Standards with the same topic and subject but for other grades
A key should be provided for the symbol in a pictograph when the symbol represents more than one piece of data (e.g., [a stick figure person] represents five people in a graph). The key is used in a graph to assist in the analysis of the displayed data. One-half of a symbol represents one-half of the value of the symbol being used, as indicated in the key.
The purpose of a graph is to represent data gathered to answer a question.
Label each axis on a bar graph and give the bar graph a title. Limit increments on the numerical axis to whole numbers representing multiples of 1, 2, 5, or 10. (a)
At this level, the number of categories on a pictograph should be limited to four when a student is creating a graph, and six when a student is interpreting and analyzing a graph.
Each axis should be labeled, and the graph should be given a title.
Each axis should be labeled, and the graph should be given a title.
Collect and organize data, using various forms of data collections (e.g., surveys, polls, questionnaires, scientific experiments, observations). (a)
The axis displaying the scale representing the count for the categories should begin at zero and extend one increment above the greatest recorded piece of data. Grade three students should collect data that are recorded in increments of whole numbers, limited to multiples of 1, 2, 5, or 10.
Investigations involving data should occur frequently and relate to students’ experiences, interests, and environment.
Formulating questions for investigations is student-generated at this level.