TBLM Leg 2 #2
Rubric for Grade 5 Data Analysis

Students develop and implement a plan for the collection, display, and interpretation of data to answer a question.

Mathematics
 Learning 
 Outcomes	4- Exemplary	3-Accomplished	2-Developing	1-Beginning	
SP-I.1.5	 The student
•	consistently identifies a question correctly 
•	consistently develops a question that generates appropriate data
•	consistently predicts reasonable results
•	extrapolates to other similar situations	 The student
•	consistently identifies a question correctly 
•	consistently develops a question that generates appropriate data
•	consistently predicts reasonable results	 The student
•	identifies a question correctly most of the time
•	usually develops a question that generates appropriate data 
•	usually predicts reasonable results	The student
•	identifies and develops a question that does not generate appropriate data
•	predicts results that are not reasonable	
SP-I.2.5	•	consistently selects sample or total populations correctly and justifies the choices	•	consistently distinguishes between a total population and a sample of that population	•	usually distinguishes between a total population and a sample of that population	•	has difficulty distinguishing between a total population and a sample of that population	
SP-II.1.5	•	consistently selects appropriately from a variety of data collection methods and justifies the choices
•	consistently records data collected accurately	•	consistently selects appropriately from a variety of data collection methods 
•	consistently records data collected accurately	•	usually selects appropriately from a limited variety of data collection methods
•	usually records data collected accurately
	•	requires assistance in choosing and using data collection methods
•	makes errors in recording data collected
	
SP-II.2.5	•	consistently gives a reasonable explanation for data and results
•	extrapolates results	•	consistently gives a reasonable explanation for data and results
	•	usually gives a reasonable explanation for data and results
	•	describes results instead of discussing the reasonableness of data and results
	
SP-III.1.5	•	consistently creates and justifies appropriate classifications and ranges for grouping data	•	consistently creates appropriate classifications and ranges for grouping data
	•	usually creates appropriate classifications and ranges for grouping data

	•	creates, with assistance, appropriate classifications and ranges for grouping data	
SP-III.2.5	•	consistently displays data accurately by hand or computer in a variety of ways, including
-  ordered list of data
-  frequency
-  diagrams/ tables
-  line plots
-  broken-line graphs
•	presents neat and colourful displays, resulting in more effective communication
	•	consistently displays data accurately by hand or computer in a variety of ways, including
-  ordered list of data
-  frequency
-  diagrams/tables
-  line plots
-  broken-line graphs	•	usually displays data accurately by hand or computer in a variety of ways, including 
-  diagrams/tables
-  line plots
-  broken-line graphs	•	displays data by hand or computer
•	makes errors
•	needs assistance in choosing appropriate display	
SP-IV.1.5	•	consistently corrects errors accurately when evaluating the graphic presentation of data
•	critiques the graphic representation chosen	•	consistently corrects errors accurately when evaluating the graphic presentation of data
	•	usually corrects errors accurately when evaluating the graphic presentation of data
	•	corrects some errors accurately when evaluating the graphic presentation of data