MA.3.S.7.1 Construct and analyze frequency tables, bar graphs, pictographs, and line plots from data, including data collected through observations, surveys, and experiments.

Benchmark Number:	MA.3.S.7.1
Benchmark Description:	Construct and analyze frequency tables, bar graphs, pictographs, and line plots from data, including data collected through observations, surveys, and experiments.
Subject Area:	Mathematics
Grade Level:	3
Body of Knowledge:	Statistics
Supporting Idea:	Data Analysis - Data Analysis Related Instructional Resources » More Information »
Date Adopted or Revised:	09/07
Date of Last Rating:	06/07
Cognitive Complexity:	High - What does this mean?
Status:	State Board Approved
Assessed?	Assessed
Remarks/Examples:	Use of addition, subtraction, multiplication, and division of whole numbers should be included during this process. At this grade level, students might analyze graphs with words such as most, least, minimum, and maximum to provide a conceptual foundation for the more formal terms such as mode and range that they will learn in later grades. The collected data and the intent of the data collection should help to determine the choice of data display.

RELATED RESOURCES (16)

Excellent Benchmark Tie (5)	Resource Type(s)
» Movie Types Students are given a worksheet with data and asked to construct a bar graph from the data.	Formative Assessment (Primary Type)
» Compare Temperatures Students construct two line plots from temperature data in a table and compare the distributions in their plots.	Formative Assessment (Primary Type)
» Lollipop Data Students are given a completed tally chart and asked to use the data to complete a frequency table and pictograph.	Formative Assessment (Primary Type)
» Represent the Survey Data Students are given survey data and asked to use the data to complete a frequency table and analyze several graphs.	Formative Assessment (Primary Type)
» Food Court: The Soup Spot Students determine the number of possible combinations for two groups of food items. Next they conduct a survey and create line plots and pictographs. Lesson 2 of a four lesson unit.	Lesson Plan (Primary Type) Worksheet
Good Benchmark Tie (11)	Resource Type(s)
» M & M Lab Students use a bag of M & Ms to complete a tally chart, a bar chart, a line graph and a pictograph by recording the different colors of the M & Ms.	Lesson Plan (Primary Type) Worksheet
» Eat Your Veggies: Tally Time Students tally data about food preferences and learn the convention of displaying a set of five tallies. Students also pose and answer questions about the data. ...read more	Lesson Plan (Primary Type) Worksheet Virtual Manipulative Educational Game Image / Photograph
» Graphing Trash Material Students investigate their data in connection with recyclable materials and develop plans to help the environment	Lesson Plan (Primary Type) Worksheet
» Money Matters The students learn to sort and graph coins so they can better understand that the number of coins is different from the value of coins. They initially practice sorting the coins to make sure they can differentiate each of them. Next they learn... ...read more	Unit / Lesson Sequence (Primary Type) Worksheet Assessment
» KidsZone: Create a Graph Create bar, line, pie, area, and xy graphs.	Virtual Manipulative Tutorial Educational Software / Tool Teaching Idea (Primary Type)
» Weather or Not? (NCTM) - Featured for Math & Science Day These activities give students opportunities to investigate weather conditions that involve reading and recording temperatures, graphing, making charts, solving word problems, and working with numbers. ...read more	Text Resource Teaching Idea (Primary Type)
» Pizza,Pizza! - Pizza at Home Students survey family members or others in their community to determine preferences about pizza. Students compare their results with their classmates and create graphs of their data. This is Lesson 1 of a three lesson unit.	Lesson Plan (Primary Type) Worksheet
» Popcorn Math Popcorn is used to teach volume, estimating, graphing, measuring, and place value.	Teaching Idea (Primary Type)
» Information Represented Graphically: What's the Weather? Students analyze information represented by pictographs. Students are asked to discuss, describe, read, write, and make predictions about the graphs and the information they contain.	Lesson Plan (Primary Type) Worksheet
» All About Multiplication Exploring Equal Sets Students explore the set model for multiplication. They find products using equal sets and present their results in a table. Next students apply their knowledge about multiplication in the creation of pictographs.	Lesson Plan (Primary Type) Worksheet
» Free Graph Paper A variety of different graph paper types for printing.	Educational Software / Tool (Primary Type)

* Please note that examples of resources are not intended as complete curriculum.

Test Item Specifications

Reporting Category:

Data Analysis

Item Type(s):

This benchmark will be assessed using: MC items.

At Grade 3, this benchmark will be assessed using MC items.

Clarification:

Students may identify the correct display of a given set of data.

Students will analyze and draw conclusions about data displayed in the form of frequency tables, bar graphs, pictographs, and line plots.

Students will analyze data to supply missing data in frequency tables, bar graphs, pictographs, and line plots.

Content Limits:

Items may require the student to choose the most appropriate datadisplay given a set of data from observations, surveys, and/orexperiments.

Items may assess identifying parts of a correct graph and recognizingthe appropriate scale.

The increments used on the scale are limited to units of 1, 2, 5, 10,50, or 100.

Pictographs can use keys containing a scale of 1, 2, 5, or 10.The data presented in graphs should represent no more than fivecategories.

The total sample size for bar graphs should be no more than 1,000.

The total sample size should be no more than 200 for frequencytables, pictographs, and line plots.

Addition, subtraction, or multiplication of whole numbers may beused within the item.

Stimulus Attributes:

Items may be set in a real-world or mathematical context.

Increment grid lines must be shown on graphs.

Graphics will be used in all items.

SAMPLE TEST ITEMS (1)

Test Item #	Question	Difficulty	Type

Sample Item 1:	The students in Mrs. Livingston’s class voted for their favorite kind of footwear. The number of... ...read more	NA	MC : Multiple Choice MC items should take an average of one minute per item to solve. MC items are worth one point each. MC items should have four answer choices (A, B, C, D or F, G, H, I for alternating items). During item development and review, the correct response should be indicated with a star next to the answer choice letter. During item development and review, the rationale for options (incorrect answer choices) should be indicated and set off in brackets. In most cases, answer choices should be arranged vertically beneath the item stem. If four graphics are labeled horizontally or vertically and horizontally, the labeling should be as follows: A. B. C. D. or A. C. B. D. Figure 1 Figure 2 Figure 3 Figure 4 or Figure 1 Figure 3 Figure 2 Figure 4 If the answer choices for an item are strictly numerical, they should be arranged in ascending or descending order, with the place values of digits aligned. When the item requires the identification of relative size or magnitude, choices should be arranged as they are presented in the item stem. If the answer choices for an item are neither strictly numerical nor denominate numbers, the choices should be arranged by the logic presented in the question, by alphabetical order, or by length. Distractors should represent computational or procedural errors commonly made by students who have not mastered the assessed concepts. Each distractor should be a believable answer for someone who does not really know the correct answer. Outliers (i.e., answer choices that are longer phrases or sentences than the other choices, or choices with significantly more/fewer digits than the other choices) should NOT be used. Responses such as “None of the Above,” “All of the Above,” and “Not Here” should NOT be used. Responses such as “Not Enough Information” or “Cannot Be Determined” should NOT be used unless they are a part of the benchmark being assessed. They should not be used as distractors for the sake of convenience. If a response is a phrase, the phrase should start with a lowercase letter. No period should be used at the end of a phrase. If a response is a sentence, the sentence should be conventionally capitalized and punctuated.

RELATED COURSES (3)

» 5012050:	Mathematics - Grade Three More Information »
» 5008050:	Health-3 More Information »
» 7712040:	Access Mathematics - Grade 3 More Information »

RELATED Access Points (3)

Independent

» MA.3.S.7.In.a:

Sort and count objects and pictures into three labeled categories and display data in an object graph or pictograph.

Remarks:
Student completes a graph of favorite ice cream flavors using pictures of vanilla, chocolate, or strawberry ice cream cones.

Related Instructional Resources » More Information »

Supported

» MA.3.S.7.Su.a:

Sort objects representing data into two labeled categories and count the number in each category.

Remarks:
Data in each category may have up to 5 objects. Students vote on their favorite color car, red or blue, by placing red or blue paper cars in a container to represent their votes. The student sorts the cars by color and counts the data.

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Participatory

» MA.3.S.7.Pa.a:

Identify items that belong together to form a set (data).

Remarks:
A group is polled about activity choices. Preferences include watching videos represented by a picture of a television, listening to a story represented by a picture of a book, or playing with a ball represented by picture of a ball. The student matches t

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