Data Collection and Graphing

Subject: Math
Grade Level: 3rd
1. STANDARDS (CA Common Core Standards; NGSS/Content Standards)
Include number and text for each standard
CCSS.MATH.CONTENT.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.
2. OBJECTIVES
Content: The students will use and label the different types of graphs (i.e. bar
graph, picture graph, and line plot) to represent the data they have collected
and then interpret and analyze that data.

Key Academic Vocabulary

Data- is information that is collected.
Graph - is a way to record and organize data
Bar Graph - is a graph that uses horizontal and vertical bars to display data
in order to compare qualities.
Line Plot - is a graph that uses a number line that shows data.
Picture Graph- Type of graph that uses symbols and pictures to represent
data.
Interpret- to find connections and explain
Analyze- to study closely and carefully

3. ASSESSMENT Informal or Formative

o Students will complete each graph correctly (with a Title and Labels)
and be able to distinguish between the types of graphs.
Formal or Summative
o Students will interpret and analyze their collected data and graphs by
answering 2 questions regarding their data collection and graphs.
4. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
To support student learningwhat you and the students will be doing
I. ANTICIPATORY SET
Motivation/Activate Prior Knowledge (on the carpet):
1. Ask the students a few questions to help them access any previous
knowledge about collecting and organizing data.
i. What is data? Why do we collect data?
ii. What are some ways that we can represent our collected data?

iii. When can we use collected data? What are some examples of real
world situations in which we collect data?
1. Counting (people in a village, days in a year)
2. Lunar months
3. Surveys
4. Historical Record keeping
2. Review with the students the vocabulary terms and as a class define the
terms:
i. Data is information that is collected.
ii. A Graph is a way to record and organize data.
II. INSTRUCTION AND MODELING (Best Practice Strategies)(on carpet)
3. Using the board project the power point and discuss that there are steps to
collecting data and graphing
4. Step 1-Discuss with the class the survey question you have previously
chosen, which is What is your favorite breakfast drink?
5. Step 2- Discuss with the class that in order to have a manageable amount
of data you need to pick only a few choices or options that you are going
to survey
6. For this survey we will have the categories
i. Juice
ii. Water
iii. Milk
7. Step 3- Discuss with the students that after they have chosen their
categories they should survey a group of people and collect their data
using tally marks.
8. For the class survey select 11 students who will provide the data
9. Show the students how to collect the data using tally marks
10. Step 4- As the students if they remember the difference of each graph
11. After reviewing the graph types, ask the class which graph they think
would be best for this data
12. Graph the data
13. Emphasis on labeling the graph using the correct information, giving it a
Title and labels
14. Also the interval choice and where to put 0
15. Step 5- Discuss the words interpret to find connections and explain and
analyze- to study closely and carefully, and then go through the Graph
Check List together
III. GUIDED PRACTICE
1. Tell the students that they will be working in their power pairs, so they need to
remember that they should be respectful to each other and work quietly.
1. Each group will be given a survey question (see list attached)
2. Explain that each group will need to decide what categories they want to survey their
group on. They will be surveying 13 students for their data collection.

3. They will also have to decide which graph they will want to use to represent their
collected data.
4. Have the students return to their seats and find their power partner.
IV. CLOSURE (Student summary of learning)
5. After each group has finished their graph have each group share their graphs and
results.
6. Once each group has shared, have the students clean up their area, put their graphs on
top of their desk and come to the rug.
V. INDEPENDENT PRACTICE (Summative assessment)
7. Then explain that their exit ticket will be to fill out the graph check list for their graph
5. DIFFERENTIATION STRATEGIES
To support learning differences, English Learners, IEPs, 504, GATE, etc.
One of my students has a hard time with time restraints and keeping on track, so I
decided to have the students work in partners so that he would not feel
overwhelmed with having to survey other students and then having to create a
graph.
6. INSTRUCTIONAL RESOURCES AND MATERIALS
Graphing PowerPoint
Graph paper
Colored pencils or crayons
Graph Check List

Survey QuestionsWhat is your favorite fruit?

What is your favorite dessert?
What is your favorite color?
What is your favorite pizza topping?
What is the color of your eyes?
What is the color of your hair?
What is your favorite breakfast food?
What is your favorite type of story?
What is your favorite outdoor space?
What is your favorite holiday?
What is your favorite snack?
What is your favorite vegetable?
What is your favorite toy?

Power Point-

Step%1:%%
Create%a%Survey%Ques0on3%%
What%is%your%favorite%kind%of%breakfast%drink?%

Step%2:%%

Decide%on%a%few%choices%or%what%you%are%
%going%to%be%collec0ng%Data%on3%
Juice,%Water%and%Milk%%

Step%3:%%

Survey%a%group%of%people.%Record%your%data%with%%
tally%marks%%
%%%%%%%%%%%%Juice% %

%Water

%Milk%%

Step%4:%%Graph%your%collected%data%%
Bar$Graph3%a%graph%that%uses%horizontal%and%ver0cal%bars%to%
display%data%in%order%to%compare%quali0es.%%%%%%
Picture$Graph3%a%graph%that%uses%symbols%and%pictures%to%
represent%data.%%
%

Line$Plot3%a%graph%that%uses%a%number%line%that%shows%data%
using%a%X%to%show%frequency.%%

Step%5:%% Interpret%and%analyze%your%data%%
What%is%one%ques0on%we%can%answer%about%this%graph/data?%%
What%is%one%ques0on%we%cannot%answer%about%this%graph/data?%%