enVision Mathematics Topic 15
2nd Grade; April – May (2 weeks); 3rd Trimester
Embedded Files
Topic Title(s):
Graphs and Data
Prepared Graduates:
MP1. Make sense of problems and persevere in solving them.
MP2. Reason abstractly and quantitatively.
MP5. Use appropriate tools strategically.
Standard(s):
3. Data, Statistics, and Probability
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
2.MD.D. Measurement & Data: Represent and interpret data.
Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. (CCSS: 2.MD.D.9)
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 (see Appendix: Table 1) using information presented in a bar graph. (CCSS: 2.MD.D.10)
Organize objects according to measures or categories to help make sense of problems. (MP1)
Organize measurement and categorical data into categories based on size or type so comparisons can be made between categories instead of between individual objects. (MP2)
Discuss ways in which bar graph orientation (horizontal or vertical), order, thickness, spacing, shading, colors, etc. make the graphs easier or more difficult to interpret. (MP5)
Inquiry Questions
How is organizing objects by length measurements, rounded to the nearest unit, similar to and different from organizing objects by categories?
(Given a bar graph representation of up to four categories of animals) How many more birds are there than hippos? How many more giraffes would there need to be in order for the number of giraffes to equal the number of elephants?
Coherence Connections
This expectation supports the major work of the grade.
In Grade 1, students organize, represent, and interpret data with up to three categories and compare how many more or less are in one category than another.
In Grade 2, this expectation connects with representing and solving problems involving addition and subtraction and with relating addition and subtraction to length.
In Grade 3, students draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.
Academic Vocabulary & Language Expectations:
Data, line plot, bar graph, symbol, picture graph
Assessments:
Instructional Resources & Notes:
enVision Mathematics Topic 15
Additional enVision Mathematics Resources
Let's Investigate! Adopt a Pet! (TE) (supports Lessons 15-5, 15-6)
Notes:
It is recommended to move Topic 15 to before Topic 14. Topic 15 (Graphs and Data) extends student understanding of data and statistics, which often gets omitted at the end of the year if pacing is an issue. Topic 14 (More Addition, Subtraction, and Length) reinforces addition and subtraction within 100 through measurement, supporting readiness for 3rd Grade.
Tier 1 Intervention & Supports (i-Ready Tools for Instruction):
Tier 1 Intervention: None since this Unit Plan supports the major work of the grade
Page updated
Report abuse