Grade 3 Mathematics Chapter 7: Scaled Graphs and Line Plots
Student lessons | Practice workbook | Teacher guide and answers | Grade 3 index
This original five-day chapter is part of a developing Grade 3 course, not a complete 36-week curriculum. Keep student work private. Chapter 7 fillable workbooks are available on the practice pages.
Planning reference: 2019 Alabama Mathematics, Grade 3 standards 16-17 (partial alignment). This chapter provides partial instruction and practice only; it does not establish full standard coverage or individual mastery.
Day 1: Scaled Picture Graphs
A scaled picture graph uses one picture to stand for more than one item. If one book symbol represents 2 books, three symbols represent 6 books. Always read the title, categories, labels, and key before answering.
Guided practice: Work the first item aloud. The learner completes the remaining items and supports answers with a model, text detail, data point, map feature, or verse reference as appropriate.
- One symbol equals 2 books. How many books do 4 symbols represent?
- A graph shows 3 symbols for history and 5 for science. How many more science books are shown?
- Why is the key necessary?
- Create a category with 8 items using the same key.
Day 2: Scaled Bar Graphs
A scaled bar graph marks equal intervals on an axis. Suppose a club graph uses intervals of 2 and shows Robotics 8, Art 6, Garden 10, and Music 4 students. The bar height must match the scale, not merely the number of grid spaces.
Guided practice: Work the first item aloud. The learner completes the remaining items and supports answers with a model, text detail, data point, map feature, or verse reference as appropriate.
- Which club has the greatest count?
- How many students are in Art and Music altogether?
- How many fewer students are in Music than Robotics?
- What interval should be marked on the numerical axis?
Day 3: One- and Two-Step Graph Problems
Graph questions may require more than one operation. For 12 apple votes, 8 pear votes, and 6 peach votes, the difference between apples and peaches is 12 – 6 = 6. The total for pears and peaches is 8 + 6 = 14.
Guided practice: Work the first item aloud. The learner completes the remaining items and supports answers with a model, text detail, data point, map feature, or verse reference as appropriate.
- How many votes are shown in all?
- How many more apple votes than pear votes?
- If 2 peach votes are added, which categories tie?
- Write a two-step question using the data and solve it.
Day 4: Measure and Make a Line Plot
Measure to the nearest half or fourth inch as directed, then place one X for each measurement above the correct value. For 3, 3 1/2, 3 1/2, 3 3/4, and 4 inches, the line plot has two X marks above 3 1/2.
Guided practice: Work the first item aloud. The learner completes the remaining items and supports answers with a model, text detail, data point, map feature, or verse reference as appropriate.
- Which measurement occurs most often?
- How many measurements are at least 3 1/2 inches?
- What is the difference between 3 and 4 inches?
- Why must equal intervals be used on a line plot?
Day 5: Independent Chapter Check
Use the data set: Red 4, Blue 10, Green 6, Yellow 8. Draw a scaled bar graph using intervals of 2. Then answer questions using the graph. For the line-plot item, use 2, 2 1/2, 2 1/2, 2 3/4, and 3 inches.
Guided practice: Work the first item aloud. The learner completes the remaining items and supports answers with a model, text detail, data point, map feature, or verse reference as appropriate.
- How many responses are shown in all four categories?
- How many more Blue than Red?
- Which two categories total 14?
- On the line plot, which measurement occurs most often?
Advanced Extension
Create a new example, data set, text, map question, investigation, or contextual comparison that extends the chapter. Explain the reasoning and identify what evidence would be needed to check the work.