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Visualización y análisis de datos

3rd Grade

Alabama Course of Study Standards: 16

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

Arizona - K-12 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 two-step "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 two-step “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 two-step “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 two-step "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 two-step “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 two-step "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 two-step "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.

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