The first year that our school district implemented common core math, I kind of accidentally overlooked graphing. Whoops! I mean, really- my bad. I felt so bad for those kids that year. Here I was thinking this common core thing was going to be much easier than predicted because I had done very well getting through it.
For the next school year, I didn’t want to rush through it or squeeze it in at the last minute. I wanted to provide some value to it. I sketched out a plan. (and that plan turned out to be one of my favorite and best units ever!)
First, we talked about collecting data. Each student created a question that they wanted to survey the class with but they had to limit the answers to five choices. I didn’t want students to be creating graphs later that went on forever in categories! We circulated, we surveyed, we tallied. Then we placed that data in a special place for later.
Teaching Graphing with Picture Graphs
Then we went over picture graphs (pictographs). Students had learned about this type of graphing from second grade – so it really was a refresher. I provided each student with a handful of gummy bears and we create our key at the bottom along with the actual picture graph. Then we combined our data with a partner and created another picture graph, and lastly one more time, creating a group of 4. (That’s when we really needed to start talking about that key at the bottom and how it isn’t always going to represent one!)
Then after practicing creating and reading picture graphs, I presented them with a challenge. Our principal was in desperate need of their help! He dropped of this data and asked our class if we could create a picture graph based off it. (This gave me a quick opportunity to see who could or couldn’t read tally marks!)
Teaching Graphing with Bar Graphs
We then moved into bar graphs – and discussed how they are created, their parts, and how sometimes they are vertical and other times they are horizontal.
We “shot hoops” with trashketball and created bar graphs in both vertical and horizontal form. We also used magnets and picked up paper clips to create graphs. We continued to expand our discussion into the scale and how we needed to change our intervals. In third grade that’s really the major difference in standards is making sure students are practicing with scales with intervals of 2 and 5.
To brush up on reading and creating bar graphs, I created 10 different centers that I placed around the room. (I love these around the room activities because they get up and moving!) They then created a tabbed booklet and worked around the room from station to station. The students had a blast!
Teaching Graphing with Line Plots
Next came time to teach the line plots. Prior to our Graphing Workshop Unit, we had learned about the different parts of a ruler, along with partitioning a number line in the fraction unit. I used this as a great opportunity to tie it in and review.
To practice measuring to the nearest inch, we blew puff balls along our desks with straws (masking tape was our starting line) and then measured the distance it traveled. (This year we changed it to a medicine dropper and a smaller puff ball because the larger one went really far with a huge puff of wind from the student’s lungs!)
We also measured each of our fingers (and thumb) span to the nearest quarter inch and plotted those! Then we pretended to work for a Jewelry Store that needed to order a new shipment of rings, bracelets, and necklaces. Students rotated among each of the three stations (rings, bracelets, and necklaces), measured the strings (which was how the jeweler knew what size to order!), tallied them up, and created a nice line plot for the owner of the jewelry store.
Overall, the students had fun while learning all about graphing- and I made up for that year that I accidentally overlooked it, right? 🙂
(If you like these activities and want to save time creating them, you can find all this in my Graphing Workshop Unit. You don’t have to teach in the Math Workshop format to enjoy these activities!)