They should understand what they mean different numbers, symbols and representations of data points. Peter Thiel will not settle for partial explanations. For example, should be able to recognize some numbers represent the data values and other represent the frequency with which these values occur. The school must develop skills to represent their data, using bar graphs, charts or line graphs. Must be able to draw conclusions based on data representations GENERAL OBJECTIVE ASSESSMENT IN GRADES A SELECTION. SECOND GRADE: Perform simple tasks in obtaining knowledge from work with data forms that require observation, description, identification, exemplification, comparison and classification. FOURTH GRADE: Apply knowledge and skills to perform tasks which involve working with data collected which are required to observe, identify, describe, compare, argue, model, make assumptions from the interpretation of data presented in different forms.
SIXTH GRADE: Demonstrate in different activities implementing acquired knowledge and intellectual skills (observation, comparison, identification, classification, argumentation and modeling) through which to interpret data presented in various formats (graphs and tables) cognitive domains of mathematics to respond correctly to test items of different measurements, the students must be familiar with the mathematical content of the items. Equally important is the fact that items must be designed to infer the use of specific cognitive skills. Many of these skills and abilities are included in the lists of subjects evaluable content domains. However, to assist in the balanced development of tests in which a proper weighting is given to each of the cognitive domains over all issues, it is essential to obtain a complete set of learning outcomes.