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

Education Standards

OREGON MATH STANDARDS (2021): [4.DR]

OREGON MATH STANDARDS (2021): [4.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: 4.DR.A.1

ODE and Oregon Math Project Logo

Cluster: 4.DR.A - Pose investigative questions and collect/consider data.

STANDARD: 4.DR.A.1

 Standards Statement (2021):

Generate questions to investigate situations within the classroom, school or community. Determine strategies for collecting or considering data involving addition and subtraction of fractions that can naturally answer questions by using information presented in line plots.

  Connections:

Preceding Pathway Content (2021)

Subsequent Pathway Content (2021)

Cross Domain Connections (2021)

Common Core (CCSS)

(2010)

3.DR.A.1

5.DR.A.1

 N/A

[new content]

4.DR Crosswalk

 Standards Guidance:

Clarification

  • Expectations in this domain should be taught throughout the year and applied contextually to the current expectation and real-life events.
  • Students should be given opportunities to generate questions about things they notice and wonder from a real-life situation.

Terminology

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

Teaching Strategies

  • Students should be able to use rulers to measure to the nearest 1/8.
  • By measuring repeatedly students learn that measurements can vary.
  • Based on the posed question, create a plan that determines the appropriate population to survey and how to collect that data.

Progressions

  • Students should be able to measure objects found in everyday life to collect 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.

Examples

  • “How tall are the tomato plants in the class garden?” is a statistical investigative question because it anticipates variability in the lengths of the tomato plants.
  • “How tall is the tomato plant right here?” is a question used to collect data to answer the investigative question.

2021 Oregon Math Guidance: 4.DR.B.2

 ODE and Oregon Math Project Logo

Cluster: 4.DR.B - Analyze, represent, and interpret data.

STANDARD: 4.DR.B.2

 Standards Statement (2021):

Analyze line plots to display a distribution of numerical measurement data, which include displays of data sets of fractional measurements with the same denominator. Interpret information presented to answer investigative questions.

  Connections:

Preceding Pathway Content (2021)

Subsequent Pathway Content (2021)

Cross Domain Connections (2021)

Common Core (CCSS)

(2010)

3.DR.B.2

5.DR.B.2

  N/A

4.MD.B.4

4.DR Crosswalk

 Standards Guidance:

Clarifications

  • Students should be able to determine the appropriate representation for the type of data to be collected based on the statistical investigative question.
  • Students should have opportunities to determine the difference between representations for categorical data and numerical data presented.
  • Representations for data should include bar graphs, pictographs, and dot plots (line plots).

Terminology

  • Dot plots and line plots can be used interchangeably.
  • Numerical data: A data type expressed in numbers rather than natural language descriptions. This is sometimes called quantitative data.

Boundaries

  • Fractional measurements can include 1/2, 1/4, 1/8 units.
  • Students should record observations they notice about the shape of the distribution using informal language such as spread out and/or grouped.

Progressions

  • Grade 4 students learn elements of fraction equivalence and arithmetic, including multiplying a fraction by a whole number and adding and subtracting fractions with like denominators. Students can use these skills to solve problems, including problems that arise from analyzing line plots. For example, with reference to the line plot above, students might find the difference between the greatest and least values in the data. (In solving such problems, students may need to label the measurement scale in eighths so as to produce like denominators. Decimal data can also be used in this grade.) (Please reference page 11 in the Progression document).

Examples

  • Based on a class survey, the students determined each student’s favorite flavor of ice cream. The student is able to determine that the best representation for the data would be a bar graph since the data are categorical.
  • How long are the specimens in an insect collection? From a dot plot, find and interpret the difference in length between the longest and shortest specimens in an insect collection.
  • Illustrative Mathematics: