Description
This product includes 3 different graphing prompts (favorite color, favorite sport, and favorite ice cream flavor).
Each prompt features the following:
*tally chart
*picture graph
*bar graph
*questions about the data
While the students are given the prompts, the choices are left up to them. For example, students are allowed to choose the ice cream flavors they want to include on their graphs, and which flavors their classmates will be able to choose from.
This could be used as an introduction to data and graphing. It could also be used as a graphing assessment to measure your students' understanding of collecting, graphing, and interpreting data on their own.
Each prompt features the following:
*tally chart
*picture graph
*bar graph
*questions about the data
While the students are given the prompts, the choices are left up to them. For example, students are allowed to choose the ice cream flavors they want to include on their graphs, and which flavors their classmates will be able to choose from.
This could be used as an introduction to data and graphing. It could also be used as a graphing assessment to measure your students' understanding of collecting, graphing, and interpreting data on their own.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Highlights
Digital downloads
Grades
K - 2nd
Standards
CCSS1.MD.C.4
CCSS1.OA.A.1
CCSS1.OA.C.6
Tags
Pages
11
Description
This product includes 3 different graphing prompts (favorite color, favorite sport, and favorite ice cream flavor).
Each prompt features the following:
*tally chart
*picture graph
*bar graph
*questions about the data
While the students are given the prompts, the choices are left up to them. For example, students are allowed to choose the ice cream flavors they want to include on their graphs, and which flavors their classmates will be able to choose from.
This could be used as an introduction to data and graphing. It could also be used as a graphing assessment to measure your students' understanding of collecting, graphing, and interpreting data on their own.
Each prompt features the following:
*tally chart
*picture graph
*bar graph
*questions about the data
While the students are given the prompts, the choices are left up to them. For example, students are allowed to choose the ice cream flavors they want to include on their graphs, and which flavors their classmates will be able to choose from.
This could be used as an introduction to data and graphing. It could also be used as a graphing assessment to measure your students' understanding of collecting, graphing, and interpreting data on their own.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Reviews
All verified TPT purchases
This was a great review on graphing and interpreting data
Simple and easy to use!
Great package!
Love it!
Great packet! Worked perfect for my graphing unit!!
Thank you!
Perfect!
a great resource!
Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS1.MD.C.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.
CCSS1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
CCSS1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
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