**Number:**MA.3.DP.1

**Title:**Collect, represent and interpret numerical and categorical data.

**Type:**Standard

**Subject:**Mathematics (B.E.S.T.)

**Grade:**3

**Strand:**Data Analysis and Probability

## Related Benchmarks

## Related Access Points

## Access Points

## Related Resources

## Formative Assessments

## Lesson Plans

## Original Student Tutorials

## Perspectives Video: Teaching Ideas

## Problem-Solving Tasks

## Virtual Manipulative

## Student Resources

## Original Student Tutorials

Learn how to use a bar graph to summarize voting results at school in this interactive tutorial.

This is part 2 in a two-part series. Click **HERE **to open Part 1.

Type: Original Student Tutorial

United States citizens have a responsibility to vote. In this integrated civics and math tutorial, a class collects voting data to display in a table showing the students' and teachers' choices for a new school project.

Type: Original Student Tutorial

Learn to use the information presented in scaled bar graphs to solve one-step “how many more” and “how many fewer” problems.

Type: Original Student Tutorial

## Problem-Solving Tasks

After students have drawn and measured their ten line segments, it might be more useful for the class to discuss part (b) as a whole group. It is a good idea to have the students use color to help them keep track of the connection between a line that they have drawn and the corresponding data point on the graph.

Type: Problem-Solving Task

The purpose of this task is for students to solve problems involving the four operations and draw a scaled bar graph to represent a data set with several categories.

Type: Problem-Solving Task

## Parent Resources

## Problem-Solving Tasks

This task adds some rigor to the activity, by collecting actual growth data, providing practice for students in measuring and recording length measurements. Centimeters are an appropriate unit for these measurements, as they provide a good level of precision for these measurements, while being easy enough for students to handle.

Type: Problem-Solving Task

After students have drawn and measured their ten line segments, it might be more useful for the class to discuss part (b) as a whole group. It is a good idea to have the students use color to help them keep track of the connection between a line that they have drawn and the corresponding data point on the graph.

Type: Problem-Solving Task

The purpose of this task is for students to solve problems involving the four operations and draw a scaled bar graph to represent a data set with several categories.

Type: Problem-Solving Task

The size of the hand makes a difference in some sports that involve throwing or catching and some activities such as playing the piano. Hand span is a measure that has been used for many years. By placing the hand on the edge of a piece of paper and marking the tips of the thumb and little finger, the student can measure a straight line. This is a better method than placing the hand directly on the ruler. Discuss rounding conventions. This could be used as a class activity, or students could gather and plot data on separate line plots from different age groups.

Type: Problem-Solving Task