MD Task 10b Measurement and Data Domain Represent and interpret data. Cluster Standard(s) 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. Materials SF, pencil Task Provide materials to the student. Read the problem to the student: Look at the table below. class made a survey of their favorite pizza topping. Use the data from the Mr. Miller’s survey to create a bar graph. How many students are in the class? Which pizza topping is the most favorite? Which pizza topping is the least favorite? How many more students like pepperoni than mushroom? The students from class used the survey to help order pizza for lunch. The Mr. Miller’s pizza shop was out of sausage. So, the students who liked sausage decided to get pepperoni instead. How many students had pepperoni on their pizza? Continuum of Understanding Solutions: Developing Transfers the survey data to a bar graph. Understanding 24 students in class. Incorrectly labels the bar graph. Cheese is most favorite. Answers one or more questions incorrectly. Sausage is least favorite. Complete Represents all survey information on a bar graph. Understanding 6 more students like Creates a title and labels each category of the bar pepperoni than mushroom. graph. 11 students had pepperoni. Answers each question about the data 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.
MD Task 10b Domain Measurement and Data Cluster Represent and interpret data. Standard(s) 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. Materials SF, pencil Task Provide materials to the student. Read the problem to the student: Look at the table below. Mr. Miller’s class made a survey of their favorite pizza topping. Use the data from the survey to create a bar graph. How many students are in the class? Which pizza topping is the most favorite? Which pizza topping is the least favorite? How many more students like pepperoni than mushroom? The students from Mr. Miller’s class used the survey to help order pizza for lunch. The pizza shop was out of sausage. So, the students who liked sausage decided to get pepperoni instead. How many students had pepperoni on their pizza? Continuum of Understanding Developing Understanding Transfers the survey data to a bar graph. Incorrectly labels the bar graph. Answers one or more questions incorrectly. Solutions: 24 students in class. Cheese is most favorite. Sausage is least favorite. 6 more students like pepperoni than mushroom. 11 students had pepperoni. Complete Understanding Represents all survey information on a bar graph. Creates a title and labels each category of the bar graph. Answers each question about the data 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.
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