NY Next Generation Math NY-3.MD.3
The Standard
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 a scaled picture graph or a scaled bar graph.
New York State Next Generation Mathematics Learning Standards
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students draw scaled picture graphs and bar graphs for data with several categories. They use the scale to solve one-step and two-step questions about how many more or fewer.
What Mastery Looks Like
- A student draws a bar graph where each square represents 5 votes and labels the scale accurately. The student compares categories by converting bar lengths into data values before adding or subtracting.
Common Misconceptions
- Students may count symbols or squares as one each and ignore the scale. They may use uneven intervals, omit labels, or compare bar lengths without finding the represented values.
How to Assess It
- Give data of 12 cats, 8 dogs, and 4 birds. Ask students to draw a bar graph with scale 2 and find how many more cats than birds.
Lesson moves
Ways to Teach It
Build a floor bar graph with each tile representing two responses, then transfer the scaled bars to paper.
Ask students how changing a graph's scale changes its appearance but not the data.
Play graph detective by correcting scales, labels, and comparison answers on flawed graphs.
Graph class survey results and compare two categories for a student-council report.
Keep exploring
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- NY-2.MD.10
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- NY-1.MD.4
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