1st Grade Data Analysis and Probability
Informal Assessment Tasks
M.O.1.5.1 Identify a real life situation to gather data over time; make a
hypothesis as to the outcome; design and implement a method to collect,
organize, and analyze the results to make a conclusion; evaluate the validity of
the hypothesis based upon collected data; design a mode of presentation using a
pictograph and a bar graph (with and without technology).
Students at the distinguished level in first grade mathematics identify a real life
situation to gather data over time; make a hypothesis as to the outcome; design
and implement a method to collect, organize, and analyze the results to make a
conclusion; evaluate the validity of the hypothesis based upon collected data;
design a mode of presentation using a pictograph and a bar graph (with and
without technology). They convey their findings in oral and written form.
Teacher Information
NOTE: These are steps you can follow.
 Identify some examples of real life situations to gather
data over time. Some examples might be the daily
weather, daily attendance, hot lunch/cold lunch, or
white milk/chocolate milk.
 Ask the students to make a hypothesis (an explanation, which
can be tested by further investigation) as to the outcome before the
data is collected.
 Design and implement a method to collect, organize,
and analyze the results to make a conclusion.
Revised June 2008
This checklist may be helpful when designing and implementing a method to
collect and organize the data.
Examples
Real graph (graph made with physical objects)
Tally graph
Table or chart
Pictograph
Bar graph
 Design a mode of presentation-use a pictograph or a
bar graph with or without technology.
 Evaluate the validity of the hypothesis based upon
collected data.
Task 1
Students are asked to graph the daily weather each morning. At the end of each
month, they use the bar graph to answer questions and identify graph information
to support their answers. At the beginning of each new month, students can
compare the past weather graphs. They can make a hypothesis as to the
outcome of the new month’s weather before the data is collected. At the end of
the month, they can evaluate the validity of the hypothesis based upon collected
data. The September Weather Graph on the next page can be changed monthly.
You can delete the month’s name and write the next month. The questions can
be changed, too.
Revised June 2008
Name______________________ Date _________
September Weather Graph
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
sunny
cloudy
rainy
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snowy
Name______________________ Date _________
Answer these questions.
1. How many days in September were
sunny?_____
2. How many days in September were
rainy?_____
3. How many days in September were
cloudy?_____
4. How many total days was the weather
recorded?_____
5. How many more sunny days than rainy
days?_____
Revised June 2008
Task 2
M.O.1.5.1 Identify a real life situation to gather data over time; make a
hypothesis as to the outcome; design and implement a method to collect,
organize, and analyze the results to make a conclusion; evaluate the validity of
the hypothesis based upon collected data; design a mode of presentation using a
pictograph and a bar graph (with and without technology).
Weather in May
Legend
Record Days
Sunny Day
Cloudy Day
Rainy Day
1. Use the pictograph provided above to answer the following questions.
(Teacher reads questions to students.)
a. How many rainy days were recorded in May?
b. How many sunny days were recorded in May?
c. How many cloudy days were recorded in May?
d. How many total days was the weather recorded?
e. How many more sunny days were there than rainy days?
Revised June 2008
Name______________________ Date _________
Task 2-Student Page
Use pictograph below to answer questions.
Legend
Weather in May
Record Days
Sunny Day
Cloudy Day
Rainy Day
a. How many
were recorded in May?
b.
How many
c.
How many
d.
How many
+
+
(total days) was the
weather recorded?
_____
How many more sunny days were there than rainy
e.
days?
were recorded in May?
_____
_____
were recorded in May? _____
-
_____
Revised June 2008
NAME______________________ DATE _________
Task 3
M.O.1.5.1 Identify a real life situation to gather data over time; make a
hypothesis as to the outcome; design and implement a method to collect,
organize, and analyze the results to make a conclusion; evaluate the validity of
the hypothesis based upon collected data; design a mode of presentation using a
pictograph and a bar graph (with and without technology).
The 1st grade class was asked about their favorite season.
They made this pictograph of the results.
Favorite Seasons
Spring
Summer
Fall
Winter




 
 
 

  

How many students chose each season?
Spring
Summer
Fall
Winter
________
________
________
________
How many students are in the 1st grade? ________
Revised June 2008
Name______________________ Date_________
Task 4
M.O.1.5.1 Identify a real life situation to gather data over time; make a
hypothesis as to the outcome; design and implement a method to collect,
organize, and analyze the results to make a conclusion; evaluate the validity of
the hypothesis based upon collected data; design a mode of presentation using a
pictograph and a bar graph (with and without technology).
 Students are asked to take a survey in their class. They will first
make a hypothesis about the favorite season of their
classmates. They will create a Tally Chart as they gather the
information. They will analyze the results to make a conclusion.
Favorite Seasons
Tally Marks
Total
Spring
Summer
Fall
Winter
How many students chose each season?
Spring
________
Summer
________
Fall
________
Winter
________
How many students are in the 1st grade? ________
Revised June 2008
Name______________________ Date _________
Task 5
M.O.1.5.1 Identify a real life situation to gather data over time; make a
hypothesis as to the outcome; design and implement a method to collect,
organize, and analyze the results to make a conclusion; evaluate the validity of
the hypothesis based upon collected data; design a mode of presentation using a
pictograph and a bar graph (with and without technology).
Students are asked to take a survey in their class
Billy asked his friends about their favorite pizza
topping.
He made this pictograph of the results.
How many students chose each topping?
Cheese
_________
Sausage
_________
Pepperoni _________
Explain the results.___________________________
Do you think if you took a survey in your class, the
results would be the same?__________
Revised June 2008
Name______________________ Date _________
Task 6
M.O.1.5.1 Identify a real life situation to gather data over time; make a
hypothesis as to the outcome; design and implement a method to collect,
organize, and analyze the results to make a conclusion; evaluate the validity of
the hypothesis based upon collected data; design a mode of presentation using a
pictograph and a bar graph (with and without technology).
Students are asked to take a survey in their class

Students are asked to take a survey in their class. They will first make a
hypothesis about the favorite pizza topping of their classmates. They will
create a Tally Chart and a Bar Graph to display the information. They will
analyze the results to make a conclusion.
Favorite Pizza Topping
Tally Marks
Total
Cheese
Sausage
Pepperoni
Favorite Pizza Topping
Cheese
Sausage
Pepperoni
Number of
Children
1
2
3
4
5
6
7
8
9
10
Were the results the same?_______
Why or Why not? __________________________________
Revised June 2008
M.O.1.5.1 Identify a real life situation to gather data over time; make a hypothesis
as to the outcome; design and implement a method to collect, organize, and analyze
the results to make a conclusion; evaluate the validity of the hypothesis based upon
collected data; design a mode of presentation using a pictograph and a bar graph
(with and without technology).
Students are asked to take a survey in their class
Academic Prompt- Math Class Lesson
You are a student in first grade. Your teacher asked you to
think of a survey question to ask at least ten classmates.
Gather the data and use the data to generate a bar graph with
or without technology. When you are finished, write four
questions you can answer by looking at your bar chart.
This is a great site the children can use to generate their bar graphs on the
computer.
http://www.amblesideprimary.com/ambleweb/mentalmaths/grapher.html
( Grapher - interactive column graph maker, students can change values and labels)
Revised June 2008
Academic Prompt- Math Class Lesson-Rubric
Distinguished
Exceeds the objectives of the task. Demonstrates a
high level of understanding. Students can think of a
survey question, gather the data and use the data to
generate a bar graph with or without technology. They
can write four questions about their graph. They convey
their findings in oral and written form.
Mastery
Meets objectives of the task. Demonstrates a proficient
level of understanding. Students can think of a survey
question, gather the data and use the data to generate a
bar graph with or without technology. They can write
four questions about their graph.
Partially meets the objectives of the task. Demonstrates
some understanding. Students can think of a survey
question, gather some of the data and use it to generate
a bar graph with or without technology.
Partial
Mastery
Novice
Attempts parts of the task, but does not meet the
objectives of the task. Demonstrates poor or incorrect
understanding.
Revised June 2008
M.O.1.5.2 conduct simple experiments, record data on a tally chart or table
and use the data to predict which of the events is more likely or less likely to
occur if the experiment is repeated.
Students at the above mastery level in first grade mathematics create simple
probability experiments and record data in charts. They make predictions
based on the results and present their findings.
Students at the distinguished level in first grade mathematics create simple
probability experiments and make predictions based on their results. They
present their findings and justify their solutions.
Task 1
Kay will use this spinner to predict which ball the
students will play with on the playground. Use the
spinner 10 times and record the results on the tally
chart.
Revised June 2008
Name______________________ Date _________
Task 1-Student Page
Tally Marks
Total
Soccer ball
Football
Baseball
Write the ball they are most likely play with on the
playground. _________
Predict which ball they are less likely to play with on
the playground if the experiment is repeated.
________________
Revised June 2008
Name______________________ Date _________
Task 2
M.O.1.5.2 conduct simple experiments, record data on a tally chart or table
and use the data to predict which of the events is more likely or less likely to
occur if the experiment is repeated.
Look at these two spinners.
Red
Blue
Red
Yellow
Blue
Yellow
X
Y
On which spinner is it more likely to spin red?
Spin each spinner 10 times and record the results.
Spinner X
Red
Tally Marks
Total
Tally Marks
Total
Blue
Yellow
Spinner Y
Red
Blue
Yellow
Revised June 2008
Red
Yellow
Blue
Red
Blue
Yellow
Revised June 2008
Name______________________ Date _________
Based on your results, which is true?
Circle one:
A. Spinner X landed on red more times than Spinner Y.
B. Spinner Y landed on red more times than Spinner X.
C. Spinner X and Spinner Y landed on red the same
number of times.
Did this match your prediction?___________
If you spun each spinner 50 more times,
what is most likely to happen? Explain your thinking.
Revised June 2008