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Mathematics > Grade 3 > Measurement and Data
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Mathematics | Grade : 3

Domain - Measurement and Data

Cluster - Represent and interpret data.

[3.MD.B.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.

Resources:


  • Picture graph
    A graph that uses pictures to show and compare information.

Predecessor Standards:

No Predecessor Standards found.

Successor Standards:

  • 5.ESS.2.2
    Describe and graph the relative amounts of salt water in the ocean; fresh water in lakes, rivers, and groundwater; and fresh water frozen in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth’s biosphere. State Assessment Boundary: Inclusion of the atmosphere is not expected in state assessment.

Same Level Standards:

  • 3.OA.D.8
    Solve two-step word problems using the four operations for problems posed with whole numbers and having whole number answers. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies, including rounding. [Note: Students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations)]
  • 3.ESS.2.1
    Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area. Clarification Statements: Examples of weather data could include temperature, amount and type of precipitation (e.g., rain, snow), wind direction, and wind speed; Graphical displays should focus on pictographs and bar graphs.
  • 3.ESS.3.1
    Evaluate the merit of a design solution that reduces the damage caused by weather.* Clarification Statement: Examples of design solutions to reduce weather-related damage could include a barrier to prevent flooding, a wind-resistant roof, and a lightning rod.
  • 3.LS.1.1
    Use simple graphical representations to show that different types of organisms have unique and diverse life cycles. Describe that all organisms have birth, growth, reproduction, and death in common but there are a variety of ways in which these happen.Clarification Statements: Examples can include different ways plants and animals begin (e.g., sprout from a seed, born from an egg), grow (e.g., increase in size and weight, produce a new part), reproduce (e.g., develop seeds, root runners, mate and lay eggs that hatch), and die (e.g., length of life); Plant life cycles should focus on those of flowering plants; Describing variation in organism life cycles should focus on comparisons of the general stages of each, not specifics. State Assessment Boundary: Detailed descriptions of any one organism’s cycle, the differences of “complete metamorphosis” and “incomplete metamorphosis,” or details of human reproduction are not expected in state assessment.
  • 3.LS.4.4
    Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce. Clarification Statements: Changes should include changes to landforms, distribution of water, climate, and availability of resources; Changes in the habitat could range in time from a season to a decade; While it is understood that ecological changes are complex, the focus should be on a single change to the habitat.