Note: Click any standard to move it to the center of the map.
[4.MD.B.4] -
Make a line plot (dot plot) representation to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots (dot plots).
For example, from a line plot (dot plot) find and interpret the difference in length between the longest and shortest specimens in an insect collection.
Mathematics | Grade : 5
Domain - Measurement and Data
Cluster - Represent and interpret data.
[5.MD.B.2] - Make a line plot (dot plot) to display a data set of measurements in fractions of a unit. Use operations on fractions for this grade to solve problems involving information presented in line plot (dot plot).
For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
- Fraction
A number expressible in the form a/b where a is a whole number and b is a positive whole number. (The word fraction in these standards always refers to a nonnegative number.) - Line plot
A method of visually displaying a distribution of data values where each data value is shown as a dot or mark above a number line. (Also known as a dot plot.)
[5.NF.B.6] -
Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
[5.NF.B.7] -
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. [Note: Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.]
[6.SP.A.1] -
Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, "How old am I?" is not a statistical question, but "How old are the students in my school?" is a statistical question because one anticipates variability in students’ ages.
[6.SP.A.2] -
Understand that a set of data collected to answer a statistical question has a distribution, which can be described by its center (median, mean, and/or mode), spread (range, interquartile range), and overall shape.
[6.SP.B.4] -
Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
[6.LS.4.1] -
Analyze and interpret evidence from the fossil record to describe organisms and their environment, extinctions, and changes to life forms throughout the history of Earth. Clarification Statement: Examples of evidence include sets of fossils that indicate a specific type of environment, anatomical structures that indicate the function of an organism in the environment, and fossilized tracks that indicate behavior of organisms.
State Assessment Boundary: Names of individual species, geological eras in the fossil record, or mechanisms for extinction or speciation are not expected in state assessment.