Unit 1, Lesson 6
Choose a Scale
Grade 3
Preparation
Lesson Narrative
In previous lessons, students created scaled picture graphs and bar graphs with a given scale of 2 or 5. This lesson extends this work to allow students to choose and create the scale for their bar graph and reflect on the advantages or disadvantages of their choices. Through the work of the lesson, students notice that they can choose a scale based on the numbers in the data set and that the scale can make a graph easier or more difficult to read (MP6).
Math CommunityTell students they will reflect on their identified norms at the end of this lesson.
- Representation
- MLR8
- Represent data using a scaled bar graph and explain (orally) how a scale was chosen.
- Let’s choose a scale for our bar graph.
Required Materials
Required Preparation
None
Modify the Launch of Activity 2, “Represent More Data in a Scaled Bar Graph,” by engaging students in a discussion about ways to help wildlife during different seasons. Ask how students’ activities change with the seasons. Point out that the activities of other living things also change with the seasons. Ask:
In which season do living things:
- hibernate, or have long periods of deep sleep (winter)
- fly south (fall)
- fly north (spring)
- build nests (spring)
- have babies (spring)
- store nuts/acorns (fall)
In which season would these activities be most helpful to wildlife and why:
- plant a wildflower garden (spring)
- keep bird feeders full (winter)
- keep birdbaths full (summer and winter, because other water sources may be frozen in winter)
Students may be interested to learn that floating a small ball on the water can prevent a birdbath from freezing. The ball keeps moving through the water, so ice can’t form.
Environmental Principles & Concepts
Teacher Reflection Questions
In tomorrow’s lesson, students solve one- and two-step “how many more?” and “how many fewer?” problems using data presented in scaled bar graphs. Based on the work you have seen students doing in previous lessons, what strategies do you anticipate each student will use to solve these problems? How will you encourage each student to share their understandings and listen to one another’s strategies?