3.MD.3 - About the Math, Learning Targets, and Rigor

Full 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 the information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Measurement Topic

This standard is reported on the report card in these quarters as follows:

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 dictionary Links 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.

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.

TASKS

These tasks can be used with small group or whole group instruction.

• 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?
• If each picture on a picture graph has a value of 5, how much would 7 of those pictures be worth.  How can you determine this total value?
• If the highest bar on a bar graph has a value of 28 and the shortest bar has a value of 11, what is the difference between those two values?  

SLIDE-BASED TASKS 

  These links are HCPSS created instructional tasks. These tasks are provided in Google slides.  These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Additional Tasks 

  These links provide instructional ideas connected to this standard. 

• The Information Station Links to an external site. (Georgia Department of Education, pgs. 100-102)
• Cut and Plot Links 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 Number Links to an external site. (Georgia Department of Education, pg. 88-91)
• Additional Ideas

Tasks From 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. 

Print Resources

Book Thumbnail	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

Centers

  These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

• Polygon Bar Graph Download Polygon Bar Graph
  (HCPSS-adapted resource)
• Survey Your Friends Download Survey Your Friends
  (HCPSS-adapted resource)

INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT

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

• Scaled Picture Graph Links to an external site.
• Make a Bar Graph Links to an external site.
• Read and Interpret Scaled Bar Graphs Links to an external site.
• Make a Bar Graph Links to an external site.
• Make a Bar Graph_2 (performance task) Links to an external site.
• Interpret a Bar Graph Links to an external site.

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.  This rubric can be applied to tasks and observations for assessment and/or grading. 

Rubric for Tasks Links to an external site.

Visit the SBIR (Standards Based Instruction and Reporting) tab in Course Essentials for more information and clarification. There you will find the measurement topic crosswalk, report card comments, links to professional learning/resources and guidance.