Measurement, Data, and Probability: Data Displays

Grade 1	Grade 2	Grade 3	Grade 4	Grade 5	Grade 6	Grade 7	Grade 8	Algebra I - Module 2 - Linear Functions and Data Organizations	Geometry - Module 2 - Geometrical Reasoning
CC.2.4.1.A.4 Represent and interpret data using tables/charts When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
	CC.2.4.2.A.4 Represent and interpret data using line plots, picture graphs, and bar graphs. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
	M03.D-M.2.1.1 Complete a scaled pictograph and a scaled bar graph to represent a data set with several categories (scales limited to 1, 2, 5, and 10). When grade appropriate instruction pertaining to an eligible content should begin	M03.D-M.2.1.1 Complete a scaled pictograph and a scaled bar graph to represent a data set with several categories (scales limited to 1, 2, 5, and 10). When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
	M03.D-M.2.1.2 Solve one- and two-step problems using information to interpret data presented in scaled pictographs and scaled bar graphs (scales limited to 1, 2, 5, and 10). Example 1: (One-step) “Which category is the largest?” Example 2: (Two-step) “How many more are in category A than in category B?” When grade appropriate instruction pertaining to an eligible content should begin	M03.D-M.2.1.2 Solve one- and two-step problems using information to interpret data presented in scaled pictographs and scaled bar graphs (scales limited to 1, 2, 5, and 10). Example 1: (One-step) “Which category is the largest?” Example 2: (Two-step) “How many more are in category A than in category B?” When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
		M03.D-M.2.1.3 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Display the data by making a line plot, where the horizontal scale is marked in appropriate units—whole numbers, halves, or quarters. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
	M03.D-M.2.1.4 Translate information from one type of display to another. Limit to pictographs, tally charts, bar graphs, and tables. Example: Convert a tally chart to a bar graph. When grade appropriate instruction pertaining to an eligible content should begin	M03.D-M.2.1.4 Translate information from one type of display to another. Limit to pictographs, tally charts, bar graphs, and tables. Example: Convert a tally chart to a bar graph. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
		M04.D-M.2.1.1 Make a line plot to display a data set of measurements in fractions of a unit (e.g., intervals of 1/2, 1/4, or 1/8). When grade appropriate instruction pertaining to an eligible content should begin	M04.D-M.2.1.1 Make a line plot to display a data set of measurements in fractions of a unit (e.g., intervals of 1/2, 1/4, or 1/8). When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
			M04.D-M.2.1.2 Solve problems involving addition and subtraction of fractions by using information presented in line plots (line plots must be labeled with common denominators, such as 1/4, 2/4, 3/4). When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
		M04.D-M.2.1.3 Translate information from one type of display to another (table, chart, bar graph, or pictograph). When grade appropriate instruction pertaining to an eligible content should begin	M04.D-M.2.1.3 Translate information from one type of display to another (table, chart, bar graph, or pictograph). When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
				M05.D-M.2.1.1 Solve problems involving computation of fractions by using information presented in line plots. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
			M05.D-M.2.1.2 Display and interpret data shown in tallies, tables, charts, pictographs, bar graphs, and line graphs, and use a title, appropriate scale, and labels. A grid will be provided to display data on bar graphs or line graphs. When grade appropriate instruction pertaining to an eligible content should begin	M05.D-M.2.1.2 Display and interpret data shown in tallies, tables, charts, pictographs, bar graphs, and line graphs, and use a title, appropriate scale, and labels. A grid will be provided to display data on bar graphs or line graphs. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
					M06.D-S.1.1.1 Display numerical data in plots on a number line, including line plots, histograms, and box-andwhisker plots. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
						M07.D-S.2.1.1 Compare two numerical data distributions using measures of center and variability. Example 1: The mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team. This difference is equal to approximately twice the variability (mean absolute deviation) on either team. On a line plot, note the difference between the two distributions of heights. Example 2: Decide whether the words in a chapter of a seventh grade science book are generally longer than the words in a chapter of a fourth grade science book. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
							M08.D-S.1.1.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative correlation, linear association, and nonlinear association. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
							M08.D-S.1.1.2 For scatter plots that suggest a linear association, identify a line of best fit by judging the closeness of the data points to the line. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
							A1.2.2.2.1 Draw, find and/or write an equation for a line of best fit for a scatter plot. When grade appropriate instruction pertaining to an eligible content should begin	A1.2.2.2.1 Draw, find and/or write an equation for a line of best fit for a scatter plot. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
							M08.D-S.1.1.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. Example: In a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
							M08.D-S.1.2.1 Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible associations between the two variables. Example: Given data on whether students have a curfew on school nights and whether they have assigned chores at home, is there evidence that those who have a curfew also tend to have chores? When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
									A2.2.3.1.1 Draw, identify, find and/or write an equation for a regression model (lines and curves of best fit) for a scatter plot. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

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