Data and Graphing - Digital Math Practice Activities - 1st Grade Math
The Core Coaches
14k Followers
Grade Levels
1st - 2nd
Subjects
Resource Type
Standards
CCSS1.MD.C.4
CCSS2.MD.D.10
CCSSMP1
CCSSMP4
CCSSMP7
Formats Included
- PDF
- Google Apps™
- Internet Activities
- Easel Activity
- Easel Assessment
Pages
29 pages
The Core Coaches
14k Followers
Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).
Easel Activity Included
This resource includes a ready-to-use interactive activity students can complete on any device. Easel by TPT is free to use! Learn more.
Easel Assessment Included
This resource includes a self-grading quiz students can complete on any device. Easel by TPT is free to use! Learn more.
Also included in
This bundle of independent digital activities are meant to be assigned as extra math practice for students once they have been taught about the math topics.12 Math Topics are included to cover all first grade CCSS Standards. Each topic contains 20 digital activities for students to complete. The actPrice $36.00Original Price $48.00Save $12.00
Description
These 20 independent digital graphing and data activities are meant to be assigned as extra math practice for students once they have been taught about tallying, reading, and recording data on bar graphs, picture graphs, and pie charts.
The activities are compatible with Google Slides and Seesaw, and come preloaded and ready to implement. They are perfect for face-to-face instruction as well as distance or blended learning models.
The digital activities can be assigned to students individually or they can also be accessed for digital use as a whole class or in small groups. They also pair perfectly with our printable Data and Graphing First Grade Worksheets.
Give your students the supplemental math practice they need in just minutes with zero prep!
This GRAPHING AND DATA independent digital math practice resource includes a PDF with:
- A link for the activities on Google Slides
- A link for the activities on Seesaw
- A link for the Checking for Understanding quick assessment as a Google Forms quiz
- Printable Checking for Understanding quick assessment (and answer key)
- Teacher overview and instruction sheet
- Activities at-a-glance sheets for teacher reference
We also include step-by-step instructions and a video tutorial on how to access the activities on SeeSaw and Google Slides.
Now your students can be self-directed as they engage in extra math practice with their counting skills without having to provide paper copies!
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Total Pages
29 pages
Answer Key
Included
Teaching Duration
N/A
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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.
CCSS2.MD.D.10
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 using information presented in a bar graph.
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.
CCSSMP4
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
CCSSMP7
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
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