Data Displays & Analysis
3rd Grade


Alabama Course of Study Standards:
16

For a given or collected set of data, create a scaled (onetomany) picture graph and scaled bar graph to represent a
data set with several categories. Determine a simple probability from a context that includes a picture.
 Solve one and twostep “how many more” and “how many less” problems using information presented in
scaled graphs.

Arkansas Academic Standards:
3.MD.B.3

 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories (e.g., Draw a bar graph in which each square in the bar graph might represent 5 pets)
 Solve one and twostep "how many more" and "how many less" problems using information presented in scaled picture graphs and scaled bar graphs

Arizona  K12 Academic Standards:
3.MD.B.3

Create a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. See Table 1. 
Common Core State Standards:
Math.3.MD.3 or 3.MD.B.3

Draw a scaled picture graph and a scaled bar graph to represent a
data set with several categories. Solve one and twostep “how many
more” and “how many less” problems using information presented in
scaled bar graphs. For example, draw a bar graph in which each square in
the bar graph might represent 5 pets. 
North Carolina  Standard Course of Study:
3.MD.3

Represent and interpret scaled picture and bar graphs: Collect data by asking a question that yields data in up to four categories.
 Make a representation of data and interpret data in a frequency table, scaled picture graph, and/or scaled bar graph with axes provided.
 Solve one and twostep “how many more” and “how many less” problems using information from these graphs.

New York State Next Generation Learning Standards:
3.MD.3

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in a scaled picture graph or a scaled bar graph. e.g., Draw a bar graph in which each square in the bar graph might represent 5 pets. 
Ohio's Learning Standards:
3.MD.3

Create scaled picture graphs to represent a data set with
several categories. Create scaled bar graphs to represent a data set
with several categories. Solve twostep “how many more” and “how
many less” problems using information presented in the scaled
graphs. For example, create a bar graph in which each square in the
bar graph might represent 5 pets, then determine how many
more/less in two given categories. 
Tennessee Academic Standards:
3.MD.B.3

Draw a scaled pictograph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled graphs. 
Wisconsin Academic Standards:
3.MD.B.3

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent five pets. 
Alabama Course of Study Standards:
17

Measure lengths using rulers marked with halves and fourths of an inch to generate data and create a line plot
marked off in appropriate units to display the data. 
Arkansas Academic Standards:
3.MD.B.4

 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch
 Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters

Common Core State Standards:
Math.3.MD.4 or 3.MD.B.4

Generate measurement data by measuring lengths using rulers marked
with halves and fourths of an inch. Show the data by making a line
plot, where the horizontal scale is marked off in appropriate units—
whole numbers, halves, or quarters. 
Georgia Standards of Excellence (GSE):
3.MDR.5.4

Use rulers to measure lengths in halves and fourths (quarters) of an inch and a whole inch. 
Ohio's Learning Standards:
3.MD.4

Generate measurement data by measuring lengths using
rulers marked with halves and fourths of an inch. Show the data by creating a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. 
Tennessee Academic Standards:
3.MD.B.4

Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units: whole numbers, halves, or quarters. 
Pennsylvania Core Standards:
CC.2.4.3.A.4

Represent and interpret data using tally charts, tables, pictographs, line plots,and bar graphs. 
Pennsylvania Core Standards:
M03.DM.2.1.1

Complete a scaled pictograph and a scaled bar graph to represent a data set with several categories (scales limited to 1, 2, 5, and 10). 
Pennsylvania Core Standards:
M03.DM.2.1.2

Solve one and twostep problems using information to interpret data presented in scaled pictographs and scaled bar graphs (scales limited to 1, 2, 5, and 10). 
Pennsylvania Core Standards:
M03.DM.2.1.3

Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Display the data by making a line plot, where the horizontal scale is marked in appropriate units—whole numbers, halves, or quarters 
Pennsylvania Core Standards:
M03.DM.2.1.4

Translate information from one type of display to another. Limit to pictographs, tally charts, bar graphs, and tables. 
