Author:
Mark Freed
Subject:
Mathematics
Material Type:
Teaching/Learning Strategy
Level:
Lower Primary
Tags:
License:
Creative Commons Attribution
Language:
English

Education Standards

OREGON MATH STANDARDS (2021): [2.DR]

OREGON MATH STANDARDS (2021): [2.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: 2.DR.A.1

ODE and Oregon Math Project Logo

Cluster: 2.DR.A - Pose investigative questions and collect/consider data.

STANDARD: 2.DR.A.1

 Standards Statement (2021):

Generate questions to investigate situations within the classroom. Collect or consider data that can naturally answer questions by using measurements with whole-number units.

  Connections:

Preceding Pathway Content (2021)

Subsequent Pathway Content (2021)

Cross Domain Connections (2021)

Common Core (CCSS)

(2010)

1.DR.A.1

3.DR.A.1

2.GM.C.8, 2.GM.C.9, 3.NF.A.2

2.MD.D.9

2.DR Crosswalk

 Standards Guidance:

Clarification

  • Students should formulate a statistical investigative question to explore a real-life situation in their classroom.
  • Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object.
  • Data could be organized and recorded on a line plot (dot plot) where the horizontal scale is marked off in whole-number units.

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.
    • A statistical investigative question is one that requires data that will vary.

Boundaries

  • The data collection can occur through the use of surveys and scientific observations.
  • Tables and tally marks can be used to organize 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.

Teaching Strategies

  • Students should display data set with up to four categories and solve problems that put-together, take-apart, and compare the information presented in the graph.

Progressions

  • Expectations in this domain should be taught throughout the year and applied contextually to the current expectation and real-life events.

Examples

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

 ODE and Oregon Math Project Logo

Cluster: 2.DR.B - Analyze, represent, and interpret data.

STANDARD: 2.DR.B.2

 Standards Statement (2021):

Analyze data with a single-unit scale 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)

1.DR.B.2

3.DR.B.2

 N/A

2.MD.D.10

2.DR Crosswalk

 Standards Guidance:

Clarification

  • Investigative question identified can include those created by students or posed by the teacher.

Terminology

  • Single unit scale -each unit represents one data point
  • Pictograph – uses a symbol to represent the items being graphed. A pictograph has one picture represented in each category and has a key to give a numerical value to each picture.
  • The terms below are used to clarify expectations for the teaching professional. Students are not required to use this terminology when engaging with the learning objective.
    • Categorical data take on values that are names or labels, such as colors, foods, and types of pets
    • Pictograph – uses a symbol to represent the items being graphed. A pictograph has one picture represented in each category and has a key to give a numerical value to each picture.

Boundaries

  • Pictographs and bar graphs used at this grade level should represent a data set with no more than four categories.

Teaching Strategies

  • Students should solve simple join, separate, and compare problems using information presented.
  • Students should use addition and subtraction to create and obtain information from tables, pictographs, bar graphs, and tally charts.

Examples

  • Create a picture graph and a bar graph (with single- unit scale) to represent a data set with up to four categories. 
  • Student Achievement Partners: