MD Task 4b Domain Measurement and Data Cluster Represent and interpret data Standard(s) 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Materials BLM of animals cut into cards Task Cut out the animal cards and mix them up. Show the student the animal cards. Say: How After the student responds, say: could you organize the cards into groups? Put the cards Once the cards are sorted, ask the student: into groups. Prompt if Compare your groups. What do you notice about each of your groups? needed: Is there anything that is the same about your categories? Different? Then ask: How many more cats are there than dogs? How many more dogs would you need to have the same amount as birds? Continuum of Understanding Developing Identifies a way to organize the cards, but inconsistently and classifies sorts as indicated. cards into categories. Understanding Changes the category(ies) during the organization process. Sorts the cards but does not compare the groups, even after Identifies “most” prompting. Solves one or more many more” questions Identifies “how “least”. incorrectly. Correctly solves Complete Identifies a way to organizes the cards and sorts them “how many more” Understanding correctly and as indicated. Compares the groups accurately, identifying such features questions. as most, least, same. Solves all many more” questions correctly. “how Standards for Mathematical Practice 1. Makes sense and perseveres in solving problems. 2. Reasons abstractly and quantitatively. 3. Constructs viable arguments and critiques the reasoning of others. 4. Models with mathematics. 5. Uses appropriate tools strategically. 6. Attends to precision. 7. Looks for and makes use of structure. 8. Looks for and expresses regularity in repeated reasoning.
MD Task 4b Domain Measurement and Data Cluster Represent and interpret data Standard(s) 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Materials BLM of animals cut into cards Task Cut out the animal cards and mix them up. Show the student the animal cards. Say: How could you organize the cards into groups? After the student responds, say: Put the cards into groups. Once the cards are sorted, ask the student: Compare your groups. What do you notice about each of your groups? Prompt if needed: Is there anything that is the same about your categories? Different? Then ask: How many more cats are there than dogs? How many more dogs would you need to have the same amount as birds? Continuum of Understanding Developing Understanding Identifies a way to organize the cards, but inconsistently sorts as indicated. Changes the category(ies) during the organization process. Sorts the cards but does not compare the groups, even after prompting. Solves one or more “how many more” questions incorrectly. and classifies cards into categories. Identifies “most” Identifies “least”. Correctly solves “how many more” questions. Complete Understanding Identifies a way to organizes the cards and sorts them correctly and as indicated. Compares the groups accurately, identifying such features as most, least, same. Solves all “how many more” questions correctly. Standards for Mathematical Practice 1. Makes sense and perseveres in solving problems. 2. Reasons abstractly and quantitatively. 3. Constructs viable arguments and critiques the reasoning of others. 4. Models with mathematics. 5. Uses appropriate tools strategically. 6. Attends to precision. 7. Looks for and makes use of structure. 8. Looks for and expresses regularity in repeated reasoning.
1.md_tasks.docx