Mathematics Pacing Resource Document
3.DA.1
Standard: 3.DA.1: Create scaled picture graphs, scaled bar graphs, and frequency tables to represent a data set—including data collected through
observations, surveys, and experiments—with several categories. Solve one- and two-step “how many more” and “how many less” problems
regarding the data and make predictions based on the data.
Teacher Background Information:
Students should have opportunities reading and solving problems using scaled graphs before being asked to draw one. Work with scaled graphs builds
on students’ understanding of multiplication and division.
The following graphs provided below all use five as the scale interval, but students should experience different intervals to further develop their
understanding of scale graphs and number facts.
While exploring data concepts, students should Pose a question, Collect data, Analyze data, and Interpret data (PCAI). Students should be graphing
data that is relevant to their lives
Example:
Pose a question: Student should come up with a question. What is the typical genre read in our class? Collect and organize data: student
survey
Pictographs: Scaled pictographs include symbols that represent multiple units. Below is an example of a pictograph with symbols that represent
multiple units. Graphs should include a title, categories, category label, key, and data. How many more books did Juan read than Nancy?
Indianapolis Public Schools
Curriculum & Instruction
Mathematics Pacing Resource Document
3.DA.1
Standard: 3.DA.1: Create scaled picture graphs, scaled bar graphs, and frequency tables to represent a data set—including data collected through
observations, surveys, and experiments—with several categories. Solve one- and two-step “how many more” and “how many less” problems
regarding the data and make predictions based on the data.
Teacher Background Information:
Single Bar Graphs: Students use both horizontal and vertical bar graphs. Bar graphs include a title, scale, scale label, categories, category label, and data.
Analyze and Interpret data:
 How many more nonfiction books where read than fantasy books?
 Did more people read biography and mystery books or fiction and fantasy books?
 About how many books in all genres were read?
 Using the data from the graphs, what type of book was read more often than a mystery but less often than a fairytale?
 What interval was used for this scale?
 What can we say about types of books read? What is a typical type of book read? (beyond standard)
 If you were to purchase a book for the class library which would be the best genre? Why? (beyond standard)
Process Standards to Emphasize with Instruction of 3.DA.1:
3.PS.1: Make sense of problems and persevere in solving them.
3.PS.4: Model with mathematics.
3.PS.6: Attend to precision.
3.PS.7: Look for and make use of structure.
Indianapolis Public Schools
Curriculum & Instruction
Mathematics Pacing Resource Document
3.DA.1
Standard: 3.DA.1: Create scaled picture graphs, scaled bar graphs, and frequency tables to represent a data set—including data collected through
observations, surveys, and experiments—with several categories. Solve one- and two-step “how many more” and “how many less” problems
regarding the data and make predictions based on the data.
Lesson Plans/Print Activities:
 Math Expressions – Unit 5 – Lessons 15-17
Web-based Practice:

https://www.engageny.org/resource/grade-3-mathematics-module-6topic-overview Lessons 1-4

http://www.harcourtschool.com/activity/theme_park_favorites/
Draw conclusions about theme parks after looking at data

http://www.beaconlearningcenter.com/Lessons/2277.htm
Students work for a fictional advertising firm to collect survey data on new
product flavors and create tally charts, pictographs, and bar graphs using
the survey data.

http://pbskids.org/cyberchase/math-games/disguise-combos/
Creating multiple combinations of items

http://pbskids.org/cyberchase/math-games/virtual-coin-toss/
Virtual Coin Toss

http://www.bbc.co.uk/schools/mathsfile/shockwave/games/datap
ick.html
Gives information and student creates a frequency table

https://learnzillion.com/student/lessons/3102-identify-questionsthat-can-be-answered-using-graphs
Teacher can walk through videos with students or students can
watch on their own. All 5 videos would be appropriate.

http://www.beaconlearningcenter.com/Lessons/173.htm
In the Game Day Graphing lesson plan from the Beacon Lesson Plan
Library, students use sports statistics as data for creating data tables and
bar graphs.

http://mathlessons.about.com/od/thirdgradelessons/a/Lesson-PlanSurvey-Data-And-Graphing.htm

http://illuminations.nctm.org/Lesson.aspx?id=746 The lesson consists of
four segments: Activities each day should take approximately 45 minutes.
Indianapolis Public Schools
Curriculum & Instruction
Mathematics Pacing Resource Document
3.DA.1
ITEM BANK:
1.
The picture graph below represents all the trees in the park.
Trees in the Park
= 4 trees
Maple
Spruce
Birch
Oak
Ash
Type of tree
a.
Use the grid to create and label a scaled bar graph representing the data in the picture graph above.
b. How many more maple and oak trees are there than birch trees?
(engageNY)
Indianapolis Public Schools
Curriculum & Instruction
Mathematics Pacing Resource Document
3. Fred measures the height of all the tulips in his backyard. His measurements in centimeters are shown on the line plot below. (EngageNY)
X
X
X
X
X
X
19
𝟏
19
𝟒
Heights of
Tulips
X
X
X
X
X
X
𝟏
𝟑
19
19
𝟐
𝟒
X
X
X
X
X
𝟏
20
20
𝟒
X
𝟏
𝟑
20
21
20
𝟐
𝟒
Centimeters
X = 1 tulip
a. How many tulips are in Fred’s backyard? Explain how you know.
b. What are the three most frequent measurements on the line plot? Write them in order from shortest to longest.
4. Carol measures 16 bamboo shoots. Her measurements are recorded in the table below.
Height of Bamboo Shoot in Inches
94
94
94
1
2
3
4
1
2
95
94
1
4
95
94
94
3
4
3
4
93
94
94
94
3
94
4
3
95
4
3
94
4
3
3
4
1
4
1
2
95
4
a. Make a line plot of the bamboo shoot data. Explain your choice of scale.
3
1
b. How many more bamboo shoots measured 94 4 than both 95 and 94 2 combined?
Indianapolis Public Schools
Curriculum & Instruction
Mathematics Pacing Resource Document
(STAAR RELEASED ITEM)
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Mathematics Pacing Resource Document
Indianapolis Public Schools
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Mathematics Pacing Resource Document
(Louisiana Believes) (Answer: D)
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Mathematics Pacing Resource Document
Indianapolis Public Schools
Curriculum & Instruction
Mathematics Pacing Resource Document
(Readiness From I)
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Curriculum & Instruction
Mathematics Pacing Resource Document
(Readiness Form I)
Indianapolis Public Schools
Curriculum & Instruction
Mathematics Pacing Resource Document
Indianapolis Public Schools
Curriculum & Instruction
Mathematics Pacing Resource Document
Indianapolis Public Schools
Curriculum & Instruction
Mathematics Pacing Resource Document
Indianapolis Public Schools
Curriculum & Instruction