1.DA.1

Organize and interpret data with up to three choices (What is your favorite fruit? apples, bananas, oranges); ask and answer questions about the total number of data points, how many in each choice, and how many more or less in one choice compared to another.

I Can Statements Academic Vocabulary

*I can organize data with up to three choices.

*I can interpret data with up to three choices.

*I can ask questions about data points.

*I can answer questions about data points.

Data

Looking Back Looking Ahead

*Identify objects that do not belong to a particular group and explain the reasoning used. (MA.K.DA.1)

*Draw a picture graph to represent a data set with up to four choices. (MA.2.DA.1)

Clarifying Examples and Digital Resources
Click here for clarifying examples and digital resources aligned to Indiana standards. These are intended to expand each standard to support instruction in the classroom as evidenced by the Eight Mathematics Teaching Practices put forth by the National Council of Teachers of Mathematics (NCTM).

Universal Strategies for Struggling Mathematicians

The following recommendations are strategies designed to support the standards and curriculum you are currently using. These best practices will assist educators in adapting instruction to ensure that you are creating engaging and rigorous opportunities for all students.

K-2 Data Analysis Strategies and Examples

Use of manipulatives

  • Use tangible objects to create different graphs (ex: Use unifix cubes to build a bar graph based on colors)
  • Use tangible objects to create groups for graphing purposes (ex: colored popsicles sticks-sort colors and graph the numbers of each color)

Model/Drawing a picture

  • Teacher modeling-think alouds-repeated
  • Grid paper
  • Using pictures of different kinds of graphs

English Learner Considerations

The English Learner considerations, which were written by Indiana EL teachers, are meant to increase engagement and support growth for English Learners. They are designed to support the standards and curriculum you are currently using. The following are recommendations of best practices to assist educators in making language more accessible for English Learners. Educators should adapt strategies based upon a student’s proficiency level and ensure that content is age-appropriate.

Beginning
  • Explicitly teach content vocabulary using visuals
  • Allow use of a bilingual dictionary and native language to facilitate understanding
  • Use and reference a Math Word Wall with visuals and symbols
  • Use of manipulatives with visuals for instruction and procedures
  • Use different grouping strategies to maximize learning, collaboration, and oral language practice
  • Implement Modeling techniques such as: I do, We do, You do
  • Provide sentence frames and a word bank
  • Use gestures and signaling to make content comprehensible
  • Simplify dense language
  • Use real-world/ relevant examples to facilitate Math learning
Intermediate
  • Explicitly teach content vocabulary using visuals
  • Allow use of a bilingual dictionary and native language to facilitate understanding
  • Use and reference a Math Word Wall with visuals and symbols
  • Use of manipulatives with visuals for instruction and procedures
  • Use different grouping strategies to maximize learning, collaboration, and oral language practice
  • Implement Modeling techniques such as: I do, We do, You do
  • Provide sentence frames and a word bank
  • Use gestures and signaling to make content comprehensible
  • Use real-world/ relevant examples to make connections
Advanced
  • Use different grouping strategies to maximize learning, collaboration, and oral language practice
  • Implement Modeling techniques such as: I do, We do, You do
  • Explicitly teach content vocabulary using visuals

Special Education Considerations

The Special Education considerations, which were written by Indiana special education teachers, are meant to increase engagement and support growth for students in special education. This is not an exhaustive list of strategies, but these supports will help you make math instruction more accessible for students. Educators should adapt strategies to the needs of your students and ensure that you are creating opportunities for all students to engage with rigorous content.

Universal Strategies for Struggling Learners

Use of manipulatives

  • Cubes
  • Anything tangible which can be manipulated
  • Number cards
  • Hundreds or 120 chart
  • Building own book up through 1000 (may vary by grade)
  • Straws-bundling

Model/Drawing a picture

  • 1 to 1 correspondence of number to object (object representation)
  • 10 frames
  • Place value blocks
  • Identify a set/groups
  • Teacher modeling-think alouds-repeated

Flash cards

  • Folding numbers known with unknown numbers

Visual cues

  • Posters with vocabulary
  • Picture dictionary

Engaging touch points

  • TouchStrip
  • TouchPoints

Daily reinforcement

  • Calendar time
  • Community circle

Scaffolded resources

  • Premade notes with fill-in-the-blanks
  • Premade charts with fill-in-the-blanks