3rd Grade Graphing Unit
2010-2011 Charlotte Mecklenburg Schools
The following unit contains lessons, activities, and an assessment. Although the majority of this unit
is based upon objective 4.01 (Collect, organize, analyze, and display data (including circle graphs
and tables) to solve problems) warm-ups and assessment items have been included for objectives
4.02 (Determine the number of permutations and combinations of up to three items) and 4.03 (Solve
probability problems using permutations and combinations.)
Assessment: You will find an assessment included with this unit. Research has shown that delayed
assessment (or assessments that test residual learning) are the best indicators of student
understanding. Therefore, you may want to postpone giving the assessment until after you have
completed several weeks of follow-up activities.
In addition, observing students as they work (ongoing assessment) will provide a closer look at what
students clearly understand, as well as concepts they are still working on. A key part of ongoing
assessment is feedback. Students should receive feedback that will help them develop their
understanding.
Objective: 4.01 Collect, organize, analyze, and display data (including circle graphs and tables) to
solve problems
Students need to learn to…
To read and create circle graphs; You can review tallies, line plots and pictographs from the 1st-2nd grade
objectives, but spend minimal time on this. Your main focus in 3rd grade is circle graphs. You do not need to teach
bar graphs, line graphs, or stem-and-leaf graphs. All of these are 4th and 5th grade objectives.
• The purpose of a circle graph is to compare the parts to the whole.
• All graphs have a title that describes the main idea of the graph
• Circle graphs are sometimes called pie charts since it they look like a pie that has been cut into various slices.
• The sections of the circle graph describe the various objects/people. The larger the section, the more objects/people
being described.
• That each object/person received the same portion of the circle and that the entire circle describes the whole group.
• To recognize sections of a circle graph as half, less/more than half, less/more than a quarter, etc.
The students should be able to describe the graph with comments such as more than half the people like… or half the
students ate….or less than a quarter of the group found…etc. The students are not expected to label the sections
with percentages.
Students should be able to describe the shape of the data. Is most of the data centered in one place? What does it
tell you? Is there a trend? What does the information say about the people/items surveyed? Does the information tell
you something different if you group the data in a different manner?
Warm-Ups and Assessment items have been provided for the following objectives:
4.02 (Determine the number of permutations and combinations of up to three items)
4.03 (Solve probability problems using permutations and combinations.)
Lesson #1: Toss It
Objective:
4.01 Collect, organize, analyze, and
display data (including circle graphs
and tables) to solve problems
Materials:
Plastic pail, bucket, or box for every 4 or 5 students
6 sheets of recycled 8 ½ X 11 paper wadded up into a ball for each group
(alternate ideas could include large cotton balls or packages of 6 small
cushioned balls sold in the Dollar Tree)
Masking tape or painter’s tape
Post-it note for each student
Copy of Toss It recording sheet for each group
Timer or stopwatch for each group (optional)
Students will:
Solve problems with tallies, tables, and line plots by collecting, organizing, displaying and analyzing data from the
“Toss It” activity
Warm-Up:
Vocabulary:
line plot
Justin, Connor and Reid have to sit in the first 3 seats of the row at the movie
tally marks (tallies)
theater. Connor does not want to sit in the end seat on the aisle. How many
table
different ways can they be seated? List all the different combinations.
data
What is the probability that Connor will not have to sit in the end seat on the aisle?
survey
Show your work.
Before:
Using approximately 3 feet of masking tape or painter’s tape, mark the starting line on the floor
Using more masking tape mark the finish line at least 6 feet away from the starting line. Place the pail or box on
the finish line If using paper wadded up into a ball, count out 6 sheets of 8 ½ X 11 inch paper for each group
During:
Divide students into groups of 4 or 5.
Assign the following roles to one of each of the students: timekeeper, recorder, shooter, retriever(s). (This activity
will be repeated so that each participant takes a turn serving in each role).
Tell students that they will be participating in an activity to collect some data to be graphed.
The shooter will toss the paper balls into the basket or box on the finish line. The object is to see how many
baskets can be made in one minute. The timekeeper will keep track of the minute while the recorder will make a
tally mark each time a basket is made. The retriever(s) will make sure the shooter has a steady supply of balls to
toss during the entire minute. (Instruct students to stay behind the starting line when tossing).
Repeat the activity until each student participates in each role once. If there are 5 students in the group, someone
will be the retriever twice.
After:
After everyone has completed the task have students work together in their group to add up their individual tally
marks and record the totals in the table provided.
Have each student record his/her name and total number of baskets made in one minute on a post-it note.*
Have each group create a pictograph using the data collected. Remind students that the graph needs a title,
labels and a key (to decide on the number of successful shots each picture represents).
Have groups share their graphs and discuss the results.
*Teachers- Please save the post-its with the recorded number of baskets made by each individual. You will need these
for a future activity.
Homework:
Brainstorm a list of topics that could be used to survey others in order to collect, display and analyze data on a
graph
Extension: Challenge students to find examples of graphs in newspapers and/or magazines to share with the class.
Lesson #2: Toss It
Objective:
Materials:
4.01 Collect, organize, analyze, and
Data from yesterday’s lesson
display data (including circle graphs
Large sheet of paper to create a class line plot
and tables) to solve problems
Post-it note for each student
Students will:
Solve problems with tallies, tables, and line plots by collecting, organizing, displaying and analyzing data from the
“Toss It” activity
Warm-Up:
Vocabulary:
Tyler forgets the combination to the lock on his bike. He knows the three
line plot
numbers are 5, 1 and 4, but he can’t remember the order to open the lock.
tally marks (tallies)
List all the possible numbers he can try.
data
survey
How do you know you recorded all of the possibilities?
table
What is the probability that the 5 will be the middle number?
How do you know?
Before:
Review the activity from yesterday including a discussion of why tally marks and a table were used to record the
data collected. Include a discussion as to why a pictograph was a good representation for the number of baskets
made.
Make sure each student has his/her post-it note with the total number of baskets made from yesterday.
Pass out another post-it note to each student and instruct them to make a large X in the middle of it.
Tell the students that they will create another type of graph in which to compare all of the data collected
during yesterday’s lesson.
During:
As a class brainstorm a list of other types of graphs that students are familiar with.
Ask what other type of graph would be suitable for displaying the data that was collected during yesterday’s lesson
(a line plot).
Display a large sheet of paper or use the board to create a class line plot.
Discuss and decide on what numbers need to be labeled on the graph.
Give the graph a title.
Have students place their post-its on the line plot above the correct number of baskets scored.
After:
After the class line plot has been created, discuss the results.
Challenge students to create questions that can be answered using the information on the graph.
Although the terms will not be tested, discuss the most frequent number of shots made (known as the mode) and
any numbers that are alone at either end of the graph (the outliers).
Ask students what factors might influence the number of successful shots for students (experience, length of arms,
fatigue, etc.).
Ask the students to estimate their number of shots if the pail or box is moved either closer or further away from the
present finish line.
Ask students what factors might influence the number of successful shots for students (experience, length of arms,
fatigue, etc.).
Allow students time to poll their classmates to find out how many brothers and sisters they have in order to create
a line plot for homework.
Brainstorm ways to collect this information so they are sure to get a response from each classmate.
(a possible chart is included with the homework).
*Teachers- Please remember to save the post-its with the recorded number of baskets made by each individual student.
You will need these for a future activity
Homework:
Have students complete the attached homework page.
After finding out how many siblings each student has, have students create an individual line plot to represent the
data.
rd
Ask, “If another 3 grader came to our classroom, how many brothers and sisters do you think they might have?”
Explain your answer
Toss IT
Recording Sheet
Name of Shooter
1.
2.
3.
4.
5.
Baskets Made
(record using tally marks)
Total Number
of Baskets
Lesson #2 – Homework
Student Name
Name:
Total number of
brothers and sisters
Student Name
Total number of
brothers and sisters
Create a line plot to represent the data above.
If another 3rd grader came into our classroom, how many brothers and sisters do you think they
might have? Explain your answer.
Lesson #3 – Building A Human Circle Graph
Circle graphs, also known as pie charts, are the best type of graph for showing the relative proportions of different categories to each
other and to the whole. Circle graphs are used when exact quantities are less important than the relative sizes of the parts.
Objective:
4.01 Collect, organize, analyze, and display data (including circle
graphs and tables) to solve problems
Materials:
** YOU will need an area large enough so that all of your students can stand and
sit in a circle.
Yarn- a variety of colors
Students will:
Collect, organize, display and analyze data
Create a human circle graph
Compare data displayed in a circle graph and a line plot
Warm-Up:
Grayson needs to pack for his vacation. He has three pairs of pants; black, blue and
green. He has two shirts; white and yellow. List all the possible combinations that he
could make from the clothes he is packing. How many different outfits does he have?
What is the probability that he will be wearing blue? Show your work.
Vocabulary:
Circle graph
Line plot
data
Before:
Show the “Other Class” circle graph. Explain to students that another class collected data on how many times they could toss a paper ball in a
basket. Ask, “What do you notice about the graph? What does it tell us about their data?” Allow students time to talk about what they see.
During:
Ask students to look at the line plot they made yesterday and discuss, “how is our line plot like
the Other Class circle graph? How is it different?”
Have students get their data from yesterday (post-in note with the number of baskets made)
and get in a circle. They should stand next to students with the same response (you might
want to start the circle with the smallest number and guide students to continue). Have
students pass a ball of yarn around to create the outline of the circle.
Note to teacher about dividing your circle: One way to do this is: Prepare the center point of the
circle by using a plastic container such as an ice cream tub. Cut a slit in the lid of the tub. Put a ball of
colored yarn in the tub for each item you will be graphing. Pull the yarn through the slit in the tub.)
Ask students- how might we divide the sections of our circle graph? Using string, divide your
human circle graph into parts. Have students suggest a variety of ways to divide the graph.
They may suggest dividing each group of numbers (9s, 10s, 11s, etc.) into sections, or they may suggest grouping a range of
numbers into sections (0-10, 11-20 etc.). Try several of their suggestions and talk about which makes the most sense.
Once you have experimented a bit, have students set the yarn on the floor and take a step back.
Ask students to sit down and record the graph they just created as a class. As students finish, have them turn and talk to their
neighbor about the following question: “How does our graph compare to the Other Class graph?”
Exploring Graphs: During this portion of the lesson, students will spend time looking at graphs and responding to the following:
1. What is this graph about?
2. What question might this graph answer?
3. Who might want to know this information?
After:
Call students back and discuss the graphs they just explored. Explain to students that circle graphs are most useful
when comparing categories to each other and to the whole. Ask students, “what is being compared in the first graph?”
etc.
Homework: Reading a pictograph
Lesson #3
Warm-Up
Grayson needs to pack for his vacation. He has three pairs of pants;
black, blue and green. He has two shirts; white and yellow. List all the
possible combinations that he could make from the clothes he is packing.
How many different outfits does he have? What is the probability that he
will be wearing blue? Show your work.
Lesson #3 – Building A Human Circle Graph
Graph to use during the “BEFORE”
section of the lesson
Number of Baskets we made – “Other Class”
This graph shows data from another class after they completed the „tossing trash‟
activity.
20-30 baskets
10-20
baskets
more
than 30
baskets
Lesson #3
Exploring Circle Graphs
How the Nicholson’s Spend their Money
1. What is this graph about?
2. What question might this graph answer?
3. Who might want to know this information?
Food
Rent
Savings
Clothing
Miscellaneous
1. What is this graph about?
Sneaky Shoe Store Sales 2010
New
Balance
Adidas
2. What question might this graph answer?
Reebok
Other
3. Who might want to know this information?
Nike
Which Countries make the most Computers?
1. What is this graph about?
Other
Japan
Europe
United
States
2. 2. What question might this graph answer?
3.
Who might want to know this information?
Homework Lesson #3
Name:
Morgan made a pictograph to show how he spent his time each day.
At School
Key:
Play video games
= 2 hours
Watch TV
Do chores and homework
Sleeping
1. How much time does Morgan spend sleeping each day? _______________________________________
2. Morgan watches TV and plays video games at home. Is this longer or shorter than the time he spends at
school? ____________________________________________________________________________
How much longer or shorter? ____________________________________________________________
3. Morgan’s sister looked at his graph. She said, “That’s not right Morgan, you spend more than 1 ½ hours
playing video games!” Morgan argued, “I did my graph right, you just didn’t read it carefully.” Who is
correct, Morgan, or his sister? Explain your answer.
___________________________________________________________________________________
____________________________________________________________________________________
4. How would the graph change if Morgan would have said each clock = 1 hour?
___________________________________________________________________________________
How Many Jackets do You Own?
x
x
For a math lesson, Mr. Bass
asked his students how many
jackets each student owns.
He made the following line plot
of the information.
x
x
x
x
x
x
x
x
x
x
x
x
0
1
2
3
1. How many students own fewer than 2 jackets? _____________________________________
2. How many students own 1 or more jackets? ________________________________________
Lesson #4: Creating Circle Graphs to Answer a Question
Objective:
4.01 Collect, organize, analyze, and display
data (including circle graphs and tables) to
solve problems
Materials:
One small bag of candy for each group of 4 students (Skittles, M&M plain, M&M peanut,
jelly beans,
Rulers- to draw lines on their circle graphs
Copies of Allergic to Red Food Coloring Activity Sheet
Students will:
Collect, organize and display data in a circle graph
Compare circle graphs to solve a problem
Warm-Up:
Display the favorite foods graph. Ask students, “what does the information on this graph tell you?”
About how many students like pizza? (Students may try to respond with a number, if so ask, “how
do you know?”). What if I told you this was data from Mr. /Ms. ________‟s class and he/she has 25
students. Then would you be able to tell? Allow students a few minutes to determine about how
many students like pizza and about how many like hamburgers.
Vocabulary:
Circle graph
Data
compare
Before:
During this lesson, small groups of students will create circle graphs from a set of data. Students will learn more from this graphing
activity if it is tied to something that they care about. The remainder of this lesson is written using an “allergic to red food coloring”
scenario.
Tell students you just found out that your daughter/son/niece/etc. is allergic to red (or another color) food coloring. You were
supposed to buy snacks for his/her party, and need to know which type of candy has fewer red pieces than the others.
Organize students into 4-5 groups and explain the task to students. “Your job is to find out if the candy your group has would be a
good choice. Each of you will create your own graph” You may want to limit the time students spend coloring so they focus their
work on collecting and organizing the data.
Give each group a different set of data: skittles, jelly beans, M&Ms, etc. Tell students to create a circle graph that represents their
candy.
During:
Allow students time to create a circle graph of candy colors. Although students are working with a small group, each student
should create his/her own graph. Circulate and note how students are deciding to divide their graphs. If they are struggling with
dividing the circle, ask, “how this is like what we did yesterday?” (Students might put their candies in a circle).
As you observe students working, make a note of examples you want to bring to the class during discussion. (The discussion
should focus on the ways in which students determined how to divide their circle graphs.
Note: Have extra copies of circles- students will make mistakes at first. This is an important process for them to go through. If they
are allowed to experiment and make mistakes, students will more fully understand how to create and read circle graphs. Keep in
mind that the purpose of this is to create a representation of the data. Students do NOT need to divide the total number of candies
and find exact percentages. Instead, they should use what they know about fractions (i.e. “I put a line down the middle and made
this section yellow because I had 13 yellow candies and there were 25 total candies in our bag. “13 is about half of 25 so I colored
half of the graph to show this”.
As students finish creating their graphs, ask them to answer the “Would our group‟s candy be a good choice? Why or why
not?” question near the bottom of the activity page. Do not have them answer the last question as it will be used
tomorrow.
If some students finish their graphs early, you may want to challenge them to graph their data in another way.
After:
Bring the students together for a discussion. This should focus on having students share how they decided to divide their circles.
Did anyone figure out how many red were in each type?
Homework: Graphing playground activities activity
Lesson #4/5: Allergic to red food coloring!
Type of candy:
Name:
Create a circle graph that displays the candy in your bag. Use color to represent candy colors, but do NOT label
the number of candies in each portion.
(Title for your graph)
How many candies did you
have in all?
Would our group‟s candy be a good choice? Why or why not?
Look at all of the graphs displayed in the room. Which candy would be the best choice? Why?
Write a letter to your teacher that explains which candy she should choose and why she should choose it.
Homework Lesson #4
Name:
A 3rd grade class collected data to find out the most popular activity on their playground.
Their data is shown below:
Student
Jacob
Tyler
Shaundra
Brandon
Kayla
Jose’
Lucia
Madison
Taylor
Ignacio
Favorite Sport
Kickball
Swings
Tag
Kickball
Tag
Kickball
Swings
Tag
Kickball
Kickball
Organize the data into a table:
Student
Natasha
Ty’rese
Amaya
Antoine
Jin
Absolan
Marco
La-Trice
Omari
Cindy
Favorite Sport
Kickball
Tag
Kickball
Kickball
Tag
Tag
Kickball
Swings
Kickball
Kickball
Then create a Circle Graph:
1. If you surveyed your class, how would the data look different?
2. Do more or less than half of the students like kickball? Explain how you found your
answer.
Lesson #5: Using Circle Graphs to Answer a Question
Objective:
4.01 Collect, organize, analyze, and display
data (including circle graphs and tables) to
solve problems
Materials:
One small bag of candy for each group of 4 students (Skittles, M&M plain, M&M peanut,
jelly beans,
Rulers- to draw lines on their circle graphs
Copies of Allergic to Red Food Coloring Activity Sheet
Students will:
Collect, organize and display data in a circle graph
Compare circle graphs to solve a problem
Communicate through written language
Warm-Up:
Addison wants to serve pizza for her birthday party. She wants one type of meat
and one type of vegetable on each pizza. The meat choices are pepperoni,
sausage and ham. The vegetable choices are peppers and mushrooms. List all
the possible pizzas she can make. How many different pizzas can be made?
What is the probability that a pizza will have mushrooms on it? Show your work.
Vocabulary:
Circle graph
data
compare
more than/less than half
about a fourth or quarter
Before:
Remind students that the goal for this activity is to determine which candy is the best choice. Explain to students that
they will have a chance to walk around and look at a graph from each group (type of candy). As they walk, they will want
to think about which candy is the best choice.
Have a sample of each graph posted around the room. Have students do a gallery walk to view all of the graphs.
During:
Direct students‟ attention to the question and task at the bottom of the activity page. “Look at all of the graphs
displayed in the room. Which candy would be the best choice? Why? Write a letter to your teacher that explains which
candy she should choose and why she should choose it.”
Give students time to complete this task. As students work, observe how they determine which is the best choice.
- Do they look at the total number of candies and estimate how many reds for each graph?
- Do they compare the size of the pieces?
After:
Bring the students together for a discussion (This is a vital part of the lesson- make sure to leave at least 20 minutes for
it). This should focus on having students share how they chose their candy.
If a student doesn‟t suggest using the total number of candies to estimate how many in each portion, ask the students
something like, “In the jelly bean graph, I see that more than half of the graph was colored in red. Can we figure out
about how many red jelly beans were in their bag?”
There were 20 Skittles and about half of the graph was colored in red, so that‟s about 10. Then I looked at the jelly
beans and saw that there was a bigger part colored in red.
Homework:
Draw a large bull’s eye as shown. Tell students that three
darts hit this target. How many different possible scores could the player
have earned? (It does not matter in what order the darts landed). Make an
organized list of the possible totals. See Blackline Master IV - 2.
Homework Lesson #5
Name:
Mr. Dart has 3 darts to throw at the target. How many different
possible scores could he earn? (It doesn’t matter in what
order the darts landed)
Use the table below to help you make an organized list
of the possible totals (you might not need to use
all of the lines on the table).
1st dart
2nd dart
3rd dart
TOTAL
2
5
9
1. How many of the possible scores are even? __________________
2. How many of the possible scores are odd? __________________
Objective:
Lesson #6: Reading and Analyzing Graphs
Materials:
4.01 Collect, organize, analyze, and display data (including circle
graphs and tables) to solve problems
Computers
Graphing Station Cards (several copies of each).
Student journals or notebooks to record their work as they
move through each station.
Students will:
Solve problems about graphs
Warm-Up:
Thomas‟ computer game has a three-digit secret code. The code has a 9, 6 and 4
in it. How many possible secret codes could there be with these three digits?
What is the probability that the code will end in an even number? Show your work
Vocabulary:
Circle graph
Line plot
tally marks (tallies)
data
survey
table
Before:
Briefly explain the activity at each graphing station.
During:
Have partners circulate through the following graphing stations.
Station 1: Collect data, make a table and choose a circle graph (online activity).
Station 2: Answer questions about pictographs, line plots, and circle graphs
Station 3: Create a circle graph from data given.
Station 4: Match line plots and statements.
As students work, note how they are solving the word problems in Graphing Station 2. Are they struggling with any of the
language?
Do their word problems match the line plot? Do use the pictograph key?
Also observe as students complete the circle graph. Make note of strategies you see students use that would benefit the
rest of the class- you will want to use those during the Classroom Discussion.
After:
Briefly discuss graphing ideas with your students. The topic of this discussion will depend upon what your students need. Ask
students, “What questions do you have about creating and reading circle graphs? Pictographs? Line Plots?
Homework: Students may need to complete work from graphing stations 2 and 3.
Graphing Station 1
Go to the internet.
Type in the following address:
http://www.bbc.co.uk/education/mathsfile/shockwave/games/datapick.html
Choose level 1 (the other levels are for bar graphs and line plots).
Click “Start”
Repeat the activity and answer the following questions:
1. What was the subject of your pie chart?
2. What data were you gathering as you made the tally marks?
3. Draw a sketch of your pie chart and label each section:
Graphing Station 2
1. What do teenagers spend most of their
money on?
2. Do teenagers spend more money on food or
presents? How do you know?
Third graders were asked a question. Here is what the graph looks like:
X
X
X
X
X
1
X
X
X
X
2
X X
X X X
X X X
3 4 5
3. What could this line plot be about?
4. Write a word problem that could be
answered using this line plot.
Mr. Nelson took an inventory of the kinds of books in his classroom.
Animals
Key
History
= 10 books
Friendship
Mystery
6. If Mr. Nelson asks parents to donate books, what type of book do you think he will ask for? Why?
7. How many more Animal books does Mr. Nelson have than Friendship books?
Graphing Station 3
Eighty 5th graders were asked about their favorite Wii game. The table below shows this data.
Game
Number of Students
Madden NFL
Wii Sports Resort
NHL 2K
Mario Strikers Charged
40
20
15
5
Create a circle graph that represents this data.
Graphing Station 4
Match each line plot with a statement.
Record your answers here:
Statement A = Graph __________
Statement C = Graph __________
Statement B = Graph __________
Statement D = Graph __________
Which graph and statement was the easiest to match? Why?
Which graph and statement was the most difficult to match? Why?
Graphing Station 4 Cards- Cut apart before presenting to students.
Statement A
Graph 1
x
x
x
x
x x
x x
0 1 2 3
x
x
x
x
x
x
x
4
The
number
of
cavities
the sixth
graders
have
x
x
x
x x
x x
x x
x
5 6 7 8 9 10 11
Graph 2
x
58
59
x
x
x
x
60
61
62
x
x
x
x
x
x
63
64
65
x
x
51
x
x
x
52
x
x
x
x
x
x
66
67
68
Statement B
x
x
x
69
70
x
x
x
x
71
72
73
Graph 3
x
46
The heights
of the sixth
graders in
inches
Statement C
47
x
x
48
x
x
49
x
50
x
x
x
53
x
x
x
54
x
x
55
x
x
x
56
x
57
x
58
The ages
of the
sixth
graders’
mothers
Graph 4
x
x
x
x
x
x
x
x
x
x
0
1
Statement D
x
x
x
x
x
x
x
x
x
x
x
x
x
2
3
4
5
6
7
The number of people
in the sixth graders’
families
8
3rd Grade Graphing Assessment
All 100 students at Westwood school voted for their favorite
season. The results are shown in the graph below.
NAME:
2. Which question can be answered from the graph?
Fish Caught
Sue
1. How many students chose summer as their favorite
season?
4. Smithfield collected cans of soup for a food drive. Use
the graph to answer the questions below:
a.
b.
c.
d.
Bob
Bill
Why did Bill get fewer fish?
What kind of fish did Sue catch?
How many fish did Bob and Bill catch together?
Who fished the longest?
How Often Adults Eat a Salad
3. How many cans did the third grade collect?
a. 2 ½
b. 27
c. 24
d. 5 ½
4. Which grade levels collected at least 12 cans?
6. Elvira recorded the number of seeds she found in each
apple.
5. How often are adults most likely to eat a salad?
a. Once or twice a day
b. Several times a week
c. Once a week
d. Less than once a month
#7-10. Gabriela made a circle graph to show the colors of
the cars in the school parking lot. She counted 53 red cars,
11 black cars, 15 blue cars, and 21 gray.
Car Colors
Fill in the circle graph
with the correct color
to represent her data.
What could Elvira most likely predict about the number of
seeds in apples?
a. most apples have 10 seeds
b. most apples have more than 6 seeds
c. most apples have less than 6 seeds
d. most apples have 5 seeds
Rajah made this pictograph to show how many points he
scored in each basketball game.
Rajah’s Points
Game
1
Game
2
Game
3
Game
4
12. Edmund and his friends had a contest to see who could
do the most sit-ups in one minute. The table below shows
their data?
Name
Mike
Edmund
Charlie
Celeste
Kelsey
If Rajah scored 30 points in game 1, 15 points in game 2,
and 18 points in game 3…
11. How many points does each basketball on the graph
represent?
Number of sit-ups in one minute
18
14
17
21
11
How many more sit-ups did Celeste do than Edmund?
13. According to the graph below, which activities 16. Four students kept a chart of how
do students spend the least amount of time
many books they read in one month.
doing?
14. If this graph represents a class of 50 students,
about how many students spend time doing
homework?
Which picture graph shows the same information as the chart?
A.
15. about how many students spend time playing
computer games?
C
17. Mom is making Billy’s lunch. She has
ham, turkey and pepperoni. She has two
kinds of cheese: cheddar and swiss. Billy
likes one meat and one cheese on his
sandwich. List all the different sandwiches
Billy’s Mom can make.
18. Malika has two pairs of pants and three different shirts.
How many different outfits can she wear?
19. Mrs. Briggs is lining her class up for
lunch. The first three names she called out
were Zach, Jose and Tyler. They all want to
be first in line. What is the probability that
Jose will be number one in line?
20. There is a special code for the door to the office. Mr. Dixon
can’t remember the order of the numbers, but he knows the
three numbers are 2, 9 and 8. What is the probability that the
code will end in an odd number?