Graphing Unit Math Worksheet - 3rd Grade, Charlotte Mecklenburg Schools, 2010-2011 printable pdf download

Grade Graphing Unit

2010-2011 Charlotte Mecklenburg Schools

The following unit contains lessons, activities, and an assessment. Although the majority of this unit

is based upon objective 4.01 (Collect, organize, analyze, and display data (including circle graphs

and tables) to solve problems) warm-ups and assessment items have been included for objectives

4.02 (Determine the number of permutations and combinations of up to three items) and 4.03 (Solve

probability problems using permutations and combinations.)

Assessment: You will find an assessment included with this unit. Research has shown that delayed

assessment (or assessments that test residual learning) are the best indicators of student

understanding. Therefore, you may want to postpone giving the assessment until after you have

completed several weeks of follow-up activities.

In addition, observing students as they work (ongoing assessment) will provide a closer look at what

students clearly understand, as well as concepts they are still working on. A key part of ongoing

assessment is feedback. Students should receive feedback that will help them develop their

understanding.

Objective: 4.01 Collect, organize, analyze, and display data (including circle graphs and tables) to

solve problems

Students need to learn to…

To read and create circle graphs; You can review tallies, line plots and pictographs from the 1st-2

grade

objectives, but spend minimal time on this. Your main focus in 3rd grade is circle graphs. You do not need to teach

bar graphs, line graphs, or stem-and-leaf graphs. All of these are 4th and 5

grade objectives.

• The purpose of a circle graph is to compare the parts to the whole.

• All graphs have a title that describes the main idea of the graph

• Circle graphs are sometimes called pie charts since it they look like a pie that has been cut into various slices.

• The sections of the circle graph describe the various objects/people. The larger the section, the more objects/people

being described.

• That each object/person received the same portion of the circle and that the entire circle describes the whole group.

• To recognize sections of a circle graph as half, less/more than half, less/more than a quarter, etc.

The students should be able to describe the graph with comments such as more than half the people like… or half the

students ate….or less than a quarter of the group found…etc. The students are not expected to label the sections

with percentages.

Students should be able to describe the shape of the data. Is most of the data centered in one place? What does it

tell you? Is there a trend? What does the information say about the people/items surveyed? Does the information tell

you something different if you group the data in a different manner?

Warm-Ups and Assessment items have been provided for the following objectives:

4.02 (Determine the number of permutations and combinations of up to three items)

4.03 (Solve probability problems using permutations and combinations.)

Graphing Unit Math Worksheet - 3rd Grade, Charlotte Mecklenburg Schools, 2010-2011