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You are on page 1of 6

**Teacher: Mrs. Thornton
**

Grade: 3

________________________________________________________________________

Instructional Objectives:

Students will draw a scaled bar graph.

Students will interpret a scaled bar graph.

Students will explain their reasoning in constructing a bar graph.

Students will apply understanding of the components of a graph to a reverse situation.

**Common Core Standards:
**

Measurement and Data 3.MD

Represent and interpret data.

3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several

categories. Solve one- and two-step “how many more” and “how many less” problems

using information presented in scaled bar graphs. For example, draw a bar graph in

which each square in the bar graph might represent 5 pets.

Materials: old calendar with pages torn loose, sheet of poster board (#1) with a small picture of the

calendar months pasted down the baseline side and rows for each month, birthday stickers with students’

names, 12 colors of plastic cubes, four-inch squares of poster board the same colors as the cubes, large

sheet of neutral-colored poster board (#2), Smartboard/laptop projector and laptop, ten envelopes

containing an assortment of rubber-band shapes, craft foam shapes, stickers or buttons ( about 25-45

items in each envelope), blank grid paper, rulers, markers, crayons, colored pencils, pre-drawn unlabeled

graphs, worksheets.

Prerequisites: Work with object graph, picture graph, tally sheet/data table

Setting the Stage: (Elements from Activity 19.1)

Ask- “Is there anyone in class who does not have a birthday?” After a response, say- “All of us have a

birthday, but we all were born in different months.

Place the torn-out calendar pages in order in a line on the classroom floor. Have the children line up

behind their month of birth.

Ask- “Who remembers what kind of graph we have just created?” (an object graph)

Next take out the poster board (#1). Have children put a birthday sticker with their names beside their

birth month.

Ask- “Who remembers what kind of graph we have just created?” (a picture graph)

Fill in a data table of months/birthdays of the class.

Month

January

Our Birthdays

Number of birthdays

February

March

April

May

June

July

August

September

October

November

December

**Instructional input and modeling: (Activity 19.3)
**

Tell the children that other kinds of graphs can be used to show the same information. This time, colored

cubes will be used to represent their birth months. Children with the same birth month will have cubes of

the same color. Have children with the same colors join their cubes and stand them on a table alongside

the other colors. Compare the standing cubes with the table and the picture graph. Discuss the meaning

of the cubes in each stack. Help children recognize that the table, the picture graph, and the colored cube

“graph” all represent the birthdays

Give each child a 4-inch square of poster board with a color that matches the colored cube used earlier.

Have them paste the squares onto the large sheet of poster board, which should have a baseline about 1

foot from the bottom. Name each column in the space beneath the baseline. Discuss how this graph is

like the picture graph and how it is different.

Compare the colored-squares graph with the colored-cube graph. Tell the children that the new graph is a

bar graph.

Introduce a computer graphing program. Demonstrate the program to the class via the Smartboard/laptop

projector. Use the program to make a table and a bar graph of the birthday data.

Ask the children if they can think of any advantages of the bar graph over the picture graph. (i.e.The

number of birthdays is now determined by the scale of the graph and not by counting individual items,

cubes or squares. Greater numbers of items can be displayed.)

Using the computer-generated graph and table, brainstorm the important parts of a bar graph.

Scale

Title

Y-axis

(What

changes)

1st item

2nd item

3rd item

4th item

X-axis (What stays the same)

**Information that should be discussed:
**

a. Title identifying what graph is about,

b. vertical and horizontal axes

c. label for horizontal axis (Month) Write the name of each month where the bars will be.

d. label for vertical axis (Number of Birthdays)

e. scale (Consider the least and greatest number shown on the graph. What range of numbers should be

on the graph? Here it is limited by the number of students in the class. But what if the graph was about

the number of birthdays in the entire third grade or the whole school?)

f. draw bars to show total for each item.

Go over how to determine a scale. Tell students that they need to look at the highest number on the data

table. Do they have enough room on the grid to count by ones from 0? If not, they need to determine if

they need to count by 2’s, 3’s, or 5’s so that they have room to put the highest number from the data

table on their grid.

Ask- How do you decide what information goes where? What does the bar graph show/tell you? Why

would we use a bar graph?

Check for Understanding and Guided practice:

Divide students into groups of 4. Assign student pairs for Pairs/Check. Give each group an envelope

**containing an assortment of rubber-band figures, craft foam shapes, stickers or buttons. Tell them to sort
**

the materials by size, color, shape or another characteristic they observe. Have them create their own bar

graph using their data. Remind them that the bar graph must have all the important parts. Check in with

each group to be sure that they understand how to create and label the bar graph. Encourage them to

check the computer-generated bar graph if they need help.

Each group should complete their graph and, on the back of the graph, explain what they did and why.

Independent practice:

Task 1- Mario’s dad visited the Jelly Belly factory in California. He brought back some jelly beans that

Mario shared with some friends. Mario made a data table showing which Jelly Belly jelly bean flavors

were his friends’ favorite. Create a bar graph of Mario’s data. Write three facts about the data.

Favorite Flavor

Very Cherry

Sunkist Orange

Bubble Gum

Green Apple

Blueberry

Licorice

Number of Friends

7

14

23

8

11

5

Task 2- Hanna’s YMCA after school group was discussing their favorite singers. Hanna made a graph

showing which singers the group liked best. Here is her graph:

**YMCA Group’s Favorite Singers
**

20

18

Number

of

YMCA

Group

Kids

16

14

12

10

8

6

4

2

Miley

Cyrus

Justin

Bieber

Singers

Answer the questions using the graph.

Hannah

Montana

3rd item

Taylor

Swift

1.

2.

3.

4.

5.

6.

**How many kids chose Justin Bieber as their favorite singer?
**

How many more kids chose Hannah Montana than Miley Cyrus?

How many kids chose either Taylor Swift or Miley Cyrus?

If two more kids chose Hannah Montana, how many kids would have chosen her?

If five less kids had chosen Justin Bieber, how many kids would have chosen him?

List the singers in order, from most favorite to least favorite.

Task 3- Decide on a question you would like to collect data about. Collect your data using a tally

sheet/data table. Create a bar graph of your data. Make up three questions which can be answered using

your graph.

Extension/Assessment: (Activity 19.4)

Display an unlabeled pre-drawn bar graph to the class. Speculate with the children about what the graph

could represent. Tell the children that this graph could be used to represent many different data sets.

Give each child a copy of the pre-drawn graph, and ask them to complete the graph by labeling the

horizontal and vertical axes, coloring the bars, creating a data table and giving the graph a title.

Modifications:

LD- Prepare a pre-drawn graph template for student with fine motor skill difficulties to use in group

work and Task #1 and #3.

ELL- Use students’ native language to name months. Be specific and clear with instructions. Do not use

pronouns or vague terms.

Gifted/Talented- Have students research data on a topic of their choice and prepare a data table and a bar

graph. Arrange a class time for them to present/explain their graphs to the class.

Cooperative Learning groups help with all of these students.

**REVERSE SITUATION GRAPH
**

(Extension/Assessment worksheet)

Complete the graph below.

1. Label the horizontal and vertical axes.

2. Color the bars.

3. Create a data table.

4. Give the graph a title.

Draw your data table below.

Explain what your bar graph shows.

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