Year 3 Graphing:
Victorian Curriculum Links:
1. Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (VCMSP148)
2. Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (VCMSP149)
3. Interpret and compare data displays (VCMSP150)
Applied Maths
Applied Maths Applied Maths Applied Maths Applied Maths
Plan methods of data collection and recording Collecting Data / Organise into Categories Collecting Data / Create Displays Interpret and Compare Data Displays
Double session - 90 minutes 90 minutes 45 minutes 45 minutes
Learning Intention: Learning Intention: Learning Intention: Learning Intention:
To create a frequency table using skittles as To create categorical questions To plot points and draw graphs, using To interpret and compare data displayed on a
data suitable axis and scales and include graph
appropriate titles.
Success Criteria: I can…
Success Criteria: I can… Success Criteria: I can… Success Criteria:
❏ I must be able to create a categorical ❏ I can Identify the parts of a graph ❏ I must interpret information from graphs
❏ I must be able to record data using a question ❏ Create a graph to show data I have ❏ I should identify similarities and differences
frequency/tally ❏ I should be able to record information collected between graphs
❏ I should be able to identify the highest ❏ I could begin to represent the collected data ❏ I can use a scale and plot data ❏ I could be able to extend my learning
and lowest frequency appropriately further by using a device to create a pie
❏ I could be able to create a column or graph
pictograph
Tuning In Tuning In: Tuning In: Tuning In
Students will complete the Kahoot survey Combine all of the skittles in the classroom 10 Minutes to play the game explore scales Look at the data from the Kahoots survey in the first
Quick discussion about scales lesson.
What could we do with this information? Split the skittles and the students into groups of five. ● Was there anything you weren’t sure
What is the purpose of a graph? about/confusing? Turn and talk to the person next to you,
Students will create a frequency table and a graph as Model scaling using ‘sit-spots’ what was the most popular choice?
Model how to create frequency table/tally - highest a group Main Activity What was the least popular choice?
and lowest frequency How many people liked ____ more than ____
Afterwards, total up all of the skittles together and Students will begin or continue their graph
Main Activity then create a pie graph of the data and generate it on A3 paper ensuring they include https://www.tes.com/teaching-resource/year-3-int
Skittles! for the students to see. appropriate details. rerpreting-bar-graphs-3-levels-6196504
Modelled Example
Each student will collect a small cup of skittles. Main Activity Poster rubric:
“I moustache you a question” ● Your poster includes a title 100 points
Students will create a table identifying how many of ● Your poster includes the appropriate Independent Task
each flavour skittles they have along with the total Students will draw a moustache on a piece of paper categories 100 points Warm up! From the class data the was collected in
number of skittles in their bag. and cut it out and tape it to a wood skewer ● Your poster includes a title for the Y the first lesson, students will Identify 3 facts
axis 200 points
Once the frequency table is complete we will come Students will plan a class specific question and using ● Your poster includes a X axis title 200 Students will swap posters with someone else in
back to the floor and address our findings. their moustache will conduct the survey points the room, and identify 5 facts from the data shown
● Your poster includes a scale 400 in the table.
We will then go outside and collect data on how When the survey and frequency table is complete points
many different colour cars go past, or, if it is raining students will begin to transfer their data into a bar ● Your poster includes a key Once students have identified their 5 facts, they will
we will roll a dice 20 times. graph or other appropriate graph. ● Your poster includes the tally/table of then share their finding with someone else in the
data room, not the person who created the graph.
Create a pictograph or column graph using the data
we have collected from the cars, dice and/or skittles. 1000 + xp = totally rad! Level up! Reflection
● Your poster includes a title 100 points
700-900 xp = EPIC What surprised you today?
● Your poster includes the appropriate 400-600 xp = FANTASTIC What do you want to learn more about?
Reflection
What are you curious to learn more about? categories 100 points 200-300 xp = AWESOME!
Is there anything you are confused by - use sticky ● Your poster includes a title for the Y axis 200 100 xp = Wow!
notes. points
● Your poster includes a X axis title 200 points Reflection:
● Your poster includes a scale 400 points What did you notice
● Your poster includes a key 200 points
● Your poster includes the frequency tally/table How could you apply what you learnt today
of data to life outside of the classroom?
1000 + xp = totally rad!
700-900 xp = EPIC
Extension:
400-600 xp = FANTASTIC
Students who finish early can import their
200-300 xp = AWESOME!
data into this
100 xp = Wow! https://nces.ed.gov/nceskids/graphing/classi
c/bar_pie_data.asp?ChartType=bar website
Reflection and represent their data digitally.
What was something you found challenging today?
https://www.rapidtables.com/tools/bar-grap
Were you over to overcome the challenge? If so, how? h.html
OR
Explore histograms using height data from
Kahoots
OR
Create a pie graph
Resources Resources Resources Resources
https://create.kahoot.it/details/data-collection/60337f1f- http://pbskids.org/cyberchase/media/game
459f-4dd7-af96-a0197b8b31b8 https://www.mathplayground.com/video_bar_graphs s/bargraphs/bargraphs.swf
.html
