Data Analysis & Graphs | Teacher Guide

Florida B.E.S.T. Standards

MA.3.DP.1.1

Collect and represent numerical and categorical data with whole-number values using tables, scaled pictographs, scaled bar graphs or line plots. Use appropriate titles, labels and units.

Key Points:

Scaled graphs use symbols/bars that represent MORE than 1 (e.g., each symbol = 2 or 5)
Line plots use X marks above a number line
Students must include titles, axis labels, and keys

MA.3.DP.1.2

Interpret data with whole-number values represented with tables, scaled pictographs, circle graphs, scaled bar graphs or line plots by solving one- and two-step problems.

Key Points:

One-step: "How many chose pizza?" (read directly)
Two-step: "How many more chose pizza than tacos?" (read, then compute)
Circle graphs are included in INTERPRETATION but not creation at this level

Graph Types for Grade 3

Scaled Pictograph

What it is: Uses pictures/symbols to represent data
Key feature: Each symbol represents MORE than 1 (e.g., ☺ = 2 students)
Must include: Title, categories, key showing what each symbol represents
Reading strategy: Count symbols × scale value

Scaled Bar Graph

What it is: Uses bars to show amounts; scale goes by 2s, 5s, or 10s
Key feature: Axis numbers skip count (not 1, 2, 3...)
Must include: Title, axis labels, consistent scale
Reading strategy: Find where bar ends, read across to scale

Line Plot

What it is: Number line with X marks showing frequency
Key feature: Shows how often each value appears
Must include: Title, number line labels, X for each data point
Reading strategy: Count X marks above each number

Circle Graph (Interpret Only)

What it is: Shows parts of a whole as "pie slices"
Key feature: Students READ but don't CREATE at Grade 3
Reading strategy: Compare section sizes, use fractions if labeled

Data Table

What it is: Organized rows and columns of data
Key feature: Foundation for all graph types
Must include: Clear categories/labels

Essential Vocabulary

Term	Student-Friendly Definition
Data	Information we collect (numbers or categories)
Scale	The numbers on the side of a graph that skip count
Key (Legend)	Shows what each symbol or color means
Axis	The lines on the side and bottom of a bar graph
Category	A group or type (like "pizza" or "red")
Frequency	How many times something happens

Common Misconceptions & Fixes

Misconception: Ignoring the scale on pictographs

Students count symbols as 1 each, even when the key says each symbol = 2 or 5.

Fix: Circle the key first! Ask: "What does ONE symbol mean?" Then have students skip count aloud as they count symbols.

Misconception: Misreading bar graphs when bars fall between lines

If a bar ends between 10 and 15 on a scale of 5s, students don't know the value.

Fix: Teach the "halfway check." If the bar ends halfway between 10 and 15, the value is in the middle. Practice with various scales.

Misconception: Creating line plots without consistent spacing

Students bunch numbers together or space them unevenly on the number line.

Fix: Use grid paper or pre-printed number lines. Emphasize: "Number lines are like rulers - equal spaces!"

Misconception: Forgetting labels and titles

Students create the graph but forget the title, axis labels, or key.

Fix: Create a checklist: ✓ Title? ✓ Labels? ✓ Key? Use the acronym TLK ("Talk" about your graph).

5-Day Lesson Sequence

Day 1: Data Tables and Scaled Pictographs

Review data tables - collect class data (favorite snack, pet, etc.)
Introduce pictographs with scale of 2
Emphasize the KEY - "What does each symbol represent?"
Practice reading: count symbols, multiply by scale

Day 2: Scaled Bar Graphs

Connect pictograph data to bar graph representation
Introduce scales of 2, 5, and 10
Practice reading bars that land ON scale lines
Discuss when bars land BETWEEN scale lines

Day 3: Line Plots

Introduce line plots with measurement data (lengths in inches)
Practice placing X marks accurately
Count X marks to find "how many" questions
Identify mode (most frequent value)

Day 4: Interpreting Circle Graphs & Two-Step Problems

Read circle graphs (compare section sizes)
Practice two-step problems: "How many more...?" "How many in all...?"
Mixed practice with all graph types

Day 5: Creating Graphs & FAST Practice

Students create their own scaled pictograph OR bar graph from data
Checklist review: Title, Labels, Key
FAST-format practice questions

Differentiation Strategies

For Struggling Learners

Start with scale of 2 only before introducing 5s and 10s
Use manipulatives to represent pictograph symbols
Provide pre-drawn axes and number lines
Color-code: highlight the key in one color, scale in another

For Advanced Learners

Create graphs with scales that don't start at 0
Compare data from two different graphs
Write their own two-step questions about graphs
Explore what happens when scale changes (same data, different scales)

FAST Test Tip:

FAST questions often show a graph with a scale and ask students to find totals, differences, or missing values. The most common error is ignoring the scale on pictographs. Train students to ALWAYS check the key/scale first before answering any question!

Teacher Guide: Data Analysis & Graphs