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Lesson Plans and Worksheets for Grade 3

Lesson Plans and Worksheets for all Grades

More Lessons for Grade 3

Common Core For Grade 3

Videos, examples, solutions, and lessons to help Grade 3 students learn how to interpret measurement data from various line plots.

Common Core Standards: 3.MD.4

**New York State Common Core Math Grade 3, Module 6, Lesson 6**

Read Bar Graphs

What does this bar graph show?

On which day did the truck driver drive the most miles?

On which day did the truck driver drive the least number of miles?

What is the labeled interval of the scale for number of miles?

How many intervals are there between each 50?

Write a number sentence to show the value of the smaller intervals.

How many miles did the truck driver drive on Monday?

Write a number sentence to find how many miles the truck driver drove from Monday through Wednesday.

Write a number sentence to find how many more miles the truck driver drove on Friday than on Thursday.

Application Problem

Katelynn measures the height of her bean plant on Monday and again on Friday. She says that her bean plant grew 10 quarter inches. Her partner records 2 1/2 inches on their growth chart for the week. Is her partner right? Why or why not?

Concept Development

Problem 1: Use line plots with fractions to display measurement data.

Problem 2: Read and interpret line plots with fractions.

Lesson 6 Homework

1. Ms. Leal measures the heights of the students in her kindergarten class. The heights are shown on the line plot below.

a. How many students in Ms. Leal’s class are inches tall?

b. How many students are in Ms. Leal’s class? How do you know?

c. How many students in Ms. Leal’s class are more than 42 inches tall?

d. Ms. Leal says that for the class picture students in the back row must be at least 42 1/2 inches tall. How many students will be in the back row?

2. Mr. Stein’s class is studying plants. They plant seeds in clear plastic bags and measure the lengths of the roots. The lengths of the roots in centimeters are shown in the line plot below.

a. How many roots did Mr. Stein’s class measure? How do you know?

b. Teresa says that the 3 most frequent measurements in order from shortest to longest are 3 1/4 cm, 3 2/4 cm, and 3 3/4 cm. Do you agree? Explain your answer.

c. Gerald says that the most common measurement is 14 quarter centimeters. Is he right? Why or why not?

You can use the free Mathway calculator and problem solver below to practice Algebra or other math topics. Try the given examples, or type in your own problem and check your answer with the step-by-step explanations.

Lesson Plans and Worksheets for Grade 3

Lesson Plans and Worksheets for all Grades

More Lessons for Grade 3

Common Core For Grade 3

Videos, examples, solutions, and lessons to help Grade 3 students learn how to interpret measurement data from various line plots.

Common Core Standards: 3.MD.4

Read Bar Graphs

What does this bar graph show?

On which day did the truck driver drive the most miles?

On which day did the truck driver drive the least number of miles?

What is the labeled interval of the scale for number of miles?

How many intervals are there between each 50?

Write a number sentence to show the value of the smaller intervals.

How many miles did the truck driver drive on Monday?

Write a number sentence to find how many miles the truck driver drove from Monday through Wednesday.

Write a number sentence to find how many more miles the truck driver drove on Friday than on Thursday.

Application Problem

Katelynn measures the height of her bean plant on Monday and again on Friday. She says that her bean plant grew 10 quarter inches. Her partner records 2 1/2 inches on their growth chart for the week. Is her partner right? Why or why not?

Concept Development

Problem 1: Use line plots with fractions to display measurement data.

Problem 2: Read and interpret line plots with fractions.

1. Ms. Leal measures the heights of the students in her kindergarten class. The heights are shown on the line plot below.

a. How many students in Ms. Leal’s class are inches tall?

b. How many students are in Ms. Leal’s class? How do you know?

c. How many students in Ms. Leal’s class are more than 42 inches tall?

d. Ms. Leal says that for the class picture students in the back row must be at least 42 1/2 inches tall. How many students will be in the back row?

2. Mr. Stein’s class is studying plants. They plant seeds in clear plastic bags and measure the lengths of the roots. The lengths of the roots in centimeters are shown in the line plot below.

a. How many roots did Mr. Stein’s class measure? How do you know?

b. Teresa says that the 3 most frequent measurements in order from shortest to longest are 3 1/4 cm, 3 2/4 cm, and 3 3/4 cm. Do you agree? Explain your answer.

c. Gerald says that the most common measurement is 14 quarter centimeters. Is he right? Why or why not?

Rotate to landscape screen format on a mobile phone or small tablet to use the **Mathway** widget, a free math problem solver that **answers your questions with step-by-step explanations**.

You can use the free Mathway calculator and problem solver below to practice Algebra or other math topics. Try the given examples, or type in your own problem and check your answer with the step-by-step explanations.

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