3rd
Unit of Study 4: Collect and Analyze Data
Projected Time
Allotment: 10 days
Global Concept Guides: Frequency Tables and Pictographs, Displaying Data in Bar Graphs,
Collect and Analyze Data Using Line Plots
Prior Learning: MA.2.A.2.1, MA.2.A.6.1, MA.3.A.1.1
Progressions Document Link
Sample Show What you Know Task: Parking Cars Activity
Next Generation Sunshine State Standards for Mathematical
Content:
MA.3.S.7.1 Construct and analyze frequency tables, bar graphs,
pictographs, and line plots from data, including data collected
through observations, surveys, and experiments.
Comments: This is the first
time students are being
exposed to multiple
representations when
collecting and analyzing
data.
MA.3.A.6.2 Solve non-routine problems by making a table,
chart, or list and searching for patterns.
Solve non-routine problems by making a table, chart, or list and
searching for patterns.
Notes on Assessments:
Unit 4 (Go Math! Ch. 2)
See Common Performance
Task link below
Unpacking the Standards for this Task:
In Grades 3–5, work with data is closely related to the number line, fraction concepts, fraction
arithmetic, and solving problems that involve the four operations. In Grade 3, the most important
development in data representation for categorical data is that students now draw picture graphs in
which each picture represents more than one object, and they draw bar graphs in which the height of
a given bar in tick marks must be multiplied by the scale factor in order to yield the number of objects
in the given category. These developments connect with the emphasis on multiplication in this grade.
At the end of Grade 3, students can draw a scaled picture graph or a scaled bar graph to represent a
data set with several categories (five or fewer categories). They can solve one- and two-step “how
many more” and “how many less” problems using information presented in scaled bar graphs.
Common Performance Task for this unit: Jasmine’s Party- Students will construct, analyze
and interpret a set of given data. Click here for Common Performance Task and rubric.
Future Learning:
In fourth grade, students extend their understanding of collecting and analyzing data to make
1 1
1
line plots to display a set of measurements in fractions of a unit (2, 4, and 8).
3rd
Global Concept 1 of 3 for this Unit of Study: Frequency Tables and Pictographs Projected Time
Allotment: 3 days
Sample Essential Questions:
Day 1: What is the purpose of a frequency table when collecting and displaying data?
Day 2: How is a pictograph like a frequency table?
Day 3: How can you display data on a pictograph?
Related Unit 4 Assessment: Go Math Ch. 2 # 2, 4, 7, 8, 9, 14
Instructional Resour
ces
Manipulatives:
Lesson Ideas:
 Go Math Lesson 2.1 - Unlock the Problem, p. 64 # 10
 Go Math Lesson 2.2 - Unlock the Problem, p. 66 Try Another Problem
 Go Math Lesson 2.3 - Teach and Talk TE p.69 to accompany Unlock the Problem, p.71 #9-11
 Go Math Lesson 2.4 - p. 74 # 2-5, p. 75 # 8-11
 Go Math Lesson 2.5 - Enrich Activity TE p. 73B, p. 78 Share and Show, p. 80 # 8-11
 Displaying Lollipop Data- Using a tally table to create a frequency table and pictograph
 Vending Machines- Performance task that has students analyze and create pictographs
 Voyages Excursions: A Picture is Worth a Thousand…
Interactive Online Resources
 iTools: Make a Pictograph- Select Pictograph Under activities
For more information about integrating the content within this GCG click here for PowerPoint
Sample HOT Questions: Use these to facilitate student discussion.
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When is it appropriate to use a tally table? Explain.
When is it appropriate to use a frequency table? Explain.
When would you choose to use a pictograph when displaying data? Explain your thinking.
How do you read a pictograph in which each symbol equals more than one?
What would happen to our pictograph if we increased the value of our symbol? Decreased?
If a symbol on a pictograph represents 2, how would you display data when given an odd number?
How would you describe making a pictograph to a friend?
What other questions could be written from the data displayed?
Are there other ways to display data given? Explain.
Our students are able to…
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Because as teachers we…
 Collect data daily from students and have them represent it
Display survey results in tally tables, frequency
graphically. (SMP 4)
tables, and pictographs. (SMP 4)
 Question students about graph interpretations. (SMP 3)
Analyze data by creating and answering
 Question students about what the parts of a graph
comparison questions. (SMP 1)
represent. (SMP 3)
Justify the use of symbol values in keys. (SMP 3)
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Have students find alternate ways to represent data. (SMP
Choose appropriate ways to represent data so that
4)
it can be better analyzed. (SMP 4)
 Have students share various graphs that may look different
Discuss and analyze data with peers. (SMP 3)
but that accurately represent the given data. (SMP 3, 4)
For more info on SMP’s click here.
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Post exemplar student created graphs. (SMP 6)
3rd
Global Concept 2 of 3 for this Unit of Study: Displaying Data in Bar Graphs
Projected Time
Allotment: 3 days
Sample Essential Questions:
Day 1: What is the purpose of a bar graph?
Day 2: How do you read data in a bar graph?
Day 3: How do you display data in a bar graph?
Related Unit 4 Assessment: Go Math Ch. 2 # 1, 3, 5, 6, 12, 13
Instructional Resources
Manipulatives:
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Graph Paper
Bar Graph Template Paper
Lesson Ideas:
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Go Math Lesson 2.6 - SE p. 86: Connect to Science, FBP 45 all,
Go Math Lesson 2.7 - SE p. 89 8-11, 13, SE p. 90 Sense or Nonsense, FBP 47
Go Math Lesson 2.8 - SE p.91 Unlock the Problem, p.92 Share and Show #1-3, SE 93-94 all.
Microsoft Excel – Graphs can be created and manipulated on excel easily and quickly.
CPALMS: Movie Types- using a given frequency table to create a bar graph
Voyages Excursions: Water Wise
Tropical Fish- Performance task that has students interpret and create bar graphs.
Interactive Online Resources:
 Data Grapher- online tool to input data and bar graph is created
For more information about integrating the content within this GCG click here for PowerPoint.
Sample HOT Questions: Use these to facilitate student discussion.
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How are bar graphs like frequency tables and pictographs? How are they different?
How does the interval you choose affect the length of your bars?
How do you read a bar graph that ends in between intervals?
How can you determine if two graphs show identical data?
What would be an appropriate scale for your data? Explain.
What do you need to make sure to include in your bar graph so the information presented is clear to the reader?
Our students are able to…
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Because as teachers we…
Analyze both vertical and horizontal bar graphs
 Collect data daily from students and have them
and answering comparison questions. (SMP 1)
represent it graphically. (SMP 4)
Describe how graphs are alike and how they are
 Question students about graph interpretations.
different. (SMP 3)
(SMP 3)
Choose appropriate scales for data and justify the
 Question students about the parts of a graph
scale chosen. (SMP 3, 6)
and what graph labels represent. (SMP 3)
Develop strategies for showing amounts that do
 Have students find alternate ways to represent
not fall on a scale number. (SMP 1, 6)
data. (SMP 4)
Identify the same set of data within multiple
 Have students share various graphs that may
mathematical representations. (SMP 4)
look different but that accurately represent the
Use survey results to create accurate and
given data. (SMP 3, 4)
complete graphical representations. (SMP 6)
 Post exemplar student created graphs. (SMP 6)
For more info on SMP’s click here.
Global Concept 3 of 3 for this Unit of Study: Collect and Analyze Data Using
Line Plots
Sample Essential Questions:
Day 1: How is a line plot like a number line?
Day 2: How do you read data in a line plot?
Day 3: How do you display data in a line plot?
Related Unit 4 Assessment: Go Math Ch. 2 # 10, 11, 15
Instructional Resources
3rd
Projected Time
Allotment: 3 days
Manipulatives:
 Line Plot Template – A blank template that can be used to help students create a line plot.
 Number lines – can be used to created numerical categories
 Two color counters – students can use counters instead of X’s to make an activity more tactile
 Centimeter cubes - students can use cm cubes instead of X’s to make an activity more tactile
Lesson Ideas:
 Go Math Lesson 2.9 - SE p.95-98, Unlock the Problem p.96 (Use names of your students) and create a class line
plot.
 Go Math Lesson 2.10 – TE p. 101 6-13, p. 102 14-18
Interactive Online Resources:
 Compare Temperature - Students construct two line plots from data to make comparisons.
For more information about integrating the content within this GCG, click here for the PowerPoint
Sample HOT Questions: Use these to facilitate student discussion
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How is a line plot similar to a number line?
How are line plots like bar graphs? How are they different?
How are the numbers on the number line different than the number of Xs above them?
How would you represent a category with no occurrences on a line plot?
How can you determine if the data displayed in a line plot matches the data shown in another representation?
Students are better able to …
Because as teachers we …
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Compare line plots to bar graphs and pictographs. (SMP 3, 4)
 Provide opportunities for students to utilize
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Create a line plot based on given data. (SMP 4 )
graphing scenarios to complete a line plot and
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Convert bar graphs and pictographs to line plots. (SMP 3, 4)
analyze. (SMP 4)
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Analyze data from a given line plot. (SMP 1, 2)
 Provide opportunities for students to make
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Compare two line plots representing the same data. (SMP 3,
4)
comparisons between their peer’s line plots based
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Understand what the X represents on a given line plot.(SMP 6
on the same data. (SMP 3,4)
)
 Provide students with multiple representations of
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Choose a type of graph needed to best represent given data.
data (pictographs, bar graphs, line plots) and find
(SMP 1, 3, 4)
relationships between them. (SMP 3,4)
For more info on SMP’s click here.