Grade 3 Data Analysis

3.MD.3

Full Standard

Create scaled picture graphs, scaled bar graphs, and frequency tables to represent a data set—including data collected through observations, surveys, and experiments—with several categories. Solve one- and two-step “how many more” and “how many less” problems regarding the data and make predictions based on the data

3.da.1 pld.PNG

About Math
Preferred Resources
Additional Resources
Independent Work
Assessment

About Math

Learning Targets

Make a scaled picture graph or bar graph with several categories to represent data (e.g., one square or picture represents 5 objects).
Read and interpret scaled bar graphs in order to solve one- and two-step "how many more" and "how many less" problems.

About the Math

A scaled picture graph contains a key that indicates what each symbol stands for. When you read data from a scaled picture graph, you need to know the value of each symbol and multiply each symbol by the value or add up the symbols using the values. When reading a bar graph, you compare the lengths of the bars and find out what each bar is worth by reading the scale. The bars in a bar graph do not need to be in numerical order. When you interpret data from picture graphs or bar graphs, you need to focus on which category has more, less, or the same amount. This allows you to draw conclusions about the information shown in the graph and make generalizations. It is reasonable to expect students to be comfortable with bar graphs that have a scale of 1, 2, 5, and 10. Some students will also be able to work with scales of 20, 50, or 100. Essential vocabulary for this standard includes: data, interval, pictograph, picture graph, scale, scaled bar graph, scaled picture graph, and table. Visit the online dictionaryLinks to an external site. for vocabulary support.

Other Common Misconceptions

Students sometimes confuse the meaning of symbols on a graph. A classic example is misunderstanding the key and the value a symbol represents. Begin working with graphs that have a 1-to-1 correlation. Then move to intervals aligned with skip-counting capabilities of students.

Progression of Standard within Grade 3

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Quarter 1	Quarter 2	Quarter 3	Quarter 4
			Make a scaled picture graph or bar graph with several categories to represent data (e.g., one square or picture represents 5 objects). Read and interpret scaled bar graphs in order to solve one- and two-step "how many more" and "how many less" problems.

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map.Links to an external site. Information is not the complete standard.

Grade 2	Grade 4
Draw picture graphs and bar graphs (2.MD.D.10Links to an external site.)	This concept is not taught after grade 3. Students are expected to apply this standard proficiently.

Preferred Resources

Preferred Tasks

These links provide ideas for lessons connected to this standard. They may support small group instruction or whole group collaborative investigations. They are intended to serve as a starting point for planning.

BrainPop Resources:

3.DA.1: Create scaled picture graphs, scaled bar graphs, and frequency tables to represent a data set—including data collected through observations, surveys, and experiments—with several categories. Solve one- and two-step “how many more” and “how many less” problems regarding the data and make predictions based on the data.

	BrainPOP Jr. Tally Charts and Bar Graphs
	BrainPOP Jr. Pictographs
	BrainPOP Jr. Basic Probability
	BrainPOP Graphs
	BrainPOP Word Problems

Lesson Seeds (Prompts for Rigor)

Rigorous mathematics instruction balances the teaching and learning of conceptual understanding, procedural understanding, and the application of mathematics standards. Below are prompts for applying rigor in your classroom. They may support small group instruction or whole group collaborative investigations. They are intended to serve as a starting point for planning. See the Increasing RigorLinks to an external site. page for more information.

Select a graph type you would use to display the data. Why did you choose that?
The set of data describes the ages of a group of people at a family party. 32, 30, 5, 2, 1, 62, 58, 28, 26, 25, 24, 2, 4, 29, 16. Create a graph to display the data.
The students asked 20 people about their favorite ice cream flavors and wanted to make a bar graph to show their data. What would be a good scale to help organize their bar graph and why?
A bar graph shows the greatest data point of 45. The lowest data point is 21. How many more votes is the greatest number than the lowest?

Additional Resources

Print Resources

These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. Additional copies may be purchased with team or school funds.

Book Title	Grade	Pages
Teaching Student-Centered Mathematics	K-3	327 (Leveling the Bars, Activity 11.4)
SuperSource: Pattern Blocks	K-2	74-77 66-69
Brain-Compatible Activities for Mathematics	2-3	140-152 159-165 173-175
Problem Driven Math	3	108-110
Puddle Questions	3	68-75
Math In Practice Teaching Third-Grade Math	3	Module 13

Additional Tasks and Lesson Seeds

These links provide ideas for lessons connected to this standard. They may support small group instruction or whole group collaborative investigations. They are intended to serve as a starting point for planning.

Tiger Math: Learning to Graph from a Baby TigerLinks to an external site.
Duck Rabbit, by Amy Krause RosenthalLinks to an external site. (full lesson based on book)
Tiger Math: Learning to Graph from a Baby Tiger
Links to an external site.By Ann Whitehead Nagda and Cindy Bickel (book and lesson)
The Information StationLinks to an external site. (Georgia Department of Education, pgs. 100-102)
Cut and PlotLinks to an external site. (Georgia Department of Education, pgs. 114-117)
The Data Station Links to an external site.(Georgia Department of Education, pgs. 82-87)
The Magic NumberLinks to an external site. (Georgia Department of Education, pg. 88-91)
Additional IdeasLinks to an external site.

Children's Literature Connections


The Best Vacation Ever by Stuart Murphy	Lemonade for Sale by Stuart Murphy	Duck Rabbit by Amy Krause Rosenthal

Is a Blue Whale the Biggest Thing There Is? by Robert E. Wells (data in book for graphing)	Tiger Math: Learning to Graph from a Baby Tiger by Ann Whitehead Nagda and Cindy Bickel	Graphs: All Aboard Math Reader by Bonnie Bader and Mernie Cole

Independent Practice

Student-Facing Centers

These links provide online and print resources to engage students during independent or center time. These resources could also be used as lesson seeds.

Polygon Bar Graph
Survey Your Friends
Bugs in the SystemLinks to an external site. (PBS Kids, Online Resource)
Bar ChartsLinks to an external site. (student-facing resource)
Create a GraphLinks to an external site. (student-facing resource, pictured)
Graphing Interactive Activities Links to an external site.(student-facing resource)

Independent Practice

These resource sheets can be used for independent practice or homework. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

Assessment

Learning Targets

Make a scaled picture graph or bar graph with several categories to represent data (e.g., one square or picture represents 5 objects).
Read and interpret scaled bar graphs in order to solve one- and two-step "how many more" and "how many less" problems.

Learning targets identify what students should be able to do. The resources below can be used to measure student understanding of the standard. The recording sheet can be used to collect data. The rubric can be applied to any task. Select the preview icon to preview the task before downloading.

Recording Sheet (docx)Links to an external site.

Rubric (docx)Links to an external site.

Assessment Tasks

These tasks align with the learning targets for the standard. They can be combined with other tasks for extended assessment opportunities. Teachers/students are not expected to complete all these tasks.

Back to top of page