Chapter - 7 - Lesson Notes

2. Zoe asks the students in her class for their favorite color.
Then, she makes a pictogram to show the data collected.

Handling Data Students’ favorite color
Let's Remember
1. The block graph shows the number of books David read from
January to May.
Number of books
Red Blue Green Yellow
Each stands for 2 students.
Complete the sentences.
a) There are 8 more students who like green than

students who like blue.
b) There are 12 fewer students who like yellow than

students who like green .
January February March April May c) Zoe asks 40 students altogether.
Complete the sentences. 3. Sort the following numbers in the Carroll diagram below.
© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

a) David read 5 books in April. 715, 513, 368, 860, 101, 438, 626, 36,
May 643, 99, 46, 857, 361, 410, 916, 81
b) He read 4 books in .
c) He read the least number of books in March .

even numbers not even numbers
d) He read 3 fewer books In January than in February.
e) He read 25 books from January to May altogether. 368, 860, 438, 626, 715, 513, 101, 643,
36, 46, 410, 916 99, 857, 361, 81
155 156
Chapter 7 Handling Data
Chapter Overview
Let’s Remember
Unit 1: Tally Charts and Frequency Tables
Unit 1A: Line Plots
Unit 2: Bar Graphs
Unit 3: Venn Diagrams
Unit 4: Carroll Diagrams
Unit 5: Problem Solving
Let's Remember
Recall:
1. Reading and interpreting a block graph
(CB2 Chapter 15)
2. Reading and interpreting a pictogram
(CB2 Chapter 15)
3. Sorting data in a Carroll diagram with
1 criterion (CB2 Chapter 15)
Chapter 7: Handling Data 153

EXPLORE
Have students read the word problem on
CB p. 157. Discuss with students the following EXPLORE
questions: Potato is a popular food.

It is commonly grown and eaten
•• What are the staple foods in your country? by people from all over the world.
The bar graph below shows the amount of
•• Are staple foods different across regions? potatoes a person ate by country in 2011.
Why?
•• Why do you think a person from Bolivia ate 66
Amount of potatoes a person ate in 2011
much more potatoes than a person from 60
Guatemala? 54
•• How would you feel if food is scarce in your 48
country? Why? 42
36
Have students form groups to complete the tasks Mass
in kilograms
30
in columns 1 and 2 of the table. Let students know
24
that they do not have to solve the word problem.
18
Ask the groups to present their work. 12
6
Tell students that they will come back to this word 0
problem later in the chapter.

Argentina Bolivia Colombia Guatemala
How much more potatoes did a person from Argentina eat

than a person from Colombia in 2011? 9 kg
How can we solve this problem?
Discuss in your group and fill in columns 1 and 2.
1. What I already know 2. What I need to find out 3. What I have learned
that will help me solve and learn
the problem
Answer varies.
Read and interpret
Subtract 2-digit bar graphs of scale
numbers. greater than 1.
157
154 Chapter 7: Handling Data

Unit 1: T ally Charts and Frequency
Tables Unit 1 Tally Charts and Frequency Tables
1.1 Making tally charts and frequency You will learn to...
• collect and record data in tally charts and frequency tables
tables • read and interpret tally charts and frequency tables
Let's Learn 1.1 Making tally charts and frequency tables

Objectives: Let's Learn
•• Collect and record data in a tally chart and A restaurant owner wants to know if his diners have received good
service in his restaurant.
a frequency table What are some ways in which he can collect this data?
•• Read and interpret a tally chart and Here are three methods he can use:
frequency table Method 1 He can talk to the diners at their tables to get their feedback.
Method 2 He can prepare a survey asking his diners to write how happy
Resources: they are with the service at his restaurant.
•• CB: pp. 158–161 Method 3 He can leave a simple feedback form at every table.
His diners tick the level of service received ranging from
•• PB: pp. 119–120 ‘excellent’ to ‘very poor’.
Vocabulary: Compare the methods above.

What are the advantages or disadvantages of each of the methods?
•• frequency table The restaurant owner decides to use method 3.
Answers vary. Sample:
The answers in method
•• tally chart He uses the feedback form below to collect the data. 2 will be varied, making

it hard to represent the
•• tally mark Please rate our service at this restaurant.
data in a data display.
Stage: Abstract Representation

excellent good fair poor very poor
Ask: What are the ways in which a restaurant
owner can get feedback from his diners on the
quality of service in his restaurant? (Answers
vary. E.g. By asking the customers, getting
158
questionnaire filled)
Go through the three methods on CB p. 158
with students.
Ask: What are the advantages and
disadvantages of the first method? (Answers
vary. E.g. It would help the restaurant owner
to get a direct feedback from the diners as
it would be more detailed. However, diners
may not like getting disturbed.) What are the
advantages and disadvantages of the second
method? (Answers vary. E.g. The answers will
be varied, making it hard to represent the data
in a data display.) What are the advantages
and disadvantages of the third method?
(Answers vary. E.g. It will be easy to represent
the data in a data display.)
Have students refer to the page.

Say: The restaurant owner decides to use
method 3. The feedback form requires diners to
tick the level of service received.
Ask: How many levels of service are there
in the feedback form? (5) What are they?
(Excellent, good, fair, poor and very poor)

Say: The restaurant owner collected the data
using the feedback form and presented it in a He then presents the data in the tally chart below.
tally chart. Each tally mark ( / ) represents 1 diner.
Have students look at the tally chart on CB p. 159. Service rating Tally
Point out to them that each tally mark in the excellent //// ////
chart stands for 1 diner. Count the tally marks with good //// //// ///
students to find the number of diners who gave fair ////
each type of service rating. poor ///
Next, have students look at the number of tally very poor /
marks for ‘fair’ service rating. Explain to them that We group the tally //// shows 4.
tally marks are grouped in sets of five to make marks in fives to make
counting easier.
//// shows 5.
counting easier, as compared to counting the

He can also present the data in a frequency table.
tally marks one by one.
Frequency
Say: The restaurant owner can also present the Service rating
(Number of diners)
data in a frequency table. excellent 9
Have students look at the frequency table on the good 13
page. Point out to them that they can make use fair 5
poor 3
of the tally marks in the tally chart above to help
very poor 1
them find the frequency or the number of diners

who gave each type of service rating. From the tally chart or frequency table, he can see that most diners rated
good
the quality of service received at the restaurant as .
Ask: How many diners rated the service as
‘excellent’? (9) A tally chart is a table that uses tally marks to keep count.
A frequency table is a table that lists items and shows the
Follow the same procedure to have students number of each item.
identify the number of diners for the rest of the

service ratings.
Ask: Which level of service did most diners rate?
(Good) 159
Say: The service rating for ‘good’ has the highest

number of tally marks or frequency. So, most
diners rated the quality of service received at the
restaurant as good.
Guide students to find out which level of service
received was rated by the least number of diners.
(Very poor)
Say: A tally chart is a table that uses tally marks to
keep count. A frequency table is a table that lists
items and shows the number of each item.

b) The student in your class who should be the class representative.
To collect data, we can: Answers vary. Sample: I can pick five names of students who should be
1. observe and tally,
2. ask a survey question, the class representative and use a voting form to get the students in
3. provide a questionnaire, or
4. conduct a vote. my class to vote.
Let's Do Answers vary. Sample: 2. a) W

rite down a method to collect data to find out what your classmates
think about the cleanliness of your classroom.
1. a) W
rite down a method you can use to collect data to find out the
Answers vary. Sample: I can give a simple feedback form to each
favorite breakfast food of the students in your class.
I can pick three to four popular breakfast foods, and then have students student in my class and ask them to tick the level of cleanliness of the
in my class vote by raising their hands to show which is their favorite classroom ranging from ‘excellent’ to ‘very poor’.
when I call out each of the foods.

b) Use the method you have chosen to collect the data.
b) Use the method you have chosen to collect the data. Then, present the data in the tally chart below. Answers vary. Sample:
Then, present the data in the tally chart below.
Cleanliness Tally Frequency
Favorite
Tally Frequency
breakfast food excellent / 1
cereal //// 4 good //// 5
toast //// //// 9 fair //// // 7
bacon and eggs //// // 7 poor /// 3
others /// 3 very poor // 2
c) The favorite breakfast food of the students in the class is

toast c) Most of the students rated the cleanliness of the classroom as
.
fair .

Let's Practice PB Chapter 7: Exercise 1.1
1. rite down a method you can use to collect data to find out each
W
of the following. I have learned to...
a) The most common type of vehicle that passes your school gate collect and record data in tally charts and frequency tables
in the morning. read and interpret tally charts and frequency tables
Answers vary. Sample: I can stand at the gate in the morning and
observe the types of vehicles that pass my school, and then make a
tally chart.
160 161
Reiterate to students how data can be Task 2 requires students to write a method
collected. to collect data for a given situation, collect
Say: To collect data, we can observe and tally, data using the method and record data in a
ask a survey question, provide a questionnaire, tally chart and frequency table. Students are
or conduct a vote. required to read and interpret the tally chart
and frequency table.
Let's Do
Task 1 requires students to write a method
to collect data for a given situation, collect
data using the method and record data in a
tally chart and frequency table. Students are
required to read and interpret the tally chart
and frequency table.
Let's Practice
Task 1 requires students to write a method to
collect data for each given situation.

Unit 1A: Line Plots
1A.1 M
aking, reading and interpreting Unit 1A Line Plots
line plots You will learn to...
• make, read and interpret line plots
Let's Learn
1A.1 Making, reading and interpreting line plots
Objective:
Let's Learn
•• Make, read and interpret a line plot with a
Paula measures the lengths of straws that she used for
scale marked in whole numbers, halves or an art project to the nearest quarter inch.
She records her measurements in a tally chart.
quarters
© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-39-6 Current subscribers of PR1METM Mathematics Teaching Hub Grade 3 may print or photocopy this page for classroom use.
Length of straw (in.) Tally Frequency
Materials:
•• A 12-inch ruler per student 2 //// 5
•• A box of straws of varying lengths in whole 2

1
4
// 2
number of inches, half inches or quarter 2

1 //// 4
2
inches (ensure that the straws are shorter 3
2 // 2
than 12 inches and there is 1 straw for each 4
student) 3 //// / 6
1 ///
3 3
Resources: 4
1 //// ///
•• Hub CB: pp. 161A–161D 3
2
8
•• Hub PB: pp. 120A–120D 3

3
4
/// 3
Stage: Concrete Experience 4 //// // 7
Distribute a straw to each student.

Have students measure the length of their straw
using a 12-inch ruler. Remind students to place
one end of the straw at the zero mark of the
161A
ruler before reading the measurement of the
other end of the straw. Have students note PINE_HubG3_Chp 7_U1A.indd 1 25/11/20 6:18 PM
down the length of their straw.

Stage: Pictorial Representation
Draw a tally chart on the board as shown on
Hub CB p. 161A but leave out the data.
Ask a student for the length of his/her straw.
Then, record the length in the tally chart and
draw a tally mark in the tally chart.
Have the other students take turns to say the
lengths of their straws while you record the
measurements in the tally chart.
Guide students to count the tally marks for
each length and fill up the ‘frequency’ column.
Chapter 7: Handling Data 157A

Stage: Pictorial Representation
Say: Look at the tally chart. We can represent the She then uses the data to draw a line plot.
data in the tally chart using a line plot. Lengths of straws used
Ask: What is the shortest length of straw 7
measured? (Answer varies.) What is the longest 7 7
length of straw measured? (Answer varies.) 7 7 7
Draw the horizontal axis of a line plot on the board 7 7 7 7
7 7 7 7 7
and label the shortest and longest lengths of the
7 7 7 7 7 7 7
straws at the two ends of the number line. Label 7 7 7 7 7 7 7 7 7
the line plot and the horizontal axis as shown on 7 7 7 7 7 7 7 7 7
Hub CB p. 161B. 2 1 1 3 3 1 1 3 4
2 2 2 3 3 3
Point to the numbers on the horizontal axis. 4 2 4
Lengths (in.)
4 2 4
Say: These numbers show the lengths of the

straws. Each cross (7) stands for 1 straw. We read
this line plot by counting the crosses.
Ask: What are the other lengths of straw
measured? (Answers vary.) Paula uses 5 straws that are 2 inches long.
7
Label the lengths on the horizontal axis of the She uses straws that are 4 inches long.
1 3
line plot, taking care to ensure that the adjacent Paula uses more 3 -inch straws than 2 -inch straws.
4 4
1
measurements on the horizontal axis differ Most of the straws Paula uses are
3
2 inches long.
by 1 inch. Paula uses 40 straws altogether.
4
21 1 3 + 8 + 3 + 7 = 21
Say: We draw crosses in a line plot to show the straws are at least 3
4
inches long.
2
frequency. The longest straw is
the shortest straw.
inches longer than
Suppose the shortest straw is 2 inches long.

Ask: How many straws are 2 inches long? (Answer
varies. Sample: 5)
Say: Each cross stands for 1 straw. We draw
161B
5 crosses above ‘2 inches’ to show that 5 straws
are 2 inches long. PINE_HubG3_Chp 7_U1A.indd 2 25/11/20 6:18 PM
Draw 5 crosses above ‘2 inches’ in the line plot.

Continue the above procedure to transfer data
from the tally chart to the line plot.
Say: Each cross stands for 1 straw. We read this
line plot by counting the crosses.
Ask questions such as the following and guide
students to read and interpret the line plot.
Ask: How many straws are 2 inches long? Are
1 3
there more 3 4 -inch or 2 4 -inch straws? What is the
length of most of the straws? How many straws
are there altogether? How many straws are at © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-39-6
3
least 3 4 -inches long? How much longer is the
longest straw than the shortest straw?
If time permits, guide students to read and
interpret the line plot on Hub CB p. 161B and write
in the blanks.
157B Chapter 7: Handling Data

Let's Do Let's Practice
1. Nick wanted to find out how long his friends spent on 1. The line plot shows the masses of some pumpkins grown
watching television each day. by Farmer Harris.
He did a survey and recorded his results in a table.
Masses of pumpkins
Time spent (in hours) 7
3 1 1 3 1 7 7
1 1 1 1
4 2 4 4
7 7 7
2 1 1 1 3 7 7 7 7 7
1 1
4 4
7 7 7 7 7 7 7
1 3 1
1 1 2 1 1 7 7 7 7 7 7 7 7 7
2 4 2
1 3 3 1 1 3 7 1 1 3 8 1 1
1 1 1 1 1 6 6 7 7 7 8 8
4 4 4 2 2 4 4 2 4 4 2
Masses (kg)
a) Use the data in the table above to complete the line plot. Write the missing numbers.
2 1
Time spent on watching television a) pumpkins have a mass of 7 kilograms each.
4
7 b) 4 pumpkins have a mass of less than 7 kilograms each.
7 7 c) There are 3 more 7
1 1
-kilogram pumpkins than 8 -kilogram
2 2
7 7 7 pumpkins.
7 7 7 7 d) 14 pumpkins have a mass of more than 6 kilograms but less than

1
2
7 7 7 7 7 8 kilograms.
7 7 7 7 7 e) Farmer Harris wants to sell the pumpkins that have a mass of at least
1 1 1 3 2 1
1 1 1 7 kilograms each.
4 2 4 2
He can sell 20 pumpkins.
Time spent (h)
Write the missing numbers. f) If Farmer Harris sells those pumpkins in Task e) at $8 each, he will receive
1
$ 160 .
b) 4 friends spent 1 hours watching television each day.
2 3
PB Chapter 7: Exercise 1A.1
1
c) Most of Nick’s friends spent 4 hours watching television each day.
I have learned to...
8 1 make, read and interpret line plots
d) friends spent less than 1 hours watching television each day.
2
161C 161D
PINE_HubG3_Chp 7_U1A.indd 3 25/11/20 6:18 PM PINE_HubG3_Chp 7_U1A.indd 4 25/11/20 6:18 PM
Let's Do Let's Practice

Task 1 requires students to make, read and Task 1 requires students to read and interpret a
interpret a line plot with a scale marked in line plot with a scale marked in whole numbers,
whole numbers, halves or quarters. halves or quarters.
Chapter 7: Handling Data 157C

Unit 2: Bar Graphs
2.1 Making, reading and interpreting bar Unit 2 Bar Graphs
graphs with a scale of 1 You will learn to...
• make, read and interpret bar graphs with a scale of 1
• make, read and interpret bar graphs with a scale greater than 1
Let's Learn
Objective: 2.1 Making, reading and interpreting bar graphs
with a scale of 1
•• Make, read and interpret a bar graph with a
Let's Learn
scale of 1 The table shows the favorite colors of a group of children.
Materials: Colors Number of children
•• Bar Graph (BM7.1): purple 5

yellow 9
1 copy per student,
blue 7
1 enlarged copy for demonstration red 4
Resources: We can show the data in a bar graph.

We give the bar
Favorite colors of a group of children graph a title and
•• CB: pp. 162–164 10 label the vertical
9 and horizontal axes.
•• PB: pp. 121–122 8
7
Vocabulary: 6
Number of 5
•• bar graph children

4 We draw a bar that
reads 5 at the top
3
of the bar to show
2 the 5 children whose
Stage: Pictorial Representation 1
favorite color is purple.
Copy the table on CB p. 162 on the board. 0

purple yellow blue red
Say: This table shows the favorite colors of a group Colors
From the bar graph, we see that:

of children. We can show the data in the table in 5 children like purple.
To read a bar graph,
a bar graph. 9 children like yellow. we find the top of
the bar and read the
3
Distribute a copy of Bar Graph (BM7.1) to each 162
more children like blue than red. number on the scale.
student. Stick an enlarged copy of Bar Graph

(BM7.1) on the board.
Go through the steps of drawing a bar graph with
Similarly, have students find the number of
students. Have students follow each step of your
children who like the other colors.
demonstration.
Say: From the bar graph, we see that
First, write the title of the graph.
5 children like purple, 9 children like yellow,
Next, label the vertical axis and write the numbers
7 children like blue and 4 children like red.
on the axis. Trace the vertical axis on the graph.
Point to the bar for ‘blue’ and then to the bar
Say: The vertical axis shows the number of
for ‘red’.
children. Each interval on the axis stands for
Say: The bar for ‘blue’ is taller than the bar for
1 child.
‘red’. So, more children like blue than red.
Then, label the horizontal axis and write the colors
Ask: How do we find how many more children
on the axis. Trace the horizontal axis on the graph.
like blue than red? (Subtract the number of
Say: The horizontal axis shows the four different
children who like red from the number of
colors. From the table, 5 children like purple. We
children who like blue.)
move up the ‘purple’ column until we reach ‘5’
Write: 7 – 4 =
on the vertical axis. Mark the height. Then, draw
Elicit the answer from students. (3)
and color the bar.
Say: 3 more children like blue than red.
Draw and color the bar on the graph.
Pose other comparison questions based on
Repeat the above procedure for the other colors.
the bar graph and have students answer the
questions. For example, did more or fewer
children like purple than yellow? How many
Say: To find the number of children who chose
more or fewer children like yellow than red?
purple as their favorite color, place a finger on the
bar for ‘purple’ and move it to the top of the bar.
Then, move your finger along the gridline to the
left to read the number on the vertical axis.
Demonstrate how to read the graph to find the
number of children who like purple.
Say: The number on the vertical axis is 5. So,
5 children like purple.

Let's Practice
A bar graph uses bars to show comparisons between categories of data.
The bars can be either horizontal or vertical. 1. The table shows the number of books read by four children in August.
Let's Do Child Number of books
1. The table shows the number of each type of flowers in a garden. Ned 3
Lois 6
Type of flowers Number of flowers
Mark 4
iris 3
Julian 2
rose 4
sunflower 6 a) Make a bar graph using the data in the table.
tulip 8 Book read by children in August
a) Make a bar graph using the data in the table.

Ned
Flowers in a garden
10
9 Lois
You can use a ruler Child
8 to draw a straight
dotted line from Mark
7 the scale to guide
you when drawing
6 each bar. Julian
Number 5
of flowers
0 1 2 3 4 5 6 7 8 9 10
4
Number of books

3 Lois
b) Who read the most books?
2 c) Who read the least books? Julian
1 d) Who read 2 fewer books than Lois? Mark

PB Chapter 7: Exercise 2.1
0
iris rose sunflower tulip
Type of flowers >> Look at EXPLORE on page 157 again.
Can you solve the problem now?
b) How many sunflowers are there? 6 What else do you need to know?
c) How many more tulips than roses are there? 4
d) How many flowers are there altogether? 21
163 164
Point to the bar graph on the board. EXPLORE

Say: A bar graph uses bars to show Have students go back to the word problem on
comparisons between categories of data. The CB p. 157.
bars can be either horizontal or vertical. Ask: Can you solve the problem now? (Answer
varies.) What else do you need to know? (Answer
Let's Do and Let's Practice varies.)
Task 1 requires students to make, read and Students are not expected to be able to solve
interpret a bar graph with a scale of 1. the problem now. They will learn more skills in
subsequent lessons and revisit this problem at the
end of the chapter.

2.2 Making, reading and interpreting bar
graphs with a scale greater than 1 2.2 Making, reading and interpreting bar graphs with
a scale greater than 1
Let's Learn Let's Learn
Objective: 1. The bar graph shows the countries that some students would like to visit.
•• Make, read and interpret a bar graph with a Countries students would like to visit
scale greater than 1

20
18
Resources: 16
•• CB: pp. 165–170 14
•• PB: pp. 123–125 12

Number of
students 10
1. Stage: Pictorial Representation 8
Have students look at the bar graph on CB p. 165. 6

This bar graph has
Ask: What does the bar graph show? (The 4 a scale of 2.
number of students who would like to visit the four 2
countries) What does the vertical axis show? (The 0

United Bahamas Brazil St. Lucia
States
number of students) Countries
Have students look at the scale of the vertical From the bar graph, we see that 10 students would like to visit the
axis. United States and 6 students would like to visit Brazil.

Say: The numbers on this axis are in steps of 2. This 18 – 16 = 2
2 more students would like to visit St. Lucia than the Bahamas.
bar graph has a scale of 2.
Ask: What does the horizontal axis show? (The four 18 ÷ 6 = 3
The number of students who would like to visit St. Lucia is
countries students would like to visit) 3 times the number of students who would like to visit Brazil.
10 + 16 + 6 + 18 = 50
Stage: Abstract Representation There are 50 students in the group.
Say: Look at the bar representing ‘United States’. 165

Ask: What is the number on the vertical axis for this
bar? (10) How many students would like to visit the
United States? (10)
Ask: How can we find the total number of
Ask similar questions about the other countries to
students? (Add the numbers of students who
find out the number of students who would like to
would like to visit each of the four countries.)
visit those countries.
Write: 10 + 16 + 6 + 18 =
Ask: Which country would more students like to
visit, the Bahamas or St. Lucia? (St. Lucia) How
Say: There are 50 students altogether.
do you know that? (The bar for ‘St. Lucia’ is taller
Pose other questions based on the bar graph
than the bar for the ‘Bahamas’.) How can we
and/or any additional data. Have students
find how many more students would like to visit St.
answer the questions. For example, if 6 of the
Lucia than the Bahamas? (Subtract the number of
students who would like to visit United States
students who would like to visit the Bahamas from
are girls, how many boys would like to visit the
the number of students who would like to visit St.
United States?
Lucia.)
Write: 18 – 16 =

Say: 2 more students would like to visit St. Lucia
than the Bahamas.
Guide students to compare the numbers of
students who would like to visit St. Lucia and Brazil.
Write: 18 ÷ 6 =
Say: The number of students who would like to visit
St. Lucia is 3 times the number of students who
would like to visit Brazil.

2. Stage: Pictorial Representation
Have students look at the bar graph on 2. The bar graph shows the different types of vehicles that went through
CB p. 166. a tunnel between 5 p.m. and 8 p.m. on a Thursday evening.
Ask: What does the bar graph show? (The 80

Vehicles that went through a tunnel
number of five types of vehicles that went 70
through a tunnel) What does the vertical axis 60
show? (The number of vehicles) 50
Have students look at the scale of the vertical Number of

vehicles 40
axis. 30
Say: The numbers on this axis are in steps of 10. 20
This bar graph has a scale of 10. 10

This bar graph
has a scale
Ask: What does the horizontal axis show? (The

of 10.
0
bus motorcycle van truck car
five different types of vehicles) Types of vehicles
From the bar graph, we see that 40 vans and 5 trucks went through
Stage: Abstract Representation the tunnel between 5 p.m. and 8 p.m.
Say: Look at the bar representing ‘van’. The number of motorcycles that went through the tunnel was the greatest.
Ask: What is the number on the vertical axis for 75 – 60 = 15
this bar? (40) How many vans went through the 15 fewer cars than motorcycles went through the tunnel.
tunnel? (40) 30 – 5 = 25

Say: Look at the bar representing ‘truck’. 25 more buses than trucks went through the tunnel.
The number on the vertical axis for this bar is 30 ÷ 5 = 6
between 0 and 10. The number of buses that went through the tunnel is 6 times
the number of trucks that went through the tunnel.
Point out that the bar representing ‘trucks’ is on
the notch that is in the middle between 0 and
10. Explain that the bar graph has a scale of
10, so the value represented by the notch that
is halfway between any two numbers on the 166
scale can be found by counting in steps of 5.

So, the number for the bar representing ‘trucks’
is 5. This means that 5 trucks went through the Write: 30 – 5 =
tunnel. Elicit the answer from students. (25)
Ask: Which is the tallest bar in the bar graph? Say: 25 more buses than trucks went through
(Motorcycle) the tunnel.
Say: This means that the number of Ask: How can we find how many times the
motorcycles that went through the tunnel was number of trucks is the number of buses? (Divide
the greatest. the number of buses by the number of trucks.)
Explain that the bar representing ‘motorcycle’ Write: 30 ÷ 5 =
is on the notch halfway between 70 and 80, so Elicit the answer from students. (6)
the number of motorcycles that went through Say: The number of buses that went through the
the tunnel is 75. tunnel is 6 times the number of trucks that went
Ask: How many cars went through the through the tunnel.
tunnel? (60) Did more or fewer cars than
motorcycles go through the tunnel? (Fewer)

How can we find out how many fewer cars
than motorcycles went through the tunnel?
(Subtract the number of cars from the number
of motorcycles.)
Write: 75 – 60 =
Say: 15 fewer cars than motorcycles went
through the tunnel.
Ask: How can we find the difference between
the numbers of buses and trucks that went
through the tunnel? (Subtract the number of
trucks from the number of buses.) How many
buses went through the tunnel? (30)

Let's Do 2. The bar graph shows the number of colored craft sticks that
Ryan used for his art project.
1. The bar graph shows the types of sandwiches that Bella made
for her class picnic. Craft sticks Ryan used
Sandwiches Bella made

20 red
18
blue
16
14
Colors green
12
Number of
yellow
sandwiches 10
8
black
6
This bar graph
4 has a scale of 2. 0 4 8 12 16 20 24 28 32 36 40
Number of craft sticks
2
Complete the sentences.
0
tuna egg cheese peanut 20
a) Ryan used black craft sticks.
butter
Types of sandwiches
b) He used 30 blue craft sticks.
Complete the sentences. green
c) Of the craft sticks used, he used the least craft sticks.
a) Bella made 14 egg sandwiches.
d) He used 10 more yellow craft sticks than red craft sticks.

b) She made 4 more peanut butter sandwiches than
e) He used 54 yellow and black craft sticks altogether.
cheese sandwiches.
egg f) The total number of green and yellow craft sticks that Ryan used was
c) She made the same number of and
equal to the total number of blue and
peanut butter sandwiches.
black craft sticks.
d) Of the sandwiches she made, she made the most
g) If Ryan had 150 craft sticks at first, he now has 26 craft
tuna sandwiches. sticks left.
e) The total number of tuna and egg sandwiches made is 3 times
the number of cheese sandwiches made.
167 168
Let's Do
Tasks 1 and 2 require students to read and
interpret bar graphs with a scale greater than 1.

Let's Practice 2. The bar graph shows the number of books read by Carl from August
to December.
1. The table below shows the favorite ball games of a group of boys. Books read by Carl
32
Types of ball games football tennis baseball basketball
28
Number of boys 40 15 45 30
24
a) Make a bar graph using the data in the table. 20

Number
Favorite ball games of books 16
50
12
45
8
40
4
35
0
30 Aug Sep Oct Nov Dec
Months
Number
of boys 25 Complete the sentences.
20 a) Carl read 26 books in November.
15 b) He read the least books in August .

c) He read 10 more books in October than in August.
10
d) He read the same number of books in October
5
and in December .
0
football tennis baseball basketball e) The total number of books he read in August and in September
Types of ball games November
was the same as the number of books he read in .

Answer the questions. f) The number of books he read in December was twice the number
b) Which ball game is the most popular among the boys? baseball 8
of books he read in July. He read books in July.
c) How many more boys like football better than tennis? 25 g) He read more than 18 books in September and in November .
d) Which ball game is twice as popular as tennis? basketball h) He read 84 books altogether from August to December.
e) How many boys were asked to name their favorite ball games? 130 PB Chapter 7: Exercise 2.2
f) Arrange the ball games in order of their popularity. I have learned to...
Start with the least popular. make, read and interpret bar graphs with a scale of 1
make, read and interpret bar graphs with a scale greater than 1
tennis , basketball , football , baseball
169 170
Let's Practice
Task 1 requires students to make, read and
interpret a bar graph with a scale greater than 1.
Task 2 requires students to read and interpret a

bar graph with a scale greater than 1.

Unit 3: Venn Diagrams
3.1 Sorting data in Venn diagrams with Unit 3 Venn Diagrams
1 criterion You will learn to...
• sort data in Venn diagrams with 1 criterion and read the Venn diagrams
Let's Learn
Objectives: 3.1 Sorting data in Venn diagrams with 1 criterion
Let's Learn
•• Group objects in a Venn diagram using
How can we sort the numbers into two groups?
different criteria
•• Sort data in a Venn diagram with 1 criterion 47, 61, 80, 35, 66, 19, 21,
87, 52, 99, 98, 3, 93, 74
and read the Venn diagram
a) We can sort the numbers into two groups:
Materials: greater than 50 or not greater than 50.
•• 2 copies of Venn Diagram (BM7.2) per student greater than 50

47
This is a Venn diagram.
61 80 All the numbers are in the

Resources: 87
66
35
21
rectangle.
The numbers greater than 50
•• CB: pp. 171–173 99
52
98
19 are in the circle.
•• PB: pp. 126–127 93
74 3 The numbers not greater than
50 are outside the circle.
Vocabulary: 9 of the numbers are greater than 50.

•• Venn diagram

5 of the numbers are not greater than 50.
Write the numbers in the blue box on CB p. 171 on A Venn diagram helps us to sort data.
the board.
Ask: How can we sort the numbers into two
groups? (Answer varies.)
(a) Stage: Pictorial Representation 171

Say: We can sort the numbers into two groups by
sorting them into numbers that are greater than
50 or not greater than 50.
Say: All the numbers are in the rectangle. The
Distribute a copy of Venn Diagram (BM7.2) to
numbers greater than 50 are in the circle.
each student. Draw an empty Venn diagram with
The numbers that are not greater than 50 are
1 circle on the board.
outside the circle, but still within the rectangle.
Say: This is a Venn diagram.
Write: Venn diagram
Say: A Venn diagram is made up of a rectangle
Ask: How many numbers are there in the
and at least one circle. We can use it to help us
circle? (9)
sort the numbers into two groups.
Say: There are nine numbers that are greater
Label the circle in the Venn diagram as ‘greater
than 50.
than 50’.
Ask: How many numbers are outside the
Say: We will put the numbers that are greater
circle? (5)
than 50 in the circle, and the numbers that are
Say: Five of the numbers are not greater than
not greater than 50 outside the circle.
50.
Point to the first number, 47, in the list.
Ask: How many numbers are there altogether
Ask: Is 47 greater than 50? (No) Should we write 47
in the two groups? If we want to sort the
inside or outside the circle? (Outside)
number 50 in the Venn diagram, should we
Write ‘47’ outside the circle. Cross out the number
write it inside or outside the circle? (Outside)
‘47’ from the list of numbers to indicate that it has
Say: From this example, we can see how we
been sorted.
can use a Venn diagram to help us sort data.
Continue to sort a few of the subsequent numbers
using the Venn diagram. Then, have students
continue this process on their own.
Ask a student to complete the Venn diagram on
the board.

b) We can also sort the numbers into even and odd numbers using Let's Practice
a Venn diagram.
1. 20 students took a mathematics test.
All the numbers are in the The students’ scores are shown below.
even numbers
rectangle.
87
The even numbers are in the 39, 99, 89, 70, 49, 80, 66, 55, 28, 59,
80 61
66 circle. 51, 90, 42, 92, 41, 72, 75, 85, 57, 32
35 47
21 52 93 The numbers that are not even
a) Sort the students’ scores in the Venn diagram below.
74 98 are outside the circle.
3
19 scores below 50
99
55 70
89 39
51 42
5 of the numbers are even numbers. 59 90
80 49
9 75
of the numbers are odd numbers. 41 72 85
57
There are 4 fewer even numbers than odd numbers. 28
32 92
66 99
Let's Do
b) How many students scored below 50? 6
1. Look at the 2D shapes.
2. Sort the 26 uppercase letters of the English alphabet in the

Venn diagram below.
letters made up of line

segments only
E
G A F
B C D
a) Sort the 2D shapes in the Venn diagram below. H I K L
P
Q M N T

V J R
more than 4 vertices
U W Z
S X O
Y

sort data in Venn diagrams with 1 criterion and read the Venn diagrams
b) 2 of the 2D shapes have more than 4 vertices.

c) 4 of the 2D shapes do not have more than 4 vertices.
172 173
(b) Stage: Pictorial Representation Write: 9 – 5 = _____

Erase the crosses from the list of numbers on Elicit the answer from students. (4)
the board. Say: There are 4 fewer even numbers than odd
Say: We have sorted the numbers into numbers numbers.
that are greater than 50 or not greater than 50. Have students look at the two Venn diagrams
We can also sort the numbers into even and on the board and conclude that we can sort
odd numbers using a Venn diagram. data using different criteria in Venn diagrams.
Distribute a copy of Venn Diagram (BM7.2) to If time permits, have students sort the numbers
each student. in another way.
Follow the procedure in (a) on TG p. 164 to
guide students to sort the numbers into even Let's Do
and odd numbers using a Venn diagram. Have Task 1 requires students to sort data in a Venn
students write the even numbers in the circle of diagram with 1 criterion and read the Venn
the Venn diagram. diagram.

Say: All the numbers are in the rectangle.
The even numbers are in the circle. The odd Let's Practice
numbers are outside the circle, but still within Task 1 requires students to sort data in a Venn
the rectangle. diagram with 1 criterion and read the Venn
diagram.
Ask: How many numbers are there in the Task 2 requires students to sort data in a Venn
circle? (5) So, how many numbers are even? diagram with 1 criterion.
(5) How many numbers are there outside
the circle? (9) So, how many numbers are
odd? (9) How can we find how many fewer
even numbers than odd numbers are there?
(Subtract the number of even numbers from
the number of odd numbers.)

Unit 4: Carroll Diagrams
4.1 Sorting data in Carroll diagrams with Unit 4 Carroll Diagrams
2 or 3 criteria You will learn to...
• sort data in Carroll diagrams with 2 or 3 criteria
Let's Learn
Objective: 4.1 Sorting data in Carroll diagrams with 2 or 3 criteria
Let's Learn
•• Sort data in a Carroll diagram with
a) How can we sort these numbers into different groups?
2 or 3 criteria
20, 76, 47, 63, 82, 42, 97, 31
Resources:
This is one way to sort the numbers.
•• CB: pp. 174–177
•• PB: pp. 128–129 less than 50 not less than 50
20, 47, 42, 31 76, 63, 82, 97
(a) Stage: Abstract Representation

This is another way to sort the numbers.
Write the numbers in the blue box in (a) on
CB p. 174 on the board. odd numbers not odd numbers
Ask: How can we sort the numbers into two 47, 63, 97, 31 20, 76, 82, 42
groups? (Answer varies.)

Say: One of the ways is to sort them into numbers We can sort the numbers in two ways in a Carroll diagram.

that are less than 50 or not less than 50. less than 50 not less than 50
Copy the first table in (a) on the page but leave odd numbers 47, 31 63, 97
out the numbers in the white boxes. not odd numbers 20, 42 76, 82
Point to the first number, 20, in the list.

Ask: Is 20 less than 50? (Yes) In which column of
47, 31, 20 and 42 are less than 50. 63, 97, 76 and 82 are not less than 50.
47 and 31 are odd numbers. 63 and 97 are odd numbers.
20 and 42 are not odd numbers.
the table should we write 20? (The ‘less than 50’
76 and 82 are not odd numbers.
column)
174
Write ‘20’ in the ‘less than 50’ column of the table.
Cross out the number ‘20’ from the list of numbers
to indicate that it has been sorted. Continue to
sort the remaining numbers in the table. the second criterion (odd numbers or not odd
Say: We have sorted the numbers into numbers numbers) is represented by the rows. Point to
that are less than 50 or not less than 50. This table the box for the column ‘less than 50’ and the
is a Carroll diagram. It helps us sort data. row ‘odd numbers’.
Write: Carroll diagram Say: We write odd numbers that are less than
Say: We can also sort the numbers in another 50 in this box.
way. Let us sort the numbers into odd numbers or Similarly, explain what type of numbers to put in
not odd numbers. the other three empty boxes.
Erase the crosses from the list of numbers on the Point to the first number, 20, in the list.
board. Copy the second table in (a) on the page Ask: Is 20 less than 50? (Yes) In which column of
but leave out the numbers in the white boxes. the table should we write 20? (The ‘less than 50’
Point to the first number, 20, in the list. column) Is 20 an odd number? (No) In which
Ask: Is 20 an odd number? (No) In which column row of the table should we write 20? (The ‘not
of the table should we write 20? (The ‘not odd odd numbers’ row)
numbers’ column) Write ‘20’ in the ‘less than 50’ column and the
Write ‘20’ in the ‘not odd numbers’ column of the ‘not odd numbers’ row of the table. Continue
table. Continue to sort the remaining numbers in to sort the remaining numbers in the table.
the table. Say: We have sorted the numbers in two ways
Say: We have sorted the numbers into odd in a Carroll diagram.
numbers or not odd numbers. This table is also a Ask: Which numbers are less than 50? (47, 31,
Carroll diagram. We can combine the two ways 20 and 42) Which of these numbers are odd?
of sorting the numbers in a Carroll diagram. (47 and 31) Which of these numbers are not
Erase the crosses from the list of numbers on the odd? (20 and 42) Which numbers are not less
board. Copy the third table in (a) on the page than 50? (63, 97, 76 and 82) Which of these
but leave out the numbers in the white boxes. numbers are odd? (63 and 97) Which of these
Guide students to see that the first criterion by numbers are not odd? (76 and 82)
which the numbers were sorted (less than 50 or
not less than 50) is represented by the columns;

b) Sally sorts these numbers in a Carroll diagram. Let's Do
40, 11, 76, 36, 55, 84, 27, 93 1. Rick has a list of 14 numbers shown below.
98, 56, 57, 49, 23, 91, 66, 42, 12, 28, 63, 43, 84, 94
She sorts the numbers in two ways:
• Even numbers, or not even numbers
• Have remainders when divided by 3, or do not have remainders a) He wants to sort the numbers in the two ways below:
when divided by 3 • Between 30 and 70, or not between 30 and 70
• Have remainders when divided by 7, or do not have remainders
when divided by 7
Sort the numbers in the Carroll diagram below.
have remainders
40, 76 11, 55 between not between
when divided by 3
30 and 70 30 and 70
do not have have remainders

57, 66, 43 23, 12, 94
remainders when 36, 84 27, 93 when divided by 7
divided by 3
do not have
She wants to sort the numbers in one more way: remainders when 56, 49, 42, 63 98, 91, 28, 84
• Less than 50, or not less than 50. divided by 7
Then, she draws another box in the Carroll diagram and sorts the numbers. b) He wants to sort the numbers in one more way:
• Odd numbers, or not odd numbers
Sort the numbers in the Carroll diagram below.
76 55
have remainders
when divided by 3 less than 50 between not between
40 11 30 and 70 30 and 70

66 12, 94
do not have 36 27
have remainders
remainders when odd numbers
when divided by 7
divided by 3 84 93 57, 43 23
49, 63 91
do not have
remainders when
The numbers inside the “less The numbers outside the divided by 7 56, 42 98, 28, 84
than 50” box are numbers “less than 50” box are
less than 50. numbers not less than 50.
Even numbers should
be placed outside the
“odd numbers“ box.
175 176
(b) Stage: Abstract Representation Point to the number, 40, in the Carroll diagram.
Write the numbers in the blue box and copy Ask: Is 40 less than 50? (Yes)
the first Carroll diagram in (b) on CB p. 175 on Say: We should write ‘40’ in the ‘less than 50’
the board. box.
Say: The numbers are sorted in two ways: even Erase ‘40’ in the Carroll diagram and rewrite it
numbers or not even numbers, and numbers in the ‘less than 50’ box, taking care to ensure
that have remainders when divided by 3 or do that it is still in the ‘even numbers’ column and
not have remainders when divided by 3. the ‘have remainders when divided by 3’ row.
Ask: Which numbers are even? (40, 76, 36 and Continue to sort the remaining numbers in the
84) Which of these numbers have remainders Carroll diagram and shift them inside the ‘less
when divided by 3? (40 and 76) Which of these than 50’ box if appropriate.
numbers do not have remainders when divided Say: We have sorted the numbers in three ways
by 3? (36 and 84) Which numbers are not even? in a Carroll diagram.
(11, 55, 27 and 93) Which of these numbers have Ask: Which of these numbers is even, less than
remainders when divided by 3? (11 and 55) 50 and does not have a remainder when
Which of these numbers do not have remainders divided by 3? (36) Which of these numbers is
when divided by 3? (27 and 93) not even, not less than 50 and has a remainder
Say: We can further sort the numbers into when divided by 3? (55)
numbers that are less than 50, or not less than Call out two or three more numbers and get
50. students to sort these numbers in the Carroll
Draw a box in the middle of the Carroll diagram diagram.
and label it ‘less than 50’ as shown in (b) on the
page. Explain to students that another box is Let's Do
drawn in the middle of the Carroll diagram to Task 1 requires students to sort data in Carroll
represent the new criterion, less than 50. The diagrams with 2 or 3 criteria.
numbers that are less than 50 are placed inside
this new box. The numbers that are not less than
50 are placed outside this new box.

Let's Practice Unit 5 Problem Solving
1. Sort the 2D shapes in the Carroll diagram below.
You will learn to...
• solve a non-routine problem on bar graphs
5.1 Mind stretcher

Let's Learn
Melvin, Ray, Sam and Tom played a game.
have 4 sides do not have 4 sides Ray scored 6 more points than Sam.
Tom scored 4 fewer points than Sam.
Melvin had the lowest score.
have curves
Identify the bars that represent each of the child's score in the bar graph.
Points scored in a game
18
do not have curves 16
14
2. Sort the numbers in the Carroll diagram below. 12
Number 10
989, 786, 216, 548, 227, 547, 880, 415, of points
793, 670, 806, 174, 301, 492, 817, 342 8
6
odd numbers even numbers
4
989, 547, 793 786, 548
numbers with 2
odd digit in the numbers less

than 500
hundreds place 0
301 174, 342 Children
227, 415 216, 492
numbers with
even digit in the
hundreds place
817 880, 670, 806
1U nderstand
the problem.
How many children played the game?
How many points did they score?
What do I have to find?

sort data in Carroll diagrams with 2 or 3 criteria
2P lan
what to do.
I can use logical reasoning to solve
the problem.
177 178
Let's Practice Unit 5: Problem Solving

Task 1 requires students to sort data in a Carroll
diagram with 2 criteria. 5.1 M
ind stretcher
Let's Learn
Task 2 requires students to sort data in a Carroll Objective:
diagram with 3 criteria. •• Solve a non-routine problem on bar graphs
using the strategy of logical reasoning
Resource:
•• CB: pp. 178–179
Have students read the problem on CB p. 178.

1. Understand the problem.
Pose the questions in the thought bubble in

step 1.
2. Plan what to do.
Point out to students that we can use
logical reasoning to solve the problem.

3. Work out the Answer.
Say: Melvin had the lowest score.
Ask: Which bar is the shortest? (The first 3A Work out the
nswer.
The first bar from the right is the shortest.
So, it represents Melvin’s score.
bar from the right) Does this bar represent Ray scored more points than Sam.
Tom scored fewer points than Sam.
Melvin’s score? (Yes) So, Ray scored the most points.
Tom scored the least points among these three boys.
Say: Ray scored more points than Sam. Tom The first bar from the left represents Ray’s score.
scored fewer points than Sam. This means The second bar from the left represents Tom’s score.
The third bar from the left represents Sam’s score.
Ray scored the most points among these
three boys.
Lead students to see that since Ray
4C heck
if your answer
is correct.
The labeled bars match the given data.
My answer is correct.
scored the most points, the tallest bar must

5+
Draw a bar model using the information given.
Plus
Solve the
represent Ray’s score. problem in Ray
another way.
Say: The first bar from the left represents Sam
Ray’s score. Tom

Ask: Who scored the least points among
Ray, Sam and Tom? (Tom)
Melvin
Lead students to see that since Tom scored

4 6
Arrange the heights of the bars in the graph on page 178.
the least points among Ray, Sam and Tom, Match the bars in the model and the graph.
The first bar from the left represents Ray’s score.
the bar representing his score is the shortest The third bar from the left represents Sam’s score.

of the first three bars from the left. The second bar from the left represents Tom’s score.
The last bar from the left represents Melvin's score.
Ask: Which of the three bars is the shortest? Compare the methods in steps 3 and 5.
Which method do you prefer? Why?
(The second bar from the left) Whose score
does this bar represent? (Tom’s) 1. Understand 2. Plan 3. Answer 4. Check 5. Plus
Say: We know the bars representing the I have learned to...

solve a non-routine problem on bar graphs
scores of three boys—Ray, Tom and Melvin. >> Look at EXPLORE on page 157 again.
Fill in column 3. Can you solve the
Ask: Which boy is remaining? (Sam) So,

problem now?
which bar represents his score? (The third 179
bar from the left)

4. Check if your answer is correct.
Have students check the answer by EXPLORE
matching the bars with the given data. Have students go back to the word problem
Point out that the data in the bar graph on CB p. 157. Get them to write down in
matches the data given in the problem, so column 3 of the table what they have learned
our answer is correct. that will help them solve the problem, and then
solve the problem.
5. + Plus Solve the problem in another way.
Have a student present his/her work to the
Have students try to solve the problem in a
class.
different way.
Have 1 or 2 students share their methods. If
students are unable to solve the problem in
a different way, explain the method shown
on CB p. 179.
Ask: Which method do you prefer? Why?

(Answers vary.)

Name: Date: Name: Date:
5.1A Mind stretcher

Let's Do Math Journal
The following bar graph shows the favorite fruit of 40 students
1. Write down the different ways you can collect data.
in a class.
Each student chose only one fruit in the survey.
How many students chose grapes as their favorite fruit?
Favorite fruit of students
© 2021 Scholastic Education International (S) Pte Ltd ISBN: 978-981-4813-39-6 Current subscribers of PR1METM Mathematics Teaching Hub Grade 3 may print or photocopy this page for classroom use.
Number
of students
The numbers on
2. Explain what a bar graph is.
the scale are not
given.
Then, draw a bar graph.
0
apple orange grapes plum
Type of fruit
Strategy: Make a supposition.

Suppose the bar graph has a scale of 1.
1 + 2 + 4 + 3 = 10
The total number of students is 10.
40 ÷ 10 = 4
The bar graph has a scale of 4. 3. Sort the 3D shapes that you have learned in a Venn diagram.
Favorite fruit of students
20
16
12
Number
of students
8
0
apple orange grapes plum
Type of fruit
16 students chose grapes as their favorite fruit.
179A 179B
G3_Chp7_Mind Stretcher.indd 18 13/10/20 1:26 AM
5.1A Mind stretcher Math Journal

Have students work on the tasks independently to
Let's Do check and reinforce their understanding.
Objective:
•• Solve a non-routine problem on bar graphs Use the rubric provided on page 1 of the blackline
using the strategy of making a supposition masters to score students’ work.
Resource:
• Hub CB: p. 179A
Students have to find the number of students
who chose grapes as their favorite fruit. They
should observe that the numbers on the scale
are not given in the bar graph so they should
make a supposition about the scale of the

graph to solve the problem. Supposing that the
bar graph has a scale of 1, the total number
of students in the class will be 10. Students
should deduce that the bar graph has a scale
of 4, so that the total number of students in the
class will match the one given in the problem,
which is 40.
Then, students should fill in the missing numbers
on the scale, and see that 16 students chose
grapes as their favorite fruit.
Chapter 7: Handling Data 169A

Chapter - 7 - Lesson Notes

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2. Zoe asks the students in her class for their favorite color.

Then, she makes a pictogram to show the data collected.

Red Blue Green Yellow

Each stands for 2 students.

Complete the sentences.

a) There are 8 more students who like green than

b) There are 12 fewer students who like yellow than

January February March April May c) Zoe asks 40 students altogether.

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

c) He read the least number of books in March .

Chapter 7 Handling Data

Chapter 7: Handling Data 153

questions: Potato is a popular food.

much more potatoes than a person from 60

•• How would you feel if food is scarce in your 48

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

How much more potatoes did a person from Argentina eat

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-33-4

154 Chapter 7: Handling Data

tables • read and interpret tally charts and frequency tables

Let's Learn 1.1 Making tally charts and frequency tables

Vocabulary: Compare the methods above.

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

Stage: Abstract Representation

Have students refer to the page.

Chapter 7: Handling Data 155

students to find the number of diners who gave fair ////

each type of service rating. poor ///

Next, have students look at the number of tally very poor /

counting easier, as compared to counting the

Have students look at the frequency table on the good 13

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

identify the number of diners for the rest of the

Say: The service rating for ‘good’ has the highest

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-33-4

156 Chapter 7: Handling Data

Let's Do Answers vary. Sample: 2. a) W

when I call out each of the foods.

c) The favorite breakfast food of the students in the class is

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

Chapter 7: Handling Data 157

•• A box of straws of varying lengths in whole 2

number of inches, half inches or quarter 2

•• Hub PB: pp. 120A–120D 3

Stage: Concrete Experience 4 //// // 7

Distribute a straw to each student.

down the length of their straw.

Chapter 7: Handling Data 157A

Say: These numbers show the lengths of the

Suppose the shortest straw is 2 inches long.

Draw 5 crosses above ‘2 inches’ in the line plot.

157B Chapter 7: Handling Data

7 7 7 7 d) 14 pumpkins have a mass of more than 6 kilograms but less than

PINE_HubG3_Chp 7_U1A.indd 3 25/11/20 6:18 PM PINE_HubG3_Chp 7_U1A.indd 4 25/11/20 6:18 PM

Let's Do Let's Practice

Chapter 7: Handling Data 157C

Materials: Colors Number of children

•• Bar Graph (BM7.1): purple 5

Resources: We can show the data in a bar graph.

© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-20-4

Copy the table on CB p. 162 on the board. 0

Say: This table shows the favorite colors of a group Colors

From the bar graph, we see that: