In this "Cyberchase" video clip, the kids create their own bar graph to track the amount of bugs in the main Cybrary. They compare their bar graph to the one that Hacker created (to trick Ms. Fileshare, the librarian) and realize that the two bar graphs are based on different scales.

Content Standard(s):

Mathematics MA2019 (2019) Grade: 3

16. For a given or collected set of data, create a scaled (one-to-many) picture graph and scaled bar graph to represent a data set with several categories.

a. Determine a simple probability from a context that includes a picture.

b. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled graphs.

Unpacked Content

Evidence Of Student Attainment:

Students

Organize data and draw a scaled picture graph (with scales other than 1) to represent a data set with several categories.

Organize data and draw a scaled bar graph (with scales other than 1) to represent a data set with several categories.

Given a scaled picture graph or bar graph, solve one-And two-step problems using information presented in the graphs.

Determine simple probability from a context that includes a picture or information displayed in a graph.

Example: A picture graph displays data to represent the type of transportation for students traveling to school as 10 students walk, 8 students ride bikes, 38 ride the bus, and 12 ride in cars. Another student enrolls in school. What is the least likely way they will travel to school? Why?
Note: Students are expected to reason about probability, not calculate a probability.

Teacher Vocabulary:

Data set

Scale

Picture graph

Scaled bar graph

Category

Probability

Knowledge:

Students know:

Strategies for collecting, organizing, and recording data in picture graphs and bar graphs.

Describe and interpret data on picture and bar graphs.

Strategies for solving addition and subtraction one-And two-step problems.

Skills:

Students are able to:

Collect and categorize data to display graphically.

Draw a scaled picture graph (with scales other than 1) to represent a data set with several categories.

Draw a scaled bar graph (with scales other than 1) to represent a data set with several categories.

Determine simple probability from a context that includes a picture.
Example: A bar graph displays data to represent students' favorite colors with data showing 4 students choose red, 11 students choose blue, 2 students choose green, and 4 students choose purple. If Jamal is a student in the class, what do you think his favorite color might be? Why?

Solve one-And two-step "how many more" and "how many less" problems using information presented in scaled graphs.

Understanding:

Students understand that:

Questions concerning mathematical contexts can be answered by collecting and organizing data scaled pictographs and bar graphs.

Understand that logical reasoning and connections between representations provide justifications for solutions.

Diverse Learning Needs:

Essential Skills:

Learning Objectives: M.3.16.1: Define picture graph, bar graph, and data.
M.3.16.2: Interpret the data to solve problems.
M.3.16.3: Identify the parts of a graph (x-axis, y-axis, title, key, equal intervals, labels).
M.3.16.4: Locate the data on a picture graph and a bar graph.
M.3.16.5: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
M.3.16.6: Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference.

Prior Knowledge Skills:

Describe picture graph and bar graph.

Use vocabulary related to comparing data. Examples: more than, less than, most, least, equal.

Recognize attributes of data displays.

Locate information on data displays.

Classify objects into given categories.

Sort the categories by count.

Recognize different types of data displays.

Alabama Alternate Achievement Standards

AAS Standard: M.AAS.3.16 Measure lengths of objects using non standard tools (paper clips). Limit to whole numbers.
M.AAS.3.17 Using vocalization, sign language, augmentative communication or assistive technology, represent and interpret data on a picture or bar graph when given a model or a graph to complete.

16. For a given or collected set of data, create a scaled (one-to-many) picture graph and scaled bar graph to represent a data set with several categories. a. Determine a simple probability from a context that includes a picture. b. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled graphs.