Chapter 2: Represent and Interpret Data Assessment Test<\/strong><\/p>\n Question 1. Answer: False<\/span><\/p>\n Explanation: John saw foxes 4 times wherein bears 7 times, which is not double to 4.<\/span><\/p>\n Question 1. Answer: False<\/span><\/p>\n Explanation: He saw 4 more caribou than bears.<\/span><\/p>\n Question 1. Answer: False<\/span><\/p>\n Explanation: He saw 2 fewer moose than foxes, not 4.<\/span><\/p>\n Question 2. Answer: 6 girls.<\/p>\n Explanation: Question 2. Answer: 10 more students.<\/p>\n Explanation: Use the picture graph for 3\u2013 6.<\/strong> Question 3. Answer: 85 cans.<\/p>\n Explanation: Soo collected 7 symbols, Jen collected 4 symbols and Sam collected 6 symbols Question 4. Answer: Jen collected Ten fewer cans than Sam<\/span><\/p>\n Explanation: <\/span><\/p>\n Question 5. Answer: 15 more cans.<\/p>\n Explanation: Question 6. Answer: In the below picture added 4 more symbols to Jen, which means added 20 more cans.<\/span><\/p>\n Explanation:<\/p>\n Use the frequency table for 7\u20138.<\/strong><\/p>\n Question 7. Answer: Since we circle symbol represents 10 bottles. We drew 7 for week 1, 4 half for week 2, and 6 for week 3.<\/span><\/p>\n Explanation:<\/span><\/p>\n <\/p>\n Question 7. Answer: 4 \u00bd<\/span><\/p>\n Explanation: Because each circle represents 10 bottles, we drew 4 circles to represent 40 bottles and 1 half circle to represent 5 bottles.<\/span><\/p>\n Question 8. Answer: 75 bottles.<\/p>\n Explanation: Given 70 bottles are recycled in week 1, 45 in week 2, 60 in week 3, so in week 4 the number of bottles recycled is Use the bar graph for 9\u201312.<\/strong> Question 9. Answer: Two more students play basketball than baseball.<\/span><\/p>\n Explanation: From the graph, we understood that 8 students play baseball and 10 students play Basketball. Therefore 2 more students play basketball than baseball.<\/span><\/p>\n Question 10. Answer: 19 students.<\/span><\/p>\n Explanation: 8 students play baseball wherein 11 students play soccer. Therefore a total of 19 students play either baseball or soccer.<\/span><\/p>\n Question 11. Answer: False.<\/span><\/p>\n Explanation: Only two more students play basketball than play football.<\/span><\/p>\n Question 11. Answer: True.<\/span><\/p>\n Explanation: We can see in the graph as 11 students played soccer.<\/p>\n Question 11. Answer: False<\/span><\/p>\n Explanation: We can see in the graph as a total of 35 students plays a sport.<\/span><\/p>\n Question 11. Answer: True.<\/span><\/p>\n Explanation: No of students play football = 8, No of students play soccer = 11. Question 12. Answer: Since it was given that more students play volleyball than football, the bar for volleyball will be somewhere between 6 and 10. We could add the data at the top of the graph, above the bar for baseball.<\/span><\/p>\n Use the frequency table for 13\u201314.<\/strong> Question 13. Answer:<\/p>\n Question 13. Answer: I drew the bars to end at the number of choices shown in the table. Since 14 is halfway between 12 and 16 the bar stops in the middle of the space between 12 and 16.<\/span><\/p>\n Question 14. Answer: 12 Sandwiches.<\/span><\/p>\n Explanation: People chose 10 + 14 = 24 of the two most popular sandwiches. People chose 8 + 4 12 of the least popular sandwiches. The difference is 24 \u2212 12 = 12 sandwiches.<\/span><\/p>\n Use the line plot for 15\u201316.<\/strong><\/p>\n Yuji made a line plot to show the number of hours each student in his music class practiced every week.<\/strong> Question 15. Answer: True<\/span><\/p>\n Explanation: We can see on the graph as 3 students practiced exactly 5 hours each week.<\/p>\n Question 15. Answer: True.<\/p>\n Explanation: We can see on the graph as Seven students practiced 4 hours or less each week.<\/p>\n Question 15. Answer: False<\/span><\/p>\n Explanation: In the graph, one hour is not represented.<\/p>\n Question 15. Answer: True<\/span><\/p>\n Explanation: We can see on the graph as two students practiced more than 6 hours each week.<\/p>\n Question 16. Answer: If two more students join, each practicing 9 hrs a week. Then the line plot would be extended to 9. There would be two Xs above the 9. The 8 in the line plot would have no Xs marked.<\/span><\/p>\n Use the line plot for 17\u201318.<\/strong><\/p>\n Paige grew squash in her garden. She measured the length of each squash to the nearest inch and recorded the data in the line plot.<\/strong> Question 17. Answer: 6 squashes.<\/span><\/p>\n Explanation: 6 squashes were 10 inches and more than 10 inches longer<\/span><\/p>\n Question 18. Answer: 2 squashes<\/span><\/p>\n Explanation: 2 more squash was 9 inches longer than 7 inches long.<\/span><\/p>\n Test your knowledge using the Go Math Grade 3 Answer Key Chapter 2 Represent and Interpret Data Assessment Test and identify the knowledge gap. To get more help lookup to Go Math Grade 3 Answer Key Chapter 2 Represent and Interpret Data<\/a> and clear your queries.<\/p>\n","protected":false},"excerpt":{"rendered":" Go Math Grade 3 Answer Key Chapter 2 Represent and Interpret Data Assessment Test covers all the topics of Chapter 2. Through this assessment test, you can test your preparation level and get a good grip on the concepts easily. 3rd Grade Go Math Chapter 2 Represent and Interpret Data Assessment Test you can cover … Read more<\/a><\/p>\n","protected":false},"author":6,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":""},"categories":[2],"tags":[],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/posts\/3457"}],"collection":[{"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/comments?post=3457"}],"version-history":[{"count":1,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/posts\/3457\/revisions"}],"predecessor-version":[{"id":92775,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/posts\/3457\/revisions\/92775"}],"wp:attachment":[{"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/media?parent=3457"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/categories?post=3457"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/tags?post=3457"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}\n
<\/a>Test – Page 1 – Page No. 21<\/h3>\n
\nJohn made a tally table to record the animals he saw on a trip to Alaska.
\n![\"Go](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-2-Represent-and-Interpret-Data-Assessment-Test-img-1.jpg\")
\nFor numbers 1a\u20131c, select True or False for each statement.
\na. John saw twice as many bears as foxes.
\ni. True
\nii. False<\/p>\n
\nb. John saw 5 more caribou than bears.
\ni. True
\nii. False<\/p>\n
\nc. John saw 4 fewer moose than foxes.
\ni. True
\nii. False<\/p>\n
\nKayla asked 26 students in her class how they traveled to school. The frequency table shows the results.
\n![\"Go](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-2-Represent-and-Interpret-Data-Assessment-Test-img-2.jpg\")
\nPart A
\nComplete the table and explain how you found the answer.
\n______ girls<\/p>\n
\nTotal no of students in class = 26
\nLet’s consider no of girls travel by bus = X
\nTotal no of girls traveled to school = 3+X+5 = 8+X
\nTotal no of boys traveled to school = 12
\nTherefore no of girls travel by bus X=(Total no of students in the class\u2013 (No of girls travel by walk and car + boys traveled by all three))
\n= 26 \u2013 (8+12)
\n= 6.<\/p>\n
\nPart B
\nHow many more students are there who travel by car or bus to school than students who walk to school? Show your work.
\n______ more students<\/p>\n
\nNo of students travel by car or bus = 4 + 6 + 3 + 5 = 18
\nNo of students travel by walk = 5 + 3 = 8
\nDifference between both = 10
\nTherefore 10 more students travel by car or bus to school than students who walk to school.<\/p>\n<\/a>Test – Page 2 – Page No. 22<\/h3>\n
\n![\"Go](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-2-Represent-and-Interpret-Data-Assessment-Test-img-3.jpg\")
\nThree friends are collecting canned food for the food bank. The picture graph shows the number of cans collected so far.<\/p>\n
\nHow many cans were collected? Explain how you found the total.
\n______ cans<\/p>\n
\nTotal symbols collected by all three = 7+4+6 = 17
\nGiven that each symbol = 5 cans, Total no of cans collected = 17 \u00d7 5 = 85 cans.<\/p>\n
\nChoose the name from each box that makes the sentence true.
\nTen fewer cans were collected by ![\"Go](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-2-Represent-and-Interpret-Data-Assessment-Test-img-4.jpg\")
than ![\"Go](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-2-Represent-and-Interpret-Data-Assessment-Test-img-5.jpg\")
.<\/p>\n![\"Go](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Screenshot-439.png\")
\nJen collected 4\u00d75 = 20 cans, Sam collected 6\u00d75 = 30 cans and
\nSoo collected 7\u00d75 = 35cans
\nDifference between Jen and Sam = 30 -20 = 10
\nDifference between Jen and Soo = 35 \u2013 20 = 15
\nTherefore the given statement can be written as Jen collected Ten fewer cans than Sam.<\/span><\/p>\n
\nHow many more cans did Soo collect than Jen?
\n______ cans<\/p>\n
\nJen collected 4\u00d75 = 20 cans, Soo collected 7\u00d75 = 35cans
\nDifference between Jen and Soo = 35 \u2013 20 = 15cans.<\/p>\n
\nJen collects 20 more cans. Draw a picture to show how the graph will change.<\/p>\n![\"Go](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/img-7-300x133.png\")
<\/p>\n<\/a>Test – Page 3 – Page No. 23<\/h3>\n
\nMs. Green\u2019s class is recycling bottles to help the environment. The frequency table shows the number of bottles the class recycled each week.
\n![\"Go](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-2-Represent-and-Interpret-Data-Assessment-Test-img-6.jpg\")
\nPart A
\nUse the data in the table to complete the picture graph.
\n![\"Go](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-2-Represent-and-Interpret-Data-Assessment-Test-img-7.jpg\")
<\/p>\n![\"Go](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/img-8-300x160.png\")
<\/p>\n
\nPart B
\nHow many pictures did you draw for Week 2? Explain.<\/p>\n
\nThe class has a goal of recycling 250 bottles during the month. How many more bottles do they need to recycle in Week 4 to meet that goal?
\nOptions:
\na. 100 bottles
\nb. 175 bottles
\nc. 75 bottles
\nd. 55 bottles<\/p>\n
\n250-175= 75 bottles.<\/p>\n<\/a>Test – Page 4 – Page No. 24<\/h3>\n
\n![\"Go](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-2-Represent-and-Interpret-Data-Assessment-Test-img-8.jpg\")
<\/p>\n
\nTwo more students play basketball than which other sport?
\n_________<\/p>\n
\nHow many students play either baseball or soccer?
\n______ students<\/p>\n
\nFor numbers 11a\u201311d, select True or False for each statement.
\na. Ten more students play basketball than play football.
\ni. True
\nii. False<\/p>\n
\nb. Eleven students play soccer.
\ni. True
\nii. False<\/p>\n
\nc. 34 students play a sport.
\ni. True
\nii. False<\/p>\n
\nd. Five fewer students play football than play soccer.
\ni. True
\nii. False<\/p>\n
\n<\/span>The difference between both is 3, so about 5 fewer students play football than soccer.<\/span><\/p>\n
\nThere are more students who play volleyball than play football, but fewer students play volleyball than play basketball. Explain how you could change the bar graph to show the number of students who play volleyball.<\/p>\n<\/a>Test – Page 5 – Page No. 25<\/h3>\n
\n![\"Go](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-2-Represent-and-Interpret-Data-Assessment-Test-img-9.jpg\")
<\/p>\n
\nFor the class picnic people have a choice of four kinds of sandwiches. The frequency tableshows the number of sandwiches chosen.
\nPart A
\nUse the data in the table to complete the bar graph.
\n![\"Go](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-2-Represent-and-Interpret-Data-Assessment-Test-img-10.jpg\")
<\/p>\n![\"Go](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/img-9-1-300x178.png\")
<\/p>\n
\nPart B
\nHow do you know how long to make the bars on your graph? How did you show 14 chicken sandwiches? Explain.<\/p>\n
\nHow many more are there of the two sandwiches that were chosen the most than of the two sandwiches that were chosen the least? Explain how you solved the problem.
\n______ sandwiches<\/p>\n<\/a>Test – Page 6 – Page No. 26<\/h3>\n
\n![\"Go](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-2-Represent-and-Interpret-Data-Assessment-Test-img-11.jpg\")
<\/p>\n
\nFor numbers 15a\u201315d, select True or False for each statement.
\na. Three students practiced exactly 5 hours each week.
\ni. True
\nii. False<\/p>\n
\nb. Seven students practiced 4 hours or less each week.
\ni. True
\nii. False<\/p>\n
\nc. Six students practiced exactly 1 hour each week.
\ni. True
\nii. False<\/p>\n
\nd. Two students practiced more than 6 hours each week.
\ni. True
\nii. False<\/p>\n
\nWhat if two more students joined the class and each practiced 9 hours a week? Describe what the line plot would look like.<\/p>\n
\n![\"Go](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-2-Represent-and-Interpret-Data-Assessment-Test-img-12.jpg\")
<\/p>\n
\nHow many squash were 10 inches or longer?
\n_____ squash<\/p>\n
\nHow many more squash were 9 inches long than 7 inches long?
\n_____ squash<\/p>\nConclusion<\/h3>\n