# OREGON MATH STANDARDS (2021): [3.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: 3.DR.A.1

**Cluster: 3.DR.A - Pose investigative questions and collect/consider data. **

## STANDARD: 3.DR.A.1

### Standards Statement (2021):

Generate questions to investigate situations within the classroom, school or community. Collect or consider measurement data that can naturally answer questions by using information presented in a scaled picture and/or bar graph.

### Connections:

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

2.DR.A.1 | 4.DR.A.1 | N/A | 3.MD.B.4 3.DR Crosswalk |

### Standards Guidance:

#### Clarifications

- Expectations in this domain should be taught throughout the year and applied contextually as students should formulate investigative questions to explore a real-life situations.

#### Terminology

- A statistical investigative question is one that requires data that will vary.
- Numerical data: How many siblings does each student in the class have?
- Categorical data: Out of football, basketball, baseball, soccer, none of these, what is your favorite sport to watch?
- Dot plots and line plots can be used interchangeably.

#### Boundaries

- Rulers measurement can be limited to those marked with halves and fourths of an inch.
- Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.
- Some problems should include reading bar graphs, pictographs, and dot plots, as well as measurements in grams, kilograms, liters.

#### Teaching Strategies

- Students should be provided with learning experiences to collect and analyze both numerical data and categorical data.
- Data can be gathered from a variety of sources to answer the statistical investigative question posed.

#### Progressions

- In Grade 3, students are beginning to learn fraction concepts (3.NF). They understand fraction equivalence in simple cases, and they use visual fraction models to represent and order fractions. Grade 3 students also measure lengths using rulers marked with halves and fourths of an inch. They use their developing knowledge of fractions and number lines to extend their work from the previous grade by working with measurement data involving fractional measurement values. (Please reference page 10 in the Progression document).

#### Examples

- Questions can be created to help students get to know each other better in the first weeks of school.
- Student Achievement Partners: Smarter Balanced Assessment Item Illustrating 3.DR.A.1

# 2021 Oregon Math Guidance: 3.DR.B.2

**Cluster: 3.DR.B - Analyze, represent, and interpret data. **

## STANDARD: 3.DR.B.2

### Standards Statement (2021):

Analyze measurement data with a scaled picture graph or a scaled bar graph to represent a data set with several categories. Interpret information presented to answer investigative questions.

### Connections:

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

2.DR.B.2 | 4.DR.B.2 | N/A | 3.MD.B.3 3.DR Crosswalk |

### Standards Guidance:

#### Clarification

- Dot plots and line plots can be used interchangeably.
- Dot plots should be used for numerical data representation on a number line.

#### Terminology

- Numerical data - data that can be expressed in numbers rather than natural language. An example of numerical data that could be collected is the number of people who attended the movie theater over the course of a month.
- Categorical data - a type of data used to group information with similar characteristics. Examples of categorical data that could be collected might be marital status, favorite sport, or favorite type of movie.

#### Boundaries

- Students should use a ruler that is marked at halves and fourths only to create an evenly spaced number line for the dot plot.
- Data sets for categorical data created by students may include several categories.
- The scales of the pictographs, bar graphs, and dot plots should depend on the data collected.

#### Teaching Strategies

- Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve problems using information presented in these graphs.
- Collect data by asking a question that yields data in up to four categories.
- The scales of the pictographs, bar graphs, and dot plots should depend on the data collected.

#### Progressions

- For dot plots and bar graphs, students may analyze the data presented making connections with single-digit multiplication or division in their explanations. On a pictograph, one symbol may stand for a value greater than 1 to allow students to apply their understanding of single digit multiplication and division facts. On a pictograph, one symbol may stand for a value greater than 1.
- In Grade 3, the most important development in data representation for categorical data is that students now draw picture graphs in which each picture represents more than one object, and they draw bar graphs in which the height of a given bar in tick marks must be multiplied by the scale factor in order to yield the number of objects in the given category. These developments connect with the emphasis on multiplication in this grade. (Please reference page 7 in the Progression document).

#### Examples

- Illustrative Mathematics: