grade and goal standards - rocketshipschools.org

Grade and Goal Standards

G3 | I can solve one- and two-step

"how many more" and "how many

less" problems using information

presented in scaled bar graphs.

3.MD.3

Lesson 1 Objective: I can interpret data and represent data in scaled picture and bar graphs.

Lesson 2 Objective: I can identify possible keys for scaled graphs based on data.

Lesson 1 & 2 anchor chart/resource

LESSON 1: I can interpret data and represent data in scaled picture and bar graphs.

Lesson 1: Guided Practice

1. Mrs. Cynthia takes a survey to find out her customers’ favorite types of juice. She records the information in a pictograph.

a. How many people chose pineapple juice as their favorite?

b. How many more people chose pineapple juice than chose strawberry juice? c. How many fewer people chose apple juice than chose strawberry juice?

Lesson 1: Independent Practice

1. The picture graph below shows the number of animals on Richard’s farm.

a) What is the difference between the number of

horses and the number of goats on the farm? b) How many more chickens are there than

the total number of cows and horses? c) How many total animals are on the farm? d) Danny thinks there is 1 more goat than cow. What is Danny’s mistake?

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2. The data below shows how many books were checked out of the library on each day of the week. Use the data to answer the following questions:

a) How many more books were checked out on Monday than on Wednesday?

b) How many fewer books were checked out on Thursday than on Tuesday?

c) Karl says “There were 28 more books checked out on Wednesday than on Thursday.” If this statement is true, how many more book pictures does Karl need to draw in the Wednesday row? Explain how you know.

3. Evan was comparing how long it takes him to get to school in different ways.

Which TWO statements below are correct

A. It takes 15 minutes to take the bus to school.

B. It takes 6 minutes to walk to school.

C. It takes 8 minutes less to ride a bike to school than to take the bus to school.

D. It takes 18 more minutes to walk to school than to take the bus to school.

E. It takes 9 more minutes to walk to school than to ride a bike to school.

Write TWO of your own questions you can answer using this graph. Then answer them.

1. ___________________________________________________________________

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2. ___________________________________________________________________

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4. The third graders are planning a field trip. In order to decide if they should go to the mountains or the beach, students from each class took a survey about their favorite activity. Organize the data onto a bar graph. Make sure to label your axis.

Class Favorite Activity Sledding - 30 Skiing – 20 Swimming - 35 Beach Volleyball - 10

Lesson 1: Exit Ticket

The picture graph below shows how many laps each girl ran around the track. Use this information to answer questions about the graph.

1. What is the difference in the number of laps between the girl who ran the least and the girl who ran the most?

a) 5 laps

b) 12 laps

c) 15 laps

d) 21 laps

2. How many total laps did all the girls run?

a) 18 laps

b) 24 laps

c) 36 laps

d) 54 laps

LESSON 2: I can identify possible keys for scaled graphs based on data.

Lesson 2: Guided Practice

Rocketship made a chart to show how many books they sold at the book sale each year.

1. If they sold 20 more books during Year 3 than Year 2, how many books does each picture stand for?

2. The difference in the number of books sold during Year 1 and Year 2 is greater than 10 and less than 20. What are two different possible numbers of books that each picture could represent?

Lesson 2: Independent Practice

1. There are four different blood types people can have. The third grade tested their

blood type and made a chart about the results.

a) If 20 students found out they had blood type B, how many students does each drop represent?

b) If 24 more students found out they had blood type A than blood type AB, how many students does each drop represent?

c) If 110 students found out they had blood type A or blood type B, how many students does each drop represent?

2. Sunshine Bakery kept track of how many cherry cupcakes they sold each day.

a) If they sold 84 cupcakes on Friday, how many cupcakes would each picture represent?

b) If they sold 8 more cupcakes on Sunday than on Friday, how many cupcakes would each picture represent?

c) The difference between the amount of cupcakes sold on Saturday and the amount sold on Friday and Monday combined is more than 15 but less than 25. How many cupcakes could each picture represent?

3. The Kindergarteners kept track of the weather during the winter. They recorded the results in a bar graph, but forgot to label the axis.

Use the clues below to label the vertical axis correctly. Make sure you label every line!

There are 28 days in February and it did not snow for all of them.

The difference between the number of snow days in December and in January is

more than 4.

4. The Third Grade gets to vote on a new color of paint for one of the walls in their

classroom. They recorded the results in a bar graph, but forgot to label the axis.

Use the clues below to label the vertical axis correctly. Make sure you label every line!

The number of students who voted for green is greater than 30 and less than 50.

The difference between the number of students who voted for blue and the number of students who voted for red is greater than 5 and less than 15.

Lesson 2: Exit Ticket The third graders voted on their favorite pizza toppings. Use the graph to answer questions 1 & 2.

1. If 40 students chose sausage as their favorite pizza topping, how many pizzas does each

picture represent?

a. 5 b. 7 c. 8 d. 10

2. If the difference between the number of students who voted for pepperoni and the number of students who voted mushroom is greater than 5 but less than 10, how many pizzas could each picture represent? Select all the possible answers.

a. 2 b. 3 c. 4 d. 5 e. 6

3. The graph below shows the number of students who met their STEP goal last week in each grade.

How many more students met their STEP goal in Grade 3 than met their goal in Grade 4?

a. 3

b. 4

c. 12

d. 16