General Information
Benchmark Instructional Guide
Connecting Benchmarks/Horizontal Alignment
Terms from the K-12 Glossary
- Bar Graph
- Categorical Data
- Circle Graph
- Whole Number
Vertical Alignment
Previous Benchmarks
Next Benchmarks
Purpose and Instructional Strategies
The purpose of this benchmark is for students to interpret data displayed in scaled pictographs, circle graphs, scaled bar graphs and line plots. Like MA.3.DP.1.1, the purpose of this benchmark builds on data interpretation skills from Grades 1 and 2. In Grade 1, students interpreted data represented with tally marks and pictographs, and in Grade 2, students also interpreted data represented in pictographs and bar graphs. Additionally, students solved addition and subtraction problems using the data representations.- In Grade 3, students will interpret categorical data represented in scaled pictographs and bar graphs, whole-number numerical data represented in line plots, and whole-number category totals in circle graphs (e.g., instead of percentages). To interpret the represented data, they will solve one- and two-step problems from a given data set or compare two data sets in the same units (MTR.5.1).
- Instruction should include opportunities for students to interpret their own numerical and categorical data (MTR.7.1).
- Students could use addition, subtraction, multiplication or division to solve the problems. This benchmark should be taught with MA.3.DP.1.1 (collecting and representing data) (MTR.2.1, MTR.4.1, MTR.5.1).
Common Misconceptions or Errors
- Students may confuse the values in scaled pictographs and bar graphs. They should always utilize the given key when determining frequency of each category.
Strategies to Support Tiered Instruction
- Instruction includes opportunities to determine the values in a scaled pictograph, pointing out the importance of paying close attention to the key of the pictograph. The key outlines how much each of the pictures on the graph will represent. Students connect multiplication strategies to this concept. Instruction includes opportunities to practice counting by 2s, 5s, and 10s, to be successful with this benchmark. To help students see the connection between the key and what each picture represents, a bar diagram may be helpful.
- Instruction includes opportunities to determine the values in a scaled pictograph, pointing out the importance of paying close attention to the key of the pictograph. The key outlines how much each of the pictures on the graph will represent. Students connect multiplication strategies to this concept. Instruction includes opportunities to practice counting by 2s, 5s, and 10s, to be successful with this benchmark. To help students see the connection between the key and what each picture represents, a bar diagram may be helpful.
- For example, students use the key for the pictograph and a bar model to determine the number of sunny days in August.
Instructional Tasks
Instructional Task 1
The pictographs show favorite subjects in third and fourth grades at Palm Elementary School.- Part A. Write an equation that shows how many fourth graders chose reading as their favorite subject.
- Part B. How many third graders chose social studies as their favorite subject?
- Part C. How many more students prefer math in third grade than fourth grade?
Instructional Items
Instructional Item 1
John surveys his classmates about their favorite foods, as shown in the bar graph. How many more classmates chose pizza as their favorite food than classmates who chose salad?Instructional Item 2
Molly surveys her class about their favorite ice cream flavors, as shown in the circle graph. How many students picked a favorite ice cream flavor other than vanilla?*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.