GRADE 3 LESSON:
Graphing Using a Scale
Objective:
Common Core State Standards
• Students will be able
to interpret data from
a scaled picture graph.
3.MD.B.3: 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.
• Students will be able to
create a scaled picture
graph from a real-world
description.
50 Minutes
3.NBT.A.2: Fluently add and subtract within 1,000 using strategies
and algorithms based on place value, properties of operations,
and/or the relationship between addition and subtraction.
Materials & Prep
Student worksheets (one per student)
ACTIVITIES
........................................................................................
1. Do Now
4. Independent Practice
Practice and review addition, subtraction, and
multiplication in the context of simple graphs.
(10 minutes)
Students may work independently or in pairs.
For the second problem, choose a simple
physical activity for students to perform during
a fixed time period (e.g. four rounds of as many
jumping jacks or squats as possible in 20
seconds). Have students record their data
before creating their picture graph. (15 minutes)
2. Introduction
to New Material
Demonstrate and discuss how to interpret and
create graphs and scales (e.g., a bar graph or
picture graph where 1 unit = 5 puppies).
(5 minutes)
3. Guided Practice
Distribute worksheets. Students may work
independently or in pairs on the first problems.
(5 minutes)
5. Debrief
a
If you were designing a graph, what
might make you decide that you need
to use a scale?
b
How can we tell if a graph is using a scale?
(5 Minutes)
6. Quick Assessment
(10 minutes)
PICTURE AND BAR GRAPHS WITH SCALES
........................................................................................
1
Danielle keeps track of her running using the picture graph shown below.
Danielle’s Running Tracker
a
On which day did Danielle run
the most?
Sunday
b
Friday
How many total laps did Danielle
run on Wednesday and Monday?
Wednesday
c
Monday
=
2
How many more laps did Danielle
run on Monday than on Sunday?
10 laps
Use the tracker below to write down how many exercise repetitions
you completed in each round.
Round
First Round
Second Round
Third Round
Fourth Round
#
a
Create a picture graph in the chart to display your data. Choose a scale so
that all of the data fits on the graph. Choose a picture that is small and
easy to draw.
Fourth Round
Third Round
Second Round
First Round
b
Did you do more in the first round or the fourth round? What was the
difference?
c
Which round had the fewest completed? What was the difference
between the round with the most completed and the round with the
fewest completed?
3
Second Grade Academy keeps track of their school miles by
classroom. Their data is displayed in the bar graph below.
32
28
# of Miles
24
20
16
12
8
4
0
Mr. Hatfield
Ms. Chandler
Mrs. Tong
Mr. Rosen
a
How many miles were run by Mrs. Tong’s class?
b
How many fewer miles were run by Ms. Chandler’s class than
c
How many total miles have the students run from the four teachers above?
d
If you were designing a graph, what might make you decide that you
Mr. Rosen’s class?
need to use a scale?