Standard

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Student language:

• "I can create a picture or bar graph to show data and solve problems using the information from the graphs."

Explanation

About the Math, Learning Targets, and Rigor

Students should have opportunities reading and solving problems using scaled graphs before being asked to draw one. Also, students should experience different intervals to further develop their understanding of scale graphs and number facts. Students should be graphing data that is relevant to their lives.

Picture Graph

• A symbol or picture should represent more than one object
• Use symbols that can easily represent half of, or know how many half of the symbol represents.

Bar Graph

• Intervals should be greater than one.
• Ask questions that require students to compare quantities and use mathematical concepts and skills.

While exploring data concepts, students should (PCAI):

1. Pose a question
2. Collect data
3. Analyze data
4. Interpret data .

Possible questions to ask using the graphs above:

• How many more nonfiction books where read than fantasy books?
• Did more people read biography and mystery books or fiction and fantasy books?
• About how many books in all genres were read?
• Using the data from the graphs, what type of book was read more often than a mystery but less often than a fairytale?
• What interval was used for this scale?
• What can we say about types of books read?
• What is a typical type of book read?
• If you were to purchase a book for the class library which would be the best genre?

Resources

Videos

• Khan Academy
  • scroll to 3.MD.3, click on a skill, watch videos on left side in each skill
• Learn Zillion

EngageNY Lessons

Extra Practice

• North Carolina Tasks
• Illustrative Math Tasks
• Howard County Tasks
  • Click on 3rd grade at bottom, then 3.MD.3
• Common Core Sheets

Released Assessment Questions

PARCC

3.MD.3-1

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

• Tasks involve no more than 10 items in 2-5 categories.
• Categorical data should not take the form of a category that could be represented numerically (e.g. ages of students).
• Tasks do not require students to create the entire graph, but might ask students to complete a graph or otherwise demonstrate knowledge of its creation.

STUDENT SAMPLE RESPONSE

3.MD.3-3

Solve a put-together problem using information presented in a scaled bar graph, then use the result to answer a “how many more” or “how many less” problem using information presented in the scaled bar graph.

(Content Scope: 3.MD.3)

• Tasks do not require computations beyond the grade 3 expectations

STUDENT SAMPLE RESPONSE

Performance Indicators: 3.MD.3-1, 3.MD.3-3

Level 5: Exceeds Expectations

• Completes a scaled picture graph and a scaled bar graph to represent a data set.
• Solves one-and two-step “how many more” and “how many less” problems, requiring a substantial addition, subtraction or multiplication step, using information presented in scaled bar graphs.

Level 4: Meets Expectations

• Completes a scaled picture graph and a scaled bar graph to represent a data set.
• Solves one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

Integrated Standards

3.Int.4

Use information presented in a scaled bar graph to solve a two-step “how many more” or “how many less” problem requiring a substantial addition, subtraction, or multiplication step, drawing on knowledge and skills articulated in 3.NBT.

(Content Scope: 3.MD.3, 3.NBT.2, and 3.NBT.3)

• Tasks must be aligned to the first standard and 1 or more of the subsequent standards listed in the content scope. Substantial (def.) – Values should be towards the higher end of the numbers identified in the standards.

Performance Indicators: 3.Int.4

Level 5: Exceeds Expectations

• Completes a scaled picture graph and a scaled bar graph to represent a data set.
• Solves one-and two-step “how many more” and “how many less” problems, requiring a substantial addition, subtraction or multiplication step, using information presented in scaled bar graphs.

Level 4: Meets Expectations

• Completes a scaled picture graph and a scaled bar graph to represent a data set.
• Solves one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.