Our last major state benchmarks address negative numbers, data, and non-routine problems.
Students must be able to:
MA.5.S.7.1: Construct and analyze line graphs and double bar graphs.
The definitions of discrete and continuous data vary from source to source.
Most define discrete data as data that can be represented by only certain values (usually whole numbers). A great example of this would be the number of children in a classroom. You simply cannot have 21 1/2 kids in a room :-}
Continuous data are usually said to be data that can take on many different values within a given range. Also, continuous data are usually linked to a measurement of some kind. A human 5th grade kiddo could be 57.5 inches tall, 57.501 inches tall, or even 57.9878787 inches tall. The value depends on the technology employed to make the measurement.
Per the State of Florida, an example would be, and I quote, " ...if the growth of a plant over time is measured, the data is continuous, because time is measured continuously, and a line graph would be appropriate. However, is the number of students present in the classroom per day is recorded, these data are discrete (countable), and a bar graph is appropriate."
The rub comes when you see information like this:
Monday- Kobi scored 28 points
Tuesday- Kobi scored 32 points
Friday - Kobi scored 27 points
Sunday - Kobi scored 34 points
The data look continuous, because it is measuring over time. However, since Kobi cannot score 34.5 points or 34.755 points in a game, the data are discrete.
MA.5.A.6.3: Describe real-world situations using positive and negative numbers.
MA.5.A.6.4: Compare, order, and graph integers, including integers shown on a number line.
