Current Math Unit

Grade 1

-collect and organize primary data (e.g., data collected by the class) that is categorical (i.e., that can be organized into categories based on qualities such as colour or hobby), and display the data using one-to-one correspondence, prepared templates of concrete graphs and pictographs (with titles and labels), and a variety of recording methods (e.g., arranging objects, placing stickers, drawing pictures, making tally marks) (Sample problem: Collect and organize data about the favourite fruit that students in your class like to eat.)

-read primary data presented in concrete graphs and pictographs, and describe the data using comparative language (e.g., more students chose summer than winter as their single favourite season); – pose and answer questions about collected data (Sample problem:What was the most popular fruit chosen by the students in your class?)

Grade 2

gather data to answer a question, using a simple survey with a limited number of responses (e.g.,What is your favourite season?; How many letters are in your first name?); – collect and organize primary data (e.g., data collected by the class) that is categorical or discrete (i.e., that can be counted, such as the number of students absent), and display the data using one-to-one correspondence in concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers (e.g., tally charts, diagrams), with appropriate titles and labels and with labels ordered appropriately along horizontal axes, as needed (Sample problem: Record the number of times that specific words are used in a simple rhyme or poem.).

– read primary data presented in concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers (e.g., tally charts, diagrams), and describe the data using mathematical language (e.g.,“Our bar graph shows that 4 more students walk to school than take the bus.”); – pose and answer questions about classgenerated data in concrete graphs, pictographs, line plots, simple bar graphs, and tally charts (e.g.,Which is the least favourite season?); – distinguish between numbers that represent data values (e.g.,“I have 4 people in my family.”) and numbers that represent the frequency of an event (e.g.,“There are 10 children in my class who have 4 people in their family.”); – demonstrate an understanding of data displayed in a graph (e.g., by telling a story, by drawing a picture), by comparing different parts of the data and by making statements about the data as a whole (e.g., “I looked at the graph that shows how many students were absent each month. More students were away in January than in September.”).