Global Concept Guides:Frequency Tables and Pictographs, Displaying Data in Bar Graphs, Collect and Analyze Data Using Line Plots
Prior Learning:MA.2.A.2.1, MA.2.A.6.1, MA.3.A.1.1
Progressions Document Link
Sample Show What you Know Task:Parking Cars Activity
Next Generation Sunshine State Standards for Mathematical Content:
MA.3.S.7.1Construct and analyze frequency tables, bar graphs, pictographs, and line plots from data, including data collected through observations, surveys, and experiments.
MA.3.A.6.2 Solve non-routine problems by making a table, chart,or list and searching for patterns.
Solve non-routine problems by making a table, chart, or list and searching for patterns. / Comments:This is the first time students are being exposed to multiple representations when collecting and analyzing data.
Notes on Assessments:
Unit 4 (Go Math! Ch. 2)
See Common Performance Task link below
Unpacking the Standards for this Task:
In Grades 3–5, work with data is closely related to the number line, fraction concepts, fraction arithmetic, and solving problems that involve the four operations. In Grade 3, the most important development in data representation for categorical data is that students now draw picture graphs in which each picture represents more than one object, and they draw bar graphs in which the height of a given bar in tick marks must be multiplied by the scale factor in order to yield the number of objects in the given category. These developments connect with the emphasis on multiplication in this grade. At the end of Grade 3, students can draw a scaled picture graph or a scaled bar graph to represent a data set with several categories (five or fewer categories).They can solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.
Common Performance Task for this unit:Jasmine’s Party- Students will construct, analyze and interpret a set of given data. Click here for Common Performance Task and rubric.
Future Learning:
In fourth grade, students extend their understanding of collecting and analyzing data to make line plots to display a set of measurements in fractions of a unit (, , and ).
3rd / Global Concept 1 of 3 for this Unit of Study: Frequency Tables and Pictographs / Projected Time Allotment: 3 days
Sample Essential Questions:
Day 1: What is the purpose of a frequency table when collecting and displaying data?
Day 2: How is a pictograph like a frequency table?
Day 3: How can you display data on a pictograph?
Related Unit 4 Assessment: Go Math Ch. 2 # 2, 4, 7, 8, 9, 14
Instructional Resour
ces
Manipulatives:
Lesson Ideas:
- Go Math Lesson 2.1 - Unlock the Problem, p. 64 # 10
- Go Math Lesson 2.2 - Unlock the Problem, p. 66 Try Another Problem
- Go Math Lesson 2.3 - Teach and Talk TE p.69 to accompany Unlock the Problem, p.71 #9-11
- Go Math Lesson 2.4 - p. 74 # 2-5, p. 75 # 8-11
- Go Math Lesson 2.5 - Enrich Activity TE p. 73B, p. 78 Share and Show, p. 80 # 8-11
- Displaying Lollipop Data- Using a tally table to create a frequency table and pictograph
- Vending Machines- Performance task that has students analyze and create pictographs
- Voyages Excursions: A Picture is Worth a Thousand…
- iTools: Make a Pictograph- Select Pictograph Under activities
Sample HOT Questions:Use these to facilitate student discussion.
- When is it appropriate to use a tally table? Explain.
- When is it appropriate to use a frequency table? Explain.
- When would you choose to use a pictograph when displaying data? Explain your thinking.
- How do you read a pictograph in which each symbol equals more than one?
- What would happen to our pictograph if we increased the value of our symbol? Decreased?
- If a symbol on a pictograph represents 2, how would you display data when given an odd number?
- How would you describe making a pictograph to a friend?
- What other questions could be written from the data displayed?
- Are there other ways to display data given? Explain.
Our students are able to…
- Display survey results in tally tables, frequency tables, and pictographs. (SMP 4)
- Analyze data by creating and answering comparison questions. (SMP 1)
- Justify the use of symbol values in keys. (SMP 3)
- Choose appropriate ways to represent data so that it can be better analyzed. (SMP 4)
- Discuss and analyze data with peers. (SMP 3)
- Collect data daily from students and have them represent it graphically. (SMP 4)
- Question students about graph interpretations. (SMP 3)
- Question students about what the parts of a graph represent. (SMP 3)
- Have students find alternate ways to represent data. (SMP 4)
- Have students share various graphs that may look different but that accurately represent the given data. (SMP 3, 4)
- Post exemplar student created graphs. (SMP 6)
3rd / Global Concept 2 of 3 for this Unit of Study: Displaying Data in Bar Graphs / Projected Time Allotment: 3 days
Sample Essential Questions:
Day 1: What is the purpose of a bar graph?
Day 2: How do you read data in a bar graph?
Day 3: How do you display data in a bar graph?
Related Unit 4 Assessment:Go Math Ch. 2 # 1, 3, 5, 6, 12, 13
Instructional Resources
Manipulatives:
- Graph Paper
- Bar Graph Template Paper
- Go Math Lesson 2.6 - SE p. 86: Connect to Science, FBP 45 all,
- Go Math Lesson 2.7 - SE p. 89 8-11, 13, SE p. 90 Sense or Nonsense, FBP 47
- Go Math Lesson 2.8 - SE p.91 Unlock the Problem, p.92 Share and Show #1-3, SE 93-94 all.
- Microsoft Excel – Graphs can be created and manipulated on excel easily and quickly.
- CPALMS: Movie Types- using a given frequency table to create a bar graph
- Voyages Excursions: Water Wise
- Tropical Fish- Performance task that has students interpret and create bar graphs.
- Data Grapher- online tool to input data and bar graph is created
Sample HOT Questions: Use these to facilitate student discussion.
- How are bar graphs like frequency tables and pictographs? How are they different?
- How does the interval you choose affect the length of your bars?
- How do you read a bar graph that ends in between intervals?
- How can you determine if two graphs show identical data?
- What would be an appropriate scale for your data? Explain.
- What do you need to make sure to include in your bar graph so the information presented is clear to the reader?
Our students are able to…
- Analyze both vertical and horizontal bar graphs and answering comparison questions. (SMP 1)
- Describe how graphs are alike and how they are different. (SMP 3)
- Choose appropriate scales for data and justify the scale chosen. (SMP 3, 6)
- Develop strategies for showing amounts that do not fall on a scale number. (SMP 1, 6)
- Identify the same set of data within multiple mathematical representations. (SMP 4)
- Use survey results to create accurate and complete graphical representations. (SMP 6)
- Collect data daily from students and have them represent it graphically. (SMP 4)
- Question students about graph interpretations. (SMP 3)
- Question students about the parts of a graph and what graph labels represent. (SMP 3)
- Have students find alternate ways to represent data. (SMP 4)
- Have students share various graphs that may look different but that accurately represent the given data. (SMP 3, 4)
- Post exemplar student created graphs. (SMP 6)
3rd / Global Concept 3 of 3 for this Unit of Study: Collect and Analyze Data Using Line Plots / Projected Time Allotment:3 days
Sample Essential Questions:
Day 1: How is a line plot like a number line?
Day 2: How do you read data in a line plot?
Day 3: How do you display data in a line plot?
Related Unit 4 Assessment:Go MathCh. 2 # 10, 11, 15
Instructional Resources
Manipulatives:
- Line Plot Template – A blank template that can be used to help students create a line plot.
- Number lines – can be used to created numerical categories
- Two color counters – students can use counters instead of X’s to make an activity more tactile
- Centimeter cubes - students can use cm cubes instead of X’s to make an activity more tactile
- Go Math Lesson 2.9 - SE p.95-98, Unlock the Problem p.96 (Use names of your students) and create a class line plot.
- Go Math Lesson 2.10 – TE p. 101 6-13, p. 102 14-18
- Compare Temperature- Students construct two line plots from data to make comparisons.
Sample HOT Questions: Use these to facilitate student discussion
- How is a line plot similar to a number line?
- How are line plots like bar graphs? How are they different?
- How are the numbers on the number line different than the number of Xs above them?
- How would you represent a category with no occurrences on a line plot?
- How can you determine if the data displayed in a line plot matches the data shown in another representation?
Students are better able to …
- Compare line plots to bar graphs and pictographs. (SMP 3, 4)
- Create a line plot based on given data. (SMP 4 )
- Convert bar graphs and pictographs to line plots. (SMP 3, 4)
- Analyze data from a given line plot. (SMP 1, 2)
- Compare two line plots representing the same data. (SMP 3, 4)
- Understand what the X represents on a given line plot.(SMP 6 )
- Choose a type of graph needed to best represent given data. (SMP 1, 3, 4)
Provide opportunities for students to utilize graphing scenarios to complete a line plot and analyze. (SMP 4)
Provide opportunities for students to make comparisons between their peer’s line plots based on the same data. (SMP 3,4)
- Provide students with multiple representations of data (pictographs, bar graphs, line plots) and find relationships between them. (SMP 3,4)