This packet is everything a parent or guide needs to assess Unit 05 at home — learning targets, the answers that count as correct, the mastery rubric, calibration examples, and a clipboard score sheet. No multiple-choice test: the student shows mastery by organizing real measurements into a clear table, building the right graph, and drawing a conclusion the data actually support.
By the end of the Data Tables, Graphs & Patterns unit, a student should be able to:
Six criteria, each judged Not yet / Approaching / Mastered (Page 3).
Organize your own data into a table, then build the right graph.
The student reads the pattern aloud and says what it means (Page 4).
Table, graph, and conclusion kept distinct.
You are making a decision, not adding up points. For each criterion, decide whether the work is Not yet, Approaching, or Mastered — the column language tells you which. A criterion counts as mastered only when the student can both build a clean, correctly labeled graph and draw a conclusion the data support. A student carries three tokens per term; one token buys a re-do of one criterion on another day, so a single bad afternoon never sinks the unit.
Accept any answer in the synonyms column — they are pre-approved as equivalent. The third column flags the confusions that look close but are not yet, so you can coach precisely.
| Canonical answer | Accepted synonyms | Common confusion / discriminator |
|---|---|---|
| Tables & data | ||
| Data table | organized record | Rows and columns with headers and units; one trial per row |
| Header (column label) | column title | Names what the column holds — and includes its unit |
| Units | measurement units | cm, seconds, grams — every measured column needs one |
| Trial (repeat) | run / attempt | One row per trial; more trials show the spread |
| Graphs & patterns | ||
| Line graph | line chart | Shows change over time or a continuous relationship |
| Bar graph | bar chart | Compares separate groups or categories |
| Axis (x and y) | scale line | x along the bottom, y up the side; both labeled with units |
| Trend (pattern) | relationship | What the shape shows — rising, falling, or leveling off |
| Criterion | Not yet | Approaching | Mastered |
|---|---|---|---|
| Organizing data in tables | Jots numbers loosely with no columns, headers, or units. | Makes a table but leaves off units, mislabels a column, or lists rows out of order. | Records data in an ordered table — clear headers, units on every column, one trial per row. |
| Choosing the right graph | Picks a graph type at random, or graphs data that belonged in a table. | Chooses a graph but the type does not fit the data. | Matches the graph to the data — a line for the ice cube shrinking over time, a bar to compare paper-towel brands. |
| Building a graph correctly | Leaves axes unlabeled, lets the scale jump around, or drops points in the wrong place. | Labels the axes but uses an uneven scale, or forgets the title. | Draws it right — both axes labeled with units, an even scale, a title, and every point plotted accurately. |
| Reading patterns & trends | Reads single points but misses the overall shape. | Notices the line rises or falls but cannot say what it means. | Describes the relationship the graph shows: “the steeper the ramp, the farther the toy car rolled.” |
| Drawing a justified conclusion | States a conclusion the data do not support. | Draws a reasonable conclusion but does not tie it to the graph or admit its limits. | States what the data support — and what they do not: “the seedlings grew taller in the window, but I only tested three.” |
| Integration (cross-domain) | Treats graphing as isolated; makes no connection to the year’s anchor. | Mentions the Semmelweis story but cannot say what a graph of his data would show. | Graphs Semmelweis’s monthly death rates and points to the drop after handwashing began — across History · Reading · Statistics — and defends why the picture convinces. |
The split between Approaching and Mastered is the graph earns the conclusion: labeled axes, an even scale, honest points. Ask “point to where the graph shows that” before accepting a claim.
Read these before you grade. They show what Mastered and Not yet actually sound like, plus the edge cases where you should coach rather than decide on the spot.
Student: ______________________________________ Date: _______________ Guide: _________________________
| # | Criterion | Decision | Notes |
|---|---|---|---|
| 1 | Organizing data in tables | NY / Appr / Mast | |
| 2 | Choosing the right graph | NY / Appr / Mast | |
| 3 | Building a graph correctly | NY / Appr / Mast | |
| 4 | Reading patterns & trends | NY / Appr / Mast | |
| 5 | Drawing a justified conclusion | NY / Appr / Mast | |
| 6 | Integration (cross-domain) | NY / Appr / Mast |
☐ No ☐ Yes — for criterion: __________ Tokens remaining: ☐ 3 ☐ 2 ☐ 1 ☐ 0
NY = Not yet · Appr = Approaching · Mast = Mastered · Unsure between two levels? Circle the lower one and note what a re-do would need.