Grade 3 Unit 6: Collecting and Displaying Data
Standards
Align assessment questions
(to be completed by Coaches)
MD. 3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and twostep "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.
MD. 4
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the
data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or
quarters.
Revised July 21, 2014
Unit Objectives
MD. 3
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I can make a scaled picture graph or bar graph with several categories to represent data (e.g. one square or picture represents 5 objects)
I can read and interpret scaled bar graphs in order to solve one- and two- step “how many more” and “how many less” problems.
MD. 4
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I can use a ruler to measure lengths in whole, half and quarter inches.
I can gather and record measurement data using whole, half, and quarter inches.
I can make a line plot with the horizontal scaled marked off in whole number, half, or quarter units.
Revised July 21, 2014
Essential Questions:
 MD. 3-Why does “what” we measure influence “how” we measure?
 MD.4-Why display data in different ways?
Vocabulary
Axis (vertical or horizontal scale in a graph)
Frequent (most common measurement on a line plot)
Measurement data (e.g., length measurements of a collection of pencils) 
Scaled graphs (bar or picture graph in which the scale uses units with a value
greater than 1) 
Survey (collecting data by asking a question and recording responses)
Materials
Bar graph
Grid paper 
Line plot 
Picture graph
Rulers (measuring in inches, half inches, and quarter inches) 
Tape diagram
Sentence strips
Assessments
Unit 1 District Assessment (Use Eureka Module 6 Assessment)
Math Tasks
Revised July 21, 2014
Revised July 21, 2014