Collecting, Graphing, and Interpreting Data - First Grade Math Skills Worksheets

Rated 4.89 out of 5, based on 230 reviews

4.9 (230 ratings)

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Andrea Knight

10.4k Followers

Grade Levels

1st, Homeschool

Subjects

Math, Graphing, Math Test Prep

Resource Type

Worksheets, Assessment, Printables

Standards

CCSS1.MD.C.4

CCSS1.OA.A.1

CCSS1.OA.B.3

CCSS1.OA.C.6

CCSSMP1

Formats Included

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Andrea Knight

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What educators are saying

My students loved this resource! It made it so much easier for them to fully understand how to analyze data.

— Rachel W.

Rated 5 out of 5

This has been a great resource to reinforce the skills previously taught. I have used these in small groups and for independent work.

— Danielle W.

Rated 5 out of 5

Also included in

First Grade Math Bundle of Worksheets, Skills Games, and Digital Math Activities
MATH BUNDLE for 1st GRADE STUDENTSThis First Grade Math Bundle includes 12 standards-based resources developed for children in 1st grade to help them review and master math skills in fun and engaging ways. The bundle includes resources covering multiple first grade concepts, such as:basic addition a
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Description

Standards

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More fromAndrea Knight

Description

ORGANIZE, REPRESENT, AND INTERPRET DATA - 1.MD.C.4

I created this packet to provide my students with additional practice on collecting, graphing, and analyzing data using tally charts, picture graphs, and bar graphs.

THE SET INCLUDES:

vocabulary picture cards for 6 key terms
picture graphs and bar graphs with preloaded data to analyze
several open-ended graphing pages, allowing children to collect real data from their peers

The analyzing pages vary in problem-solving difficulty and allow students to respond:

with single words
in sentences
and in standardized form (bubbling the correct answer)

I have also used these materials for additional HOMEWORK practice and formative ASSESSMENTS.

Click on the PREVIEW to see sample pages and feedback from other teachers.

HELP PREVENT SUMMER REGRESSION:

SUMMER WORKSHEETS FOR EXITING FIRST GRADERS

TEACHERS LIKE YOU SAID:

⭐️⭐️⭐️⭐️⭐️ “I've used this resource now for what feels like FOREVER. I absolutely adore it." (Mrs. Reks)

⭐️⭐️⭐️⭐️⭐️ “This data pack is better than what is in our math series. Engaging and easy to understand." (Michele R.)

⭐️⭐️⭐️⭐️⭐️ “Oh my goodness! This is perfect for my Smarties! This is one section of the CCSS that ALL of them need practice with, especially the comparisons. Thank you!!!" (Lynn Z.)

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Permission to copy for single classroom use only.

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Standards

to see state-specific standards (only available in the US).

CCSS1.MD.C.4

Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

CCSS1.OA.A.1

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

CCSS1.OA.B.3

Apply properties of operations as strategies to add and subtract. If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

CCSS1.OA.C.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

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Andrea Knight

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