is used to clarify expectations for the teaching professional. Students are not required to use this terminology when engaging with the learning objective.
- A statistical investigative question is one that requires data that will vary.
Teaching Strategies
- Students should be provided with support strategies for collecting and organizing their data.
Examples
- “How did you get to school today?”
- “What is your favorite _____?”
2021 Oregon Math Guidance: K.DR.B.2
Cluster: K.DR.B - Analyze, represent, and interpret data.
STANDARD: K.DR.B.2
Standards Statement (2021):
Analyze data sets by counting the number of objects in each category and interpret results by classifying and sorting objects by count.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
N/A | 1.DR.B.2 | K.GM.C.8 | K.MD.B.3 K.DR.B Crosswalk |
Standards Guidance:
Clarifications
- Students sort and classify objects using one or more attributes or relationships.
- Kindergarten students should have experience sorting objects by characteristics such as heavier, lighter, longer, and shorter (compare to benchmark item).
Terminology
- The terminology below is used to clarify expectations for the teaching professional. Students are not required to use this terminology when engaging with the learning objective.
- Attributes – characteristics (i.e., length, height, width, or weight)
Boundaries
- Categories should have no more than 10 objects. In later grades, students will represent data in pictographs and bar graphs.
- In Kindergarten, students should be able to use friendly language to explain their data and answer the overall question.
Teaching strategies
- Students could display their data using objects and pictures.
- Represent the findings from generated questions using objects and pictures.
- Explain the findings based on the data collected and represented on graphs.
Progressions
- Students in Kindergarten classify objects into categories, initially specified by the teacher and perhaps eventually elicited from students. For example, in a science context, the teacher might ask students in the class to sort pictures of various organisms into two piles: organisms with wings and those without wings. Students can then count the number of specimens in each pile. Students can use these category counts and their understanding of cardinality to say whether there are more specimens with wings or without wings. (Please reference page 5 in the Progression document).
Examples
- Illustrative Mathematics: