# OREGON MATH STANDARDS (2021): [1.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: 1.DR.A.1

**Cluster: 1.DR.A - Pose investigative questions and collect/consider data. **

## STANDARD: 1.DR.A.1

### Standards Statement (2021):

Generate questions to investigate situations within the classroom. Collect or consider data that can naturally answer questions by representing data visually.

### Connections:

Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |

K.DR.A.1 | 2.DR.A.1 | N/A | [new content] 1.DR 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.

#### 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.

#### Boundaries

- Determine strategies for collecting and organizing data within 20 to answer a statistical investigative question.
- This standard should be taught throughout the year.

#### Teaching Strategies

- Students should use tally marks and numerical values within 20 to organize and represent the data.
- Developing strategies for collecting data include students collaborating to determine ways to collect data.
- Data can be gathered from a variety of sources to answer the statistical investigative question posed.

#### Progressions

- Students should formulate a statistical investigative question to explore a real-life situation in their classroom.

#### Examples

- “How many pets do you have?” is a statistical investigative question because it anticipates variability in students’ responses.

# 2021 Oregon Math Guidance: 1.DR.B.2

**Cluster: 1.DR.B - Analyze, represent, and interpret data. **

## STANDARD: 1.DR.B.2

### Standards Statement (2021):

Analyze data sets with up to three categories by representing data visually, such as with graphs and charts, and interpret information presented to answer investigative questions.

### Connections:

Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |

K.DR.B.2 | 2.DR.B.2 | 1.OA.A.1, 1.OA.A.2, K.GM.C.8 | 1.MD.C.4 1.DR Crosswalk |

### Standards Guidance:

#### Clarifications

- Students should be able to organize the data collected, represent the data on a table, and ask questions about the data generated."
- Understand that the sum of the data points in all categories is the total number of data points.
- Understand that data representations make data points easier to read, count, and compare.
- Understand that the number of data points in different categories can be compared using subtraction, counting on, or counting back between the quantities.
- Students should be able to organize the data collected, represent the data on a table, and ask questions about the data generated.

#### Boundaries

- This expectation is limited to data with up to three categories presented in graphs and charts.
- Students should be using tally marks and numerical values to organize and represent data.
- Students should be able to summarize the number of tally marks in each category.

#### Teaching Strategies

- Create a picture graph and a bar graph (with single-unit scale) to represent a data set with up to three categories. Analyze the information by asking and answering questions about the data.
- Interpret categorical data to answer the statistical investigative question created, including total number of data points, how many in each category, and how many more or less are in one category than another.

#### Progressions

- Students’ data work in Grade 1 has important connections to addition and subtraction. Students can ask and answer questions about categorical data based on a representation of the data.
- Students can also ask and answer questions leading to other kinds of addition and subtraction problems (1.OA), such as compare problems or problems involving the addition of three numbers (for situations with three categories). (Please reference page 5 in the Progression document).

#### Examples:

- Illustrative Mathematics:
- Student Achievement Partners: