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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 solve one- and two-step problems involving graphs.

Common Core Standards: 3.MD.3

**New York State Common Core Math Grade 3, Module 6, Lesson 4**

Fluency Practice

Read Line Plots

Read Bar Graphs

Application Problem

The following chart shows the number of times an insect’s wings vibrate each second. Use the following clues to complete the unknowns in the chart.

Lesson 4 Homework

1. Maria counts the coins in her piggy bank and records the results in tally chart below. Use the tally marks to find the total number of each coin.

a. Use the tally chart to draw a bar graph below. The unit is given.

b. How many more pennies are there than dimes?

c. Maria donates 10 of each type of coin to charity. How many total coins does she have left? Show your work.

2. Ms. Hollmann’s class goes on a field trip to the planetarium with Mr. Fiore’s class. The number of students in each class is shown in the picture graphs below.

a. How many fewer boys are on the trip than girls?

b. It costs $2 for each student to attend the field trip. How much money will it cost for all students to attend?

c. The cafeteria in the planetarium has 9 tables with 8 seats at each table. Counting students and teachers, how many empty seats will there be when the 2 classes eat lunch?

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 solve one- and two-step problems involving graphs.

Common Core Standards: 3.MD.3

Fluency Practice

Read Line Plots

Read Bar Graphs

Application Problem

The following chart shows the number of times an insect’s wings vibrate each second. Use the following clues to complete the unknowns in the chart.

a. The beetle’s number of wing vibrations is the same as the difference between the fly and honeybee’s.

b. The mosquito’s number of wing vibrations is the same as 50 less than the beetle and fly's combined.

Concept Development

Create a bar graph from the data in the Application Problem.

1. Maria counts the coins in her piggy bank and records the results in tally chart below. Use the tally marks to find the total number of each coin.

a. Use the tally chart to draw a bar graph below. The unit is given.

b. How many more pennies are there than dimes?

c. Maria donates 10 of each type of coin to charity. How many total coins does she have left? Show your work.

2. Ms. Hollmann’s class goes on a field trip to the planetarium with Mr. Fiore’s class. The number of students in each class is shown in the picture graphs below.

a. How many fewer boys are on the trip than girls?

b. It costs $2 for each student to attend the field trip. How much money will it cost for all students to attend?

c. The cafeteria in the planetarium has 9 tables with 8 seats at each table. Counting students and teachers, how many empty seats will there be when the 2 classes eat lunch?

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