Frequency Distributions

Objectives To guide children as they make frequency tables,

and
a as they find the median, mean, and mode of data sets.

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Practice Workshop Letters Management Core State Focal Points Teacher’s
Game™ Standards Lesson Guide

Teaching the Lesson Ongoing Learning & Practice Differentiation Options

Key Concepts and Skills Making a Bar Graph READINESS
• Order whole numbers.  of Measurements Organizing Data
[Number and Numeration Goal 6] Math Journal 2, p. 262
per group: calculator, numbered index cards,
Children make a bar graph of data
• Collect and organize data to create two 8_12 " by 11" sheets of paper
from a frequency table.
a frequency table.  Children create a physical display of data.
[Data and Chance Goal 1] Ongoing Assessment:
Informing Instruction See page 856. ENRICHMENT
• Find the median and mode of a data set. 
[Data and Chance Goal 2]
Comparing Waist-to-Floor Measurements
Math Boxes 10 9 
per partnership: 2 copies of Math Masters,
Key Activities Math Journal 2, p. 263 pp. 350 and 352  Math Message data 
Children record their waist-to-floor Children practice and maintain skills calculator
measurements on the Class Data Pad. They through Math Box problems. Children make two frequency tables and
make a frequency table and use it to find the bar graphs. They compare the landmarks
median, mean, and mode of the data set.
Ongoing Assessment: for two sets of data.
Recognizing Student Achievement
Ongoing Assessment: Use Math Boxes, Problem 3. 
EXTRA PRACTICE
Informing Instruction See page 855. [Number and Numeration Goal 2]
Minute Math +
Key Vocabulary Home Link 10 9 
Minute Math ®+, pp. 3–7 and 27–29
frequency table  mode Math Masters, p. 351 Children practice ordering numbers.
Children practice and maintain skills
Materials through Home Link activities.
Math Journal 2, pp. 251 and 261
Student Reference Book, p. 81 (optional)
Home Link 10 8
Class Data Pad  calculator  slate
(optional)  counters (optional)

Advance Preparation
For Part 1, divide a page of the Class Data Pad into three columns. Write the heading Waist-to-Floor
Measurement (in.) above the first column. Write the heading Frequency above the second and third columns.
(See Math Journal 2, page 261.)
For the optional Readiness activity in Part 3, write a 2-digit number on an index card for each child. There
should be some duplicates. Label two 8_12 " by 11" sheets of paper with smallest and largest.

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 Getting Started
Mental Math and Reflexes Math Message
Children find the ordinal number for the middle value in a set of data. Look up your last waist-to-floor
They may make a list on slates or use counters to help them solve each measurement on journal page 251.
problem. Have them share solution strategies. Write it on the Class Data Pad. Do not
write your name.
Which measurement would be the middle in a list of 5 measurements?
The third measurement
Which measurement would be the middle in a list of 15 measurements? Home Link 10 8 

The eighth measurement

Which measurements would be the middle in a list of 16 measurements?
Follow-Up
The eighth and ninth measurements Have partners read to each other
the basic facts that are suggested by the Fact
Triangles in the Home Link problems.

1 Teaching the Lesson

 Math Message Follow-Up WHOLE-CLASS
DISCUSSION

Count the number of entries on the Class Data Pad to check that
NOTE If you plan on having children do the
all children have entered their measurements. optional Part 3 Enrichment activity, have all
the boys write a B next to their waist-to-floor
measurements and have all the girls write a
 Making a Frequency Table of ELL
SMALL-GROUP
ACTIVITY G next to theirs.

Waist-to-Floor Measurements
(Math Journal 2, p. 261)

Divide the class into groups of three or four. In the second column
of the Class Data Pad, draw a frequency table, a chart on which Waist-to-Floor Frequency
data are tallied to find the frequency of given events or values. To
Measurement (in.) Tallies Number
support English language learners, explain that the word frequency
is used in different contexts to mean different things. A frequency 27 // 2
table can be used to determine how often (or the number of times) 28 0
an event or value occurs. Children complete the frequency table on 29 ////\ 5
page 261 in their journals for the measurements listed on the
30 ////\ /// 8
Class Data Pad. Guide them as follows:
31 ////\ // 7
1. Fill in the first column of the table. The first entry should 32 //// 4
be the smallest measurement on the Class Data Pad,
followed by all other possible measurements in ascending
order (to the nearest inch), up to the largest measurement.
2. Make a tally mark in the second column next to the
appropriate measurement for each time it is listed on the
Class Data Pad.
3. After all measurements have been tallied, write a number
in the third column that represents each set of tallies.
4. To check that no measurements have been omitted, add
the numbers in the third column and compare the sum to
the number of measurements listed on the Class Data Pad.

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 Student Page
 Finding the Median and
Date Time

LESSON
WHOLE-CLASS
10 9  Frequency Table 80 81
83 ACTIVITY
1. Fill in the table of waist-to-floor measurements for the class.
This kind of table is called a frequency table. Answers vary. Mean of the Data Set
Waist-to-Floor
Measurement
Tallies
Frequency
Number
(Math Journal 2, p. 261)
(inches)

Each member of each group finds the median and the mean of the
set of data. Children should use a calculator to find the mean.
Group members compare answers, resolve discrepancies, and
record the group’s answers on the journal page.
Bring the class together to share results and strategies.
● Did anyone find the median by listing the data on the Class
Data Pad from smallest to largest?
● How could you find the median using only the frequency table?
Total =
One way is to cross off one tally from the high end and then
cross off one from the low end, repeating until only one or two
2. What is the median (middle value) of the measurements? in.

3. What is the mean (average) of the measurements? in.

tallies remain. Another way is to find the ordinal number for
4. The mode is the measurement, or measurements, that occur most often. What the middle measurement. For example, if there are 25
is the mode of the waist-to-floor measurements for the class? in.
measurements, the middle measurement is the 13th
Math Journal 2, p. 261 measurement. If there are 26 measurements, there are
two measurements in the middle—the 13th and 14th
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measurements. Starting at the top of the table, add the

numbers in the third column until the sum is equal to or
greater than the ordinal number for the middle measurement.
The measurement in that row is the median.
● Which is more efficient—finding the median from the unordered
data on the Class Data Pad or from the frequency table? Using
the frequency table; if you use the data on the Class Data Pad,
you must first order the data from smallest to largest.
● Did anyone use the memory keys on the calculator to find
the mean?
If no one has done so, describe how to use the memory keys to find
the sum of all the measurements. For example, if there are three
measurements, each of 26 inches, press 3 X 26 M+ . This adds
the product, 78, to the number in the calculator’s memory.
Ask children to enter the total for each measurement into the
calculator’s memory. When all data have been entered, press the
memory recall key to display the number in memory. This is the
sum of all measurements. Then divide the sum by the total
number of tallies. The result is the mean height for the class.
Remind children to clear the calculator’s memory.
Ask: Which is easier, finding the mean on the calculator with or
without the help of the memory keys? If you don’t use the memory
keys, the number displayed after entering and adding is the total
to that point, not the value just added. This increases the
likelihood of losing track of data and having to start over, or losing
the total if an error is made pressing the keys. Also, with a large
set of data containing many repeated values, using the memory
keys reduces the number of keystrokes needed.
Compare the median and mean of the data set. Often, the median
and the mean of a set of data are the same or almost the same.

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  Reviewing the Mode of WHOLE-CLASS
ACTIVITY

the Set of Data

(Math Journal 2, p. 261; Student Reference Book, p. 81)

Ask children to explain the mode of a set of data. The mode is the
value(s) that occurs most often. Have children find and record the
mode of the set of waist-to-floor measurements in their journals.

Ongoing Assessment: Informing Instruction

Watch for children who have difficulty finding the mode of the data set. Have
them review page 81 in the Student Reference Book.

Ask: When might it be useful to know the mode of a set of data?

Sample answer: To determine which brands of a product are most
popular in a store
When children have finished, bring the class together to discuss
where the mode falls in relation to the data set.

Adjusting the Activity

If your school has more than one third-grade class, you might pool the
data of all of the classes in a table.
A U D I T O R Y  K I N E S T H E T I C  T A C T I L E  V I S U A L

2 Ongoing Learning & Practice

Student Page
 Making a Bar Graph INDEPENDENT
ACTIVITY
Date

LESSON
Time

of Measurements 10 9  Bar Graph

Make a bar graph of the data in the frequency table on journal page 261.

(Math Journal 2, p. 262)

Make sure children copy the measurements onto the graph

(journal page 262) correctly. Have them record the scale in
increments of 2 and complete the graph. Help children verify that
Class Waist-to-Floor Measurements

the number of data entries on their bar graphs matches the

Waist-to-Floor Measurements (in.)

number of data in the frequency table.

Adjusting the Activity

If you pooled data for more than one third-grade class, make a
bar graph.
A U D I T O R Y  K I N E S T H E T I C  T A C T I L E  V I S U A L

NOTE If available, have children create bar graphs using graphing software.
Number of Children

Math Journal 2, p. 262

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Lesson 10 9

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 Student Page
Date Time

LESSON
10 9  Math Boxes
Ongoing Assessment: Informing Instruction
1. Use the partial-products algorithm 2. 1 pint = 16 fluid ounces
to solve.
83 72
3 pints = 48 fluid ounces Watch for children who have difficulty comparing the total number of entries
× 44 × 36 1 half-gallon = 2 quarts on their graphs to the total number of data on the table. Have them perform a
3200 2100 one-to-one correspondence check to find out if measurements are missing.
60
3 half-gallons = 6 quarts
120
320 420 1 liter = 1,000 milliliters
+ 12 + 12
3,652 2,592
68 69 160 161

Ask: How does a bar graph make it easier to find the mode of a set

3. Jerry has 16 fish in a tank. Color 4. Fill in the missing factors.
_
3 _
1
8 of the fish red, 4 of the fish blue, 7
of data? You only need to look for the highest bar or bars.
and the rest yellow. What fraction 40 × = 280
of the fish are yellow?
_
6 _
3 70 × 80 = 5,600
16 , or 8 8 × 3,000 = 24,000 You and the children pose how many more and how many less
R R R R 600 × 90 = 54,000 questions about the bar graph data.
R R Y Y
B B Y Y
B B Y Y
 Math Boxes 10 9
24 37


INDEPENDENT
5. Weight in pounds of newborn
babies: 11, 8, 8, 7, 6
6. On the first day of spring, the
lengths of the day and night are
ACTIVITY
equal. If the sun rises at 6:51 A.M.
The mean (average) weight is on that day, at what time would
(Math Journal 2, p. 263)
8 pounds.
you expect it to set?

The median weight is
Math Journal 2, p. 263
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6 : 51 P.M.
8 pounds. Mixed Practice Math Boxes in this lesson are paired with
80 83
Math Boxes in Lesson 10-10. The skill in Problem 6
previews Unit 11 content.
2/28/11 2:33 PM
Writing and Reasoning Have children write an answer to
the following: Explain how you found the mean weight of
newborn babies in Problem 5. Sample answer: I used my
calculator and found the sum of the babies’ weights and divided by
the total number of babies, 40 ÷ 5 = 8.

Math Boxes
Ongoing Assessment: Problem 3 
Recognizing Student Achievement
Use Math Boxes, Problem 3 to assess children’s ability to solve problems
involving fractional parts of sets. Children are making adequate progress if they
are able to color the fish as directed. Some children may be able to write the
fraction that represents the number of yellow fish.
[Number and Numeration Goal 2]
Home Link Master
Name Date Time

HOME LINK
10 9 A Frequency Table


Family
Note
Today we learned how to organize data in a frequency table. For today’s Home Link, help
your child count the number of electrical outlets in at least 8 different rooms. It would be
best if the rooms were all in the same kind of building—for example, rooms in a house
 Home Link 10 9 
INDEPENDENT
ACTIVITY
ELL
or apartment; rooms in the local library; or rooms in a school.
80–85
(Math Masters, p. 351)
Please return this Home Link to school tomorrow.

Home Connection Children count the number of

1. Make a frequency table for the number of electrical outlets in
at least 8 different rooms. Answers vary.
Number of Electrical Outlets electrical outlets in at least eight different rooms. They
Frequency
Room
Tallies Number record the data in a frequency table and find the median,
mean, and mode for the data. To support English language
learners, show them an electrical outlet.

2. What is the median (middle) number of outlets?

3. What is the mean (average) number of outlets?

(You may use a calculator to calculate the answer.
Drop any digits to the right of the tenths place.)

4. What is the mode of the data in the table?

(Reminder: The mode is the number that occurs
most often in a set of data.)

Math Masters, p. 351

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 Teaching Master

3 Differentiation Options
Name Date Time

LESSON
10 9  Comparing Waist-to-Floor Measurements

1. Use the floor-to-waist data from the Math Message. Divide the data
into two groups, one for boys’ data and one for girls’ data.

SMALL-GROUP 2. Make two frequency tables (one for each set of data) on the back of

READINESS ACTIVITY this page.

3. Make a graph for each data set on copies of Math Masters, page 352.

 Organizing Data 5–15 Min 4. Find and record the landmarks (median, mean, and mode) for each
data set. Use your calculator to help you.

Median:
Answers vary.

Girls Boys
To explore organizing data, have children create a physical display
Mean:
of data. Distribute the numbered index cards to children. (See Girls Boys

Advance Preparation.) Have volunteers suggest what the numbers Mode:

might represent. Sample answer: Pieces of candy each child has; Girls Boys

5. Compare the two graphs and the landmarks. What do you know
number of marbles each child has, and so on. Ask children to stand from these results?
Sample answers: The longest girls’ measurements are
in line holding their cards facing you. Display the smallest sign on
longer than the longest boys’ measurements. More boys
the left end of the line (as you face the children), and the largest than girls are in the 32–34 inch range. Boys have a larger
sign on the right end of the line. range of measures than girls.

Explain to children that they are going to put themselves in order

from smallest to largest based on their number cards following
these rules:
 Children can only move based on comparisons with the child Math Masters, p. 350
next to them. (No one should be moving about the room 319-359_EMCS_B_MM_G3_U10_576957.indd 350 2/28/11 2:17 PM

comparing numbers randomly.)

 Children will stack up if they have the same number. They will
be forming a human bar graph.
When they have finished putting themselves in order, discuss
which numbers are the most frequent, least frequent, and not
represented at all. Ask children to figure out the median and ask
them how they would calculate the mean.

PARTNER
ENRICHMENT ACTIVITY

 Comparing Waist-to-Floor 15–30 Min

Teaching Master
Measurements Name Date Time

(Math Masters, pp. 350 and 352) LESSON

10 9  Bar Graph

To apply their understanding of frequency tables and bar graphs,

have children use the coded data from the Math Message (G for
girls’ data and B for boys’ data) and make two frequency tables
and two bar graphs: one each for boys and one each for girls. They
determine landmarks (median, mean, and mode) and compare the
two sets of data. Directions for the activity are on Math Masters,
page 350. Children record their work on Math Masters, page 352.

SMALL-GROUP
EXTRA PRACTICE ACTIVITY

 Minute Math + 5–15 Min

Title:

To offer children more experience with ordering whole numbers

see the following pages in Minute Math+:
Basic Routines: pp. 3–7
Counting: pp. 27–29 Math Masters, p. 352
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