The various topics covered in Represent and Interpret Data are Read and Interpret Picture Graphs, Make Picture Graphs, Read and Interpret Bar Graphs, Make Bar Graphs, Make Line Plots, Measure Lengths: Half Inch, and Measure Lengths: Quarter Inc. Practice questions from all these topics and attend performance task at the end to cross-check your learning skills. Students can also tap on the quick links provided below to get the solutions.<\/p>\n
Lesson 1 Read and Interpret Picture Graphs<\/strong><\/p>\n Lesson 2 Make Picture Graphs<\/strong><\/p>\n Lesson 3 Read and Interpret Bar Graphs<\/strong><\/p>\n Lesson 4 Make Bar Graphs<\/strong><\/p>\n \u00a0Lesson 5 Make Line Plots<\/strong><\/p>\n Lesson 6 Measure Lengths: Half Inch<\/strong><\/p>\n Lesson 7 Measure Lengths: Quarter Inch<\/strong><\/p>\n Performance Task Explore and Grow<\/strong> Answer: Explanation: Structure<\/strong> Explanation: Think and Grow : Read and Interpret Picture Graphs<\/strong> Answer: Explanation: Show and Grow<\/strong><\/p>\n Question 1. Explanation: Question 2. Explanation: Question 3. Explanation: Question 4. Answer: Explanation: Think and Grow: Modeling Real Life<\/strong><\/p>\n During which two weeks were a total of 52 cans recycled? Explanation: Show and Grow<\/strong><\/p>\n Question 5. Explanation: Question 1. Explanation: Question 2. Explanation: DIG DEEPER!<\/strong> YOU BE THE TEACHER<\/strong> Explanation: Question 3. Explanation: Review & Refresh<\/strong><\/p>\n Find the area of the shape.<\/p>\n Question 4. Explanation: Question 5. Explanation: Explore and Grow<\/strong><\/p>\n Flip a two-color counter 10 times. Record the results. Then complete the picture graph. Think and Grow: Make Picture Graphs<\/strong><\/p>\n A frequency table is a table that gives the number of times something occurs. Explanation: Show and Grow<\/strong><\/p>\n Question 1. Explanation: Apply and Grow: Practice<\/strong><\/p>\n Question 2. Explanation: Question 3. Explanation: Think and Grow: Modeling Real Life<\/strong><\/p>\n You survey 90 students about their favorite type of \ufb01eld trip. 35 students choose science center, 10 choose theater, and 20 choose zoo. The rest of the students choose museum. Complete the picture graph. Explanation: Show and Grow<\/strong><\/p>\n Question 4. Explanation: Question 1. Explanation: Question 2. Explanation: Explanation: Question 3. Answer: Explanation: Modeling Real Life<\/strong> Explanation: Review & Refresh<\/strong><\/p>\n Question 4. Explanation: Question 5. Explanation: Question 6. Explanation: Explore and Grow<\/strong><\/p>\n You survey 12 students about their favorite school club. The results are shown on the picture graph. Represent the same data on the bar graph. Answer: Explanation: Structure<\/strong> Think and Grow:<\/strong> Explanation: Show and Grow<\/strong><\/p>\n Question 1. Explanation: Apply and Grow: Practice<\/strong><\/p>\n Question 2. Explanation: Question 3. Explanation: Question 4. Explanation: Think and Grow: Modeling Real Life<\/strong><\/p>\n How many more students need to choose the strategy app so that strategy is the most favorite? Explanation: Show and Grow<\/strong><\/p>\n Question 5. Explanation: Question 1. Explanation: Question 2. Explanation: Question 3. Explanation: Review & Refresh<\/strong><\/p>\n Estimate the difference.<\/p>\n Question 4. Question 5. Explore and Grow<\/strong><\/p>\n Spin the Color Spinner 10 times. Record the results. Then complete the bar graph. Think and Grow: Make Bar Graphs<\/strong><\/p>\n Example<\/strong> Explanation: Show and Grow<\/strong><\/p>\n Question 1. Explanation: Apply and Grow: Practice<\/strong><\/p>\n Question 2. Explanation: Question 3. Explanation: In the given frequency table, we can see most of the values are multiplies of 4. So we represent the number of students by the multiplies of 4. To represent these values in a bar graph, we will represent those data with rectangular bars with proper heights and lengths by the given values. And those bars are plotted vertically or horizontally. In the above bar graph, we can see each grid line represents four number of students.<\/p>\n Think and Grow: Modeling Real Life<\/strong><\/p>\n You survey 27 students about their favorite subject. Nine students choose science. Six fewer students choose English than science. The rest of the students choose math. Complete the bar graph. Explanation: Show and Grow<\/strong><\/p>\n Question 4. Explanation: Question 1. Explanation: As given the values of the number of students are the multiples of 5, so we will represent the number of students with the multiples of 5. To represent these values in a bar graph, we will represent those data with rectangular bars with proper heights and lengths by the given values. And those bars are plotted vertically or horizontally. In the above bar graph, we can see each grid line represents five number of students. By using the graph, we will compare the heights of the graphs and pick the most favorite music.<\/p>\n Question 2. Explanation: As given the values of the number of pounds are the multiples of 4, so we will represent the number of pounds with the multiples of 4. To represent these values in a bar graph, we will represent those data with rectangular bars with proper heights and lengths by the given values. And those bars are plotted vertically or horizontally. In the above bar graph, we can see each grid line represents four pounds. As on the last day, each backpack weighs less than 5 pounds, which means we will subtract the given values by 5, and then we will represent those values in a graph.<\/p>\n Question 3. Explanation: Review & Refresh<\/strong><\/p>\n Find the difference.<\/p>\n Question 4. Explanation: Question 5. Explanation: Question 6. Explanation: Explore and Grow<\/strong><\/p>\n A teacher asks students to line up according to the number of siblings they have. The results are shown. Create a Line Plot for the number of siblings the students in your class have. Explanation: Explanation: Think and Grow: Make Line Plots<\/strong> Explanation: Show and Grow<\/strong><\/p>\n Question 1. Explanation:<\/p>\n Apply and Grow: Practice<\/strong><\/p>\n Question 2. Explanation:<\/p>\n A line plot can be defined as a graph that displays the given data as a point above a number line. As the given values are mostly a series of numbers from 25 to 30, so we will represent the number of feet by a series of numbers from 25 to 30. And now we will place the check marks on the given values.<\/p>\n Question 3. Explanation:<\/p>\n A line plot can be defined as a graph that displays the given data as a point above a number line. As the given values are mostly a series of numbers from 17 to 21, so we will represent the number of feet by a series of numbers from 17 to 21. And now we will place the check marks on the given values. The most common giraffe tongue lengths are 20 inches.<\/p>\n Precision<\/strong> Think and Grow: Modeling Real Life<\/strong><\/p>\n What is the difference in height of the tallest student and the shortest student? Explanation: Show and Grow<\/strong><\/p>\n Question 4. Explanation: Question 1. Explanation: Question 2. Answer: Explanation: DIG DEEPER!<\/strong> Explanation:<\/p>\n Question 3. Explanation: Review & Refresh<\/strong><\/p>\n Find the sum or difference. Use the inverse operation to check.<\/p>\n Question 4. Explanation: Question 5. Explanation: Question 6. Explanation: Explore and Grow<\/strong><\/p>\n How much longer is the green ribbon than the yellow ribbon? How do you know? Answer: Explanation: How much longer is the purple ribbon than the orange ribbon? How do you know? Answer: Explanation: Explanation: Think and Grow: Measure Lengths: Half Inch<\/strong><\/p>\n Not all objects are whole numbers of inches long. You can use a ruler to measure length to the nearest half inch. Remember to line up the end of the object with 0. Example Explanation: Show and Grow<\/strong><\/p>\n Question 1. Explanation:<\/p>\n Apply and Grow: Practice<\/strong><\/p>\n Question 2. Question 3. Think and Grow: Modeling Real Life<\/strong><\/p>\n Measure the lengths of 10 crayons to the nearest half inch. Record each length on the line plot. Show and Grow<\/strong><\/p>\n Question 4. Question 1. Question 2. Question 3. Question 4. Review & Refresh<\/strong><\/p>\n Find the product.<\/p>\n Question 5. Explanation: Question 6. Explanation: Question 7. Explanation: Explore and Grow<\/strong><\/p>\n How much longer is the green ribbon than the yellow ribbon? How do you know? Reasoning<\/strong> Think and Grow : Measure Lengths: Quarter Inch<\/strong><\/p>\n You know how to use a ruler to measure lengths to the nearest half inch. You can also use a ruler to measure lengths to the nearest quarter-inch. The string is between 1 inch and 1\\(\\frac{1}{4}\\) inches long. The quarter-inch marking that is closest to the end of the string is 1\\(\\frac{1}{4}\\). So, the string is about 1\\(\\frac{1}{4}\\) inches long. Example Show and Grow<\/strong><\/p>\n Question 1. Apply and Grow: Practice<\/strong><\/p>\n Question 2. Question 3. Question 4. Think and Grow: Modeling Real Life<\/strong><\/p>\n Measure the lengths of 10 pencils to the nearest quarter inch. Record each length on the line plot. Show and Grow<\/strong><\/p>\n Question 5. Question 1. Question 2. Question 3. Question 4.\n
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<\/a>Lesson 14.1 Read and Interpret Picture Graphs<\/h3>\n
\nYou survey 14 students about their favorite type of party. The results are shown on the left picture graph. Use the key to represent the same data on the right picture graph.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-1.png\")
<\/p>\n
\nIn left side
\nthe bounce house has 6 students
\nthe costume has 2 students
\nthe pool has 4 students
\nand skating has 2 students.
\nAnd on the right side
\nthe bounce house was represented with 6 students as 1\u00d76= 6
\nthe costume was represented with 2 students as 1\u00d72= 2
\nthe pool was represented with 4 students as 1\u00d74= 4
\nand skating was represented with 2 students as 1\u00d72= 2.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-img-1-e1608927343992.png\")
\nHere, we can see that the left side was given each emoji was equal to 2 students
\nso bounce house has three emojis which means 3\u00d72= 6 students
\nthe costume has one emoji which means 1\u00d72= 2 students
\nthe pool has two emojis which means 2\u00d72= 4 students
\nand skating has one emoji which means 1\u00d72= 2 students.
\nSo to represent the same data on the right picture graph
\nhere, we can see that in the right picture graph,
\none emoji is equal to 1 student, so
\nthe bounce house has\u00a0 6 students which means 6\u00d71= 6 emojis will be placed
\nthe costume has 2 students which means 2\u00d71= 2 emojis will be placed
\nthe pool has 4 students which means 4\u00d71= 4 emojis will be placed
\nand skating has 2 students which means 2\u00d71= 2 emojis will be placed.<\/p>\n
\nYou ask one more student to name his favorite type of party. He chooses a pool party. How can you represent this on each graph? Explain.
\nAnswer:
\nOn the left side, we will add half emoji, and on the right side, we will add one emoji.<\/p>\n
\nOn the left side, we will represent the pool party by half emoji as on the left side one emoji is equal to 2 students, so to add one student we will place half emoji. And on the right side, we will represent the pool party by one emoji as on the right side one emoji is equal to 1 student, so to add one student we will place one emoji.<\/p>\n
\nA picture graph shows data using pictures or symbols. The key of a picture graph gives the value of one picture or symbol. The value of one picture, or symbol, can be greater than 1.
\nExample
\nUse the graph to answer the questions.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-2.png\")
<\/p>\n
\nThere are 6 national forests in Arizona.
\nThere are 5 national forests in Colorado.<\/p>\n
\nGiven that one full tree is equal to two forests, and the half tree is equal to 1 forest.
\nIn Arizona, there are 3 full trees which means 3\u00d72= 6 national forests
\nand in Colorado, there are 2 full trees which means 2\u00d72= 4 national forests, and a half tree which means 1\u00d71= 1 national forest. So the total number of national forests is 4+1= 5 national forests.<\/p>\n
\nUse the graph to answer the questions. How many students chose dog? How many students chose fish?
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-3.png\")
\nAnswer:
\nThe number of students who chose the dog is 30 students
\nThe number of students who chose the fish is 15 students.<\/p>\n
\nGiven one emoji is equal to 10 students,
\nas we can see three emojis for the dog
\nso the number of students who chose the dog is
\n3\u00d710= 30 students.
\nAnd we can see one emoji and a half emoji for the fish
\nso the number of students who chose the fish is
\n1\u00d710= 10 students and 1\u00d75= 5 students
\nso the total number of the students who chose fish are
\n10+5= 15 students.<\/p>\n
\nUse the graph to answer the questions. What does the symbol ![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-4.png\")
represent?
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-5.png\")
\nHow many more students did not choose sledding?
\nAnswer:
\nThe total number of students who didn’t choose sledding is 7+4+6= 17 students.<\/p>\n
\nHere, each emoji represents 2 students, and to find the number of students who didn’t choose sledding
\nwe will add all the students of the other three activities rather than sledding
\nso in the skiing activity, there are three emojis and half emoji
\nwhich is 3\u00d72= 6 students and 1\u00d71= 1 students,
\nso the total number of students who choose skiing is 6+1= 7 students.
\nand in the snowboarding activity, there are two emojis which are 2\u00d72= 4 students.
\nso the total number of students who choose snowboarding is 4 students.
\nin the sledding activity, there are four emojis and half emoji
\nwhich is 4\u00d72= 8 students and 1\u00d71= 1 students,
\nso the total number of students who choose skiing is 8+1= 9 students.
\nAnd in the ice skating activity, there are three emojis,
\nwhich is 3\u00d72= 6 students.
\nSo the total number of students who choose skiing is 6 students.
\nAnd the total number of students who didn’t choose sledding are 7+4+6= 17 students.<\/p>\n
\nUse the graph to answer the questions. How many mangoes were eaten in June?
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-6.png\")
\nHow many total mangoes were eaten in the months shown? Were more mangoes eaten in July or in June and August combined?
\nAnswer:
\nThe number of mangoes eaten in June is 21 mangoes.
\nThe total number of mangoes eaten is 21+42+18= 81 mangoes.
\nYes in the month of July more mangoes are eaten.<\/p>\n
\nGiven each emoji represents 6 mangoes,
\nso in the month of June, there are three emojis,
\nwhich means 3\u00d76= 18 and a half emoji means 6\/2= 3.
\nSo the total number of mangoes eaten in June is 18+3= 21 mangoes.
\nin the month of July, there are seven emojis
\nwhich means 7\u00d76= 42, so the total number of mangoes eaten in July is 42 mangoes.
\nin the month of August, there are three emojis,
\nwhich means 3\u00d76= 18, so the total number of mangoes eaten in august is 18 mangoes.
\nThe total number of mangoes eaten is 21+42+18= 81 mangoes.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-7.png\")
on a picture graph, then what value does ![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-8.png\")
represent? Explain.<\/p>\n
\n10.<\/p>\n
\nLet the single ball be 10 and then the half ball will be 5,
\nso 10+10+5= 25.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-9.png\")
\nDuring ___ and ___ 52 cans were recycled.
\nAnswer:
\nDuring week 3 and week 4 52 cans were recycled.<\/p>\n
\nIn week 1 the number of cans recycled is 8+8+8+4= 28 cans
\nIn week 2 the number of cans recycled is 8+8+8+8= 32 cans
\nIn week 3 the number of cans recycled is 8+4= 12 cans
\nIn week 4 the number of cans recycled is 8+8+8+8+8= 40 cans
\nso during week 3 and week 4, 52 cans were recycled.<\/p>\n
\nWhich two origami animals did a total of 32 students choose?
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-10.png\")
\nHow many more students chose a frog or penguin than swan or butterfly?
\nAnswer:
\nThe two origami animals that did a total of 32 students are Swan and Penguin.<\/p>\n
\nGiven each emoji represents 4 students
\nThe two origami animals did a total of 32 students are
\nSwan has three emojis and half emoji
\nwhich means 3\u00d74= 12 and a half emoji means 4\/2= 2
\nso the total number of students is 12+2= 14 students.
\nand Penguin has four emojis and half emoji
\nwhich means 4\u00d74= 16 and a half emoji means 4\/2= 2
\nso the total number of students is 16+2= 18 students.
\nThe two origami animals that did a total of 32 students are Swan and Penguin.
\nHow many more students chose frog or penguin than swan or butterfly
\nButterfly has two emojis and half emoji
\nwhich means 2\u00d74= 8 and a half emoji means 4\/2= 2
\nso the total number of students is 8+2= 10 students.
\nand Frog has six emojis, which means 6\u00d74= 24 students.
\nso the total number of students is 10+24= 34 students.
\nso there are 34-32= 2 more students who choose frog or penguin than Swan or Butterfly.<\/p>\n<\/a>Read and Interpret Picture Graphs Homework & Practice 14.1<\/h3>\n
\nUse the graph to answer the questions. What value does the symbol ![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-11.png\")
represent?
\nHow many students chose pterodactyl?
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-12.png\")
\nHow many students chose stegosaurus or velociraptor?
\nHow many students did choose tyrannosaur?
\nAnswer:
\nThe value of half emoji represents 5 students.
\nThe total number of students who choose pterodactyl is 45 students.
\nThe total number of students who chose stegosaurus or velociraptor is 60 students.
\nthe total number of students who choose tyrannosaur is 20 students.<\/p>\n
\nGiven each emoji represent 10 students, and
\nIn pterodactyl, there are four emojis and half emoji which means
\n4\u00d710= 40 and a half emoji represents 10\/2= 5
\nthe total number of students who choose pterodactyl is 40+5= 45 students.
\nIn stegosaurus, there are two emojis and half emoji which means
\n2\u00d710= 20 and a half emoji represents 10\/2= 5
\nthe total number of students who choose stegosaurus is 20+5= 25 students.
\nIn velociraptor, there are three emojis and half emoji which means
\n3\u00d710= 30 and a half emoji represents 10\/2= 5
\nthe total number of students who choose velociraptor is 30+5= 35 students.
\nThe total number of students who chose stegosaurus or velociraptor is 60 students.
\nIn tyrannosaur, there are five emojis which means
\n2\u00d710= 20 and the total number of students who choose tyrannosaur is 20 students.<\/p>\n
\nUse the graph to answer the questions.
\nHow many dogs participated in the survey?
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-13.png\")
\nWhich dog treat has more votes than biscuits, but fewer votes than peanut butter? How many dogs chose this treat?
\nAnswer:
\nThe total number of dogs that participated in the survey are 30 dogs.
\nDog bone dog treat has more votes than biscuits and fewer votes than peanut butter. And 8 dogs choose this treat.<\/p>\n
\nGiven each emoji represent two dogs
\nso dog bone has four emojis which means 4\u00d72= 8 dogs
\nPeanut butter has five emojis which means 5\u00d72= 10 dogs
\nCheese has two emojis and half emoji which means
\n2\u00d72= 4 and a half emoji represents 1 dog
\nso the total number of dogs is 4+1= 5 dogs.
\nBiscuits have three emojis and half emoji which means
\n3\u00d72= 6 and a half emoji represents 1 dog
\nso the total number of dogs is 6+1= 7 dogs.
\nSo the total number of dogs who participated in the survey are
\n8+10+5+7= 30 dogs.
\nDog bone dog treat has more votes than biscuits and fewer votes than peanut butter.
\nAnd 8 dogs choose this treat.<\/p>\n
\nWhy would it be difficult to use a key where the value of one symbol represents an odd number of dogs?
\nAnswer:
\nIt would be difficult to use a key where the value of one symbol represents an odd number of dogs because if the symbol is half then the value will be in decimals and we cannot divide the dog into decimals, so it’s difficult to represent an odd number.<\/p>\n
\nNewton says that one more dog likes peanut butter than dog bones. Is he correct? Explain.
\nAnswer:
\nYes, Newton is correct<\/p>\n
\nYes, Newton is correct. We can see in the table that the number of dogs who likes peanut butter is more than the dogs who like a dog bone. So Newton is correct.<\/p>\n
\nModeling Real Life<\/strong>
\nWhich creature has 3 more eyes than the squid?
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-14.png\")
\nAnswer:
\nThe creature which has 3 more eye images than the squid is the spider which has four eye images.<\/p>\n
\nGiven each eye image represents 2 eyes
\nas we can see squid contains one eye image, which means 2 eyes
\nthe spider has four eye images, which means 4\u00d72= 8 eyes
\nPraying mantis has three eye images and half eye image, which means
\n3\u00d72= 6 eyes and half eye image represents 1 eye
\nso the total number of eyes is 6+1= 7 eyes.
\nStarfish has three eye images, which means
\n3\u00d72= 6 eyes.
\nSo the creature which has 3 more eye images than the squid is the spider which has four eye images
\nand the creature has 3 more eyes than the squid is the spid=r, praying mantis, and starfish.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-15.png\")
\nArea = ___
\nAnswer:
\nThe area of the shape is 20 square centimeters.<\/p>\n
\nTo find the area of the shape, we will divide the shape into parts, and then we will find the area of the shape.
\nSo we will divide the shape into two rectangles,
\nthe length of rectangle 1 is 7 cm, and
\nthe breadth of rectangle 1 is 2 cm
\nso the area of rectangle 1 is
\narea= length\u00d7breadth
\n= 7\u00d72
\n= 14 square centimeters.
\nthe length of rectangle 2 is 3 cm, and
\nthe breadth of rectangle 2 is 2 cm
\nso the area of rectangle 2 is
\narea= length\u00d7breadth
\n= 3\u00d72
\n= 6 square centimeters.
\nSo the total area of the shape is
\n14+6= 20 square centimeters.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-16.png\")
\nArea = ___
\nAnswer:
\nThe area of the rectangle is 15 square meters.<\/p>\n
\nThe length of the rectangle is 5 m, and
\nthe breadth of the rectangle is 3 m
\nso the area of the rectangle is
\narea= length\u00d7breadth
\n= 5\u00d73
\n= 15 square meters.
\nThe area of the rectangle is 15 square meters.<\/p>\n<\/a>Lesson 14.2 Make Picture Graphs<\/h3>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-17.png\")
\nReasoning<\/strong>
\nWhy might you change the key if you \ufb02ip the counter 100 times?
\nAnswer:<\/p>\n
\nExample<\/strong>
\nYou survey students about their favorite planet. The frequency table shows the results. Use the table to complete the picture graph.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-18.png\")
\nStep 1: Write the title at the top of the picture graph. Label a row for each category.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-19.png\")
\nStep 2: Look at the numbers Saturn in the table. Choose a value for the key.
\nStep 3: Use the key to decide how many symbols you need for each planet. Then draw the symbols.
\nAnswer:
\nEarth needs five symbols,
\nMars needs three symbols,
\nSaturn needs six symbols, and
\nJupiter needs fou<\/span>r <\/span>sym<\/span>bols.<\/span><\/p>\n
\nThe number of students who chooses Saturn is 30 students and the value for the key is six symbols.
\nBy using the key the planet Earth needs five symbols,
\nMars needs three symbols,
\nSaturn needs six symbols, and
\nJupiter needs fou<\/span>r <\/span>sym<\/span>bols.<\/span><\/p>\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-img-2.png\")
<\/p>\n
\nUse the frequency table to complete the picture graph.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-20.png\")
\nAnswer:
\nEach circle represents three books<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-img-3.png\")
\nEach circle represents three books
\nTo represent in a picture graph
\nJune will be represented with two circles,
\nJuly will be represented with one circle,
\nAugust will be represented in three circles.<\/p>\n
\nUse the frequency table to complete the picture graph.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-21.png\")
\nHow many symbols did you draw to represent 10 inches of snowfall in March?
\nHow many inches do you think April would receive?
\nAnswer:
\nEach circle represents 5 inches<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-e1609733683504.png\")
\nEach circle represents 5 inches
\nTo represent in a picture graph
\nJanuary will be represented with six circles,
\nFebruary will be represented with five circles,
\nMarch will be represented with two circles.<\/p>\n
\nUse the frequency table to complete the picture graph.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-22.png\")
\nStructure<\/strong>
\nChoose a different value for the key. How would the picture graph change?
\nAnswer:
\nEach emoji represents 4 students.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-1-e1609733757810.png\")
\nEach emoji represents 4 students
\nTo represent in a picture graph
\nFlying will be represented with eight emojis,
\nTime travel will be represented with eight emojis,
\nSuper strength will be represented with three emojis,
\nInvisibility will be represented with six emojis,
\nSuper speed will be represented with seven emojis.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-23.png\")
\nAnswer:
\nEach emoji represents 5 students.
\nThe total number of students who choose the Museum is 25 students.<\/p>\n
\nLet’s take each emoji represents 5 students,
\nAs the Science center was chosen by 35 students, which means we can represent with 35\/5= 7 emojis,
\nThe theater was chosen by 10 students, which means we can represent with 10\/5= 2 emojis,
\nZoo was chosen by 20 students, which means we can represent with 20\/5= 4 emojis,
\nso to know how many students choose Museum, we will add all the three field students and then subtract from the total number of the students, so
\nThe number of students from the three fields is 35+10+20= 65 students
\nand the number of students who choose the Museum is 90-65= 25 students.
\nAnd the Museum was chosen by 25 students, which means we can represent with 25\/5= 5 emojis.<\/p>\n![\"\"](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-2-e1609094465993.png\")
<\/p>\n
\nYou survey 48 students about their favorite type of movie. 8 students choose cartoon, 12 choose action, and 24 choose comedy. The rest of the students choose musical. Complete the picture graph.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-24.png\")
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-25.png\")
\nAll of the students who chose the musical go to see a movie. Each ticket costs $9.The students use two $20 bills to pay for all of the tickets. What is the change?
\nAnswer:
\nEach emoji represent 4 students.
\nThe remaining change will be $4.<\/p>\n
\nLet’s take that each emoji represent 4 students.
\nThe total number of students who participated in the survey are 48 students,
\nand in that eight students chooses cartoon, which means we can represent with 8\/4= 2 emojis,
\nand 12 students choose an action, which means we can represent with 12\/4= 3 emojis,
\nand 24 students choose comedy, which means we can represent with 24\/4= 6 emojis,
\nso to know how many students choose Musical, we will add all the three type of movie students and then subtract from the total number of the students, so
\nThe number of students from three types of movies is 8+12+24= 44 students
\nand the number of students who choose the Musical are 48-44= 4 students.
\nAnd the Musical was chosen by 4 students, which means we can represent with 4\/4= 1 emoji.<\/p>\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-3-e1609097228634.png\")
\nThe total number of students who choose a musical type of movie is 4 students and each ticket costs $9. So for a total of 4 students, it will cost 4\u00d7$9= $36. As two students use $20 bills and four students, it will take $40 bill for all of the tickets. So the remaining change will be $40-$36= $4.<\/p>\n<\/a>Make Picture Graphs Homework & Practice 14.2<\/h3>\n
\nUse the frequency table to complete the picture graph.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-3rd-Grade-Chapter-14-Represent-and-Interpret-Data-27.png\")
\nWhich type of art has more votes than painting, but fewer votes than crafts? How many students chose that type of art?
\nAnswer:
\nCeramic has more votes than painting and fewer votes than Crafts. So the total number of students who choose Ceramic is 25 students.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-4.png\")
\nEach emoji represents 5 students
\nTo represent in a picture graph
\nDrawing will be represented with two emojis,
\nCeramics will be represented with five emojis,
\nThe painting will be represented with three emojis,
\nCrafts will be represented with six emojis.
\nCeramic has more votes than painting and fewer votes than Crafts. So the total number of students who choose Ceramic is 25 students.<\/p>\n
\nUse the frequency table to complete the picture graph.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-3rd-Grade-Chapter-14-Represent-and-Interpret-Data-28.png\")
\nAnswer:
\nEach circle represents 3 insects.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-5.png\")
\nEach circle represents 3 insects.
\nTo represent in a picture graph
\nAnt will be represented with eight circles,
\nBee will be represented with one circle,
\nLadybug will be represented with four circles.
\nDIG DEEPER!<\/strong>
\nYou see 1 more bee and 4 more ladybugs. How might you change the key?
\nAnswer:
\nWe might change the key by each circle with 4 insects<\/p>\n
\nIn the above, we can see Bee has three insects and if we add one more bee then the number of insects will be
\n3+1= 4 insects.
\nAnd in the above, we can see ladybugs have 12 insects and if we add four more ladybugs then the number of insects will be 12+4= 16 insects.
\nSo we might change the key by each circle with 4 insects,
\nso that bee will be represented with one circle,
\nand the ladybug will be represented with 16\/4= 4 circles.<\/p>\n
\nModeling Real Life<\/strong>
\nYou survey 72 students about their favorite carnival ride. 12 choose Ferris wheel, 24 choose swings, and 6 choose bumper cars. The rest of the students choose roller coaster. Complete the picture graph.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-3rd-Grade-Chapter-14-Represent-and-Interpret-Data-29.png\")
<\/p>\n
\nLet’s take that each emoji represent 6 students.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-6.png\")
\nLet’s take that each emoji represent 6 students.
\nThe total number of students who participated in the favorite carnival ride survey are 72 students,
\nand in that twelve students chooses Ferris wheel, which means we can represent with 12\/6= 2 emojis,
\nand 24 students choose swings, which means we can represent with 24\/6= 4 emojis,
\nand 6 students choose bumper cars, which means we can represent with 6\/6= 1 emoji,
\nso to know how many students choose roller coaster, we will add all the three types of carnival ride students and then subtract from the total number of the students, so
\nThe number of students from three types of carnival rides is 12+24+6= 42 students
\nand the number of students who choose the roller coaster is 72-42= 30 students.
\nAnd the roller coaster was chosen by 30 students, which means we can represent with 30\/6= 5 emojis.<\/p>\n
\nAll of the students who chose roller coaster want to ride together. Each ride ticket costs $2. The students have three $10 bills and four $5 bills. Will they have enough to ride the roller coaster together?
\nAnswer:
\nNo. they don’t have enough money.<\/p>\n
\nAs there are a total number of students who choose roller coaster ride are 30 students, so ride ticket costs for 30 students is 30\u00d7$2= $60. As three students have a $10 bill which means $10\u00d73= $30 and four students have a $5 bill which means $5\u00d74= $20. So together the students have $30+$20= $50, and they need $60. So they don’t have enough money.<\/p>\n
\n532 + 54 = ___
\nAnswer:
\n532 + 54 = 586.<\/p>\n
\nOn adding 532 and 54 we will get 586.<\/p>\n
\n718 + 226 = ___
\nAnswer:
\n718+226= 944.<\/p>\n
\nOn adding 718 and 226 we will get 944.<\/p>\n
\n81 + 647 = ___
\nAnswer:
\n81+647= 728.<\/p>\n
\nOn adding 81 and 647 we will get 728.<\/p>\n<\/a>Lesson 14.3 Name Read and Interpret Graphs<\/span><\/span><\/h3>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-3rd-Grade-Chapter-14-Represent-and-Interpret-Data-30.png\")
<\/p>\n
\nThe drama was chosen by 4 students,
\nMath was chosen by 2 students,
\nRobotics was chosen by 6 students.<\/p>\n
\nGiven each emoji represents two students,
\nTo represent in a bar graph
\nDrama is represented with two emojis, which is 2\u00d72= 4 students
\nMath is represented with one emoji, which is 1\u00d72= 2 students
\nRobotics is represented with three emojis, which is 3\u00d72= 6 students.
\nand represented in the graph as shown below.
\n![\"\"](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-img-11-e1609733932552.png\")
<\/p>\n
\nHow would you change the scale of the bar graph to match the picture graph?
\nAnswer:
\nThe number of students will be represented with 2,4,6,8, etc., and change the scale of the bar graph to match the picture graph.<\/p>\n
\nA bar graph shows data using bars. The scale of a bar graph is the group of labels that shows the values at equally spaced grid lines.
\nExample<\/strong>
\nUse the graph to answer the questions.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-3rd-Grade-Chapter-14-Represent-and-Interpret-Data-31.png\")
\nHow many gold medals did Jamaica win?
\nJamaica won ___ gold medals.
\nWhich country won the fewest gold medals?
\n__ won the fewest gold medals.
\nAnswer:
\nJamaica won 6 gold medals.
\nSweden won the fewest gold medals.<\/p>\n
\nIn the above graph, we can see Jamaica won 6 gold medals and Sweden won the fewest gold medals.<\/p>\n
\nUse the graph to answer the questions.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-3rd-Grade-Chapter-14-Represent-and-Interpret-Data-32.png\")
\nHow many students chose grapes? Which fruit is the most favorite?
\nAnswer:
\nGrapes were chosen by 10 students and the most favorite fruit is Apples.<\/p>\n
\nIn the above bar graph, we can see the number of students who chosen grapes are 10 students, and the most favorite fruit apples and the number of students who choose are 45 students.<\/p>\n
\nUse the graph to answer the questions.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-3rd-Grade-Chapter-14-Represent-and-Interpret-Data-33.png\")
\nHow many students does each grid line represent? How many students chose fall? Which season is the least favorite?
\nAnswer:
\nEach grid line represents four students and the fall was chosen by 18 students and the least favorite season is winter.<\/p>\n
\nIn the above bar graph, we can see that each grid line represents four students and we can see that the fall was chosen by 18 students. And the least favorite season is winter because winter was chosen by 10 students.<\/p>\n
\nUse the graph to answer the questions.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-3rd-Grade-Chapter-14-Represent-and-Interpret-Data-34.png\")
\nHow many vegetable seeds did the farmer plant in all? The farmer wants to plant green bean seeds. She plants more green bean seeds than zucchini seeds, but fewer than carrot seeds. How many green bean seeds could the farmer have planted? The farmer plants 30 more potato seeds. Will the farmer have more potatoes or more corn?
\nAnswer:
\nThe number of vegetable seeds did the farmer plant in all is four vegetables.
\nThe number of green bean seeds that the farmer can plant is between 61 to 79 seeds.
\nThe farmer will have more corn seeds than potato seeds.<\/p>\n
\nAs we can see in the bar graph the number of vegetable seeds is four. As we can see the number of zucchini seeds planted is 60 seeds and the number of carrot seeds planted is 80 seeds. As she planted more green bean seeds than zucchini seeds and fewer than carrot seeds, so the green bean seeds can be in between 61 to 79 seeds.
\nAs we can see in the bar graph, the corn seeds are 95 seeds and the potato seeds are 45 seeds, so if 30 more seeds are added then the total potato seeds will be 45+30= 75 seeds. So farmers will have more corn seeds than potato seeds.<\/p>\n
\nWriting<\/strong>
\nDo you think a bar graph or a picture graph is easier to read? Explain.
\nAnswer:
\nA picture graph is easier to read than a Bar graph.<\/p>\n
\nA picture graph was represented using pictures or symbols and a bar graph was represented using bars and compares the data in each category using bars. So the picture graph is easier than a bar graph because in a picture graph we can easily calculate the values than in the bar graph.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-3rd-Grade-Chapter-14-Represent-and-Interpret-Data-35.png\")
\nUnderstand the problem:
\nMake a plan:
\nSolve:
\n___ more students need to choose the strategy app so it is the most favorite.
\nAnswer:
\n22 more students need to choose the strategy app so it is the most favorite.<\/p>\n
\nAs we can see in the above bar graph the strategy app was chosen by 20 numbers and if this strategy app needs to be the most favorite, then 22 more students needed to be chosen.<\/p>\n
\nEach grade needs to plant 20 trees. How many more trees does second grade need to plant to complete the goal?
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-3rd-Grade-Chapter-14-Represent-and-Interpret-Data-36.png\")
\nHow many more trees did fourth-grade plant than first grade and third grade combined?
\nAnswer:
\nSecond grade needs 6 more trees to plant to complete the goal.
\nThe number of more trees that fourth-grade plant than first grade and third grade are 2 trees.<\/p>\n
\nAs we can see in the above bar graph, the second-grade students planted 14 trees and each grade needs to plant 20 trees. So second-grade needs 20-14= 6 more trees to plant to complete the goal.
\nThe fourth grade planted 20 trees and first grade planted 8 trees and the third grade planted 10 plants,
\nso the total combined trees of first grade and third grade are 8+10= 18 trees. So the number of more trees that fourth-grade plant than first grade and third grade are 20-18= 2 trees.<\/p>\n<\/a>Name Read and Interpret Graphs <\/span>Homework & Practice 14.3<\/h3>\n
\nUse the graph to answer the questions.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-3rd-Grade-Chapter-14-Represent-and-Interpret-Data-37.png\")
\nHow many students does each grid line represent? Which type of exercise is the least favorite? How many fewer students chose running than swimming? How many students chose walking or biking?
\nAnswer:
\nEach grid line represents 10 students.
\nThe 5 fewer students choose running than swimming.
\nWalking was chosen by 15 students and biking was chosen by 45 students.<\/p>\n
\nAs we can see in the bar graph that each grid line represents 10 students. And in the bar graph, we can see the skating contains 10 number of students which is the least favorite. The number of students who choose running is 30 students and the number of students who choose swimming is 35 students. So the 5 fewer students choose running than swimming. In the bar graph, we can see that walking was chosen by the 15 number of students, and biking was chosen by 45 students.<\/p>\n
\nUse the graph to answer the questions.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-3rd-Grade-Chapter-14-Represent-and-Interpret-Data-38.png\")
\nWhich sun\ufb02owers are taller than 11 feet? Sun\ufb02ower E has a height of 15 feet. How much taller is Sun\ufb02ower A than Sun\ufb02ower E?
\nWriting<\/strong>
\nWhich sun\ufb02ower is the shortest? Explain.
\nAnswer:
\nThe sunflowers which are taller than 11 feet are Sunflower A and Sunflower D.
\nSunflower A is 11 feet taller than Sunflower E.
\nSunflower C is the shortest.<\/p>\n
\nAs we can see in the bar graph that the Sunflower A is 26 feet and Sunflower D is 16 feet, and Sunflower B is 10 feet, Sunflower C is 10 feet. So Sunflower A and Sunflower D are taller than 11 feet. Sunflower A is 26 feet and Sunflower E is 15 feet. So the Sunflower A is 26-15= 11 feet taller than Sunflower E. Sunflower C is the shortest, because Sunflower C has the least number of feet.<\/p>\n
\nModeling Real Life<\/strong>
\nUse the graph to answer the questions.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-3rd-Grade-Chapter-14-Represent-and-Interpret-Data-40.png\")
\nHow many more students need to choose chameleon so that chameleon is the most favorite? You survey 10 more students and they all choose snake. What is the new total number of students who chose snake? How many more students chose turtle than bearded dragon and lizard combined?
\nAnswer:
\nThere must be 9 more number of students needed to choose Chameleon to be the most favorite.
\nThe new total number of students who choose the snake is 19 students.
\nThere are 3 students more students who choose turtle than bearded dragon and lizard.<\/p>\n
\nAs we can see in the bar graph that the total number of students is 30 and in that Chameleon was chosen by 21 number of students. So to choose chameleon as a most favorite then the total number should choose are 30-21=9 students. As we can see in the bar graph the total number of students who choose a snake is 9 students and if 10 more students choose a snake, then the total number of students who choose a snake will be 9+10=19 students. As we can see in the bar graph that the turtle was chosen by 27 students and the bearded dragon was chosen by 18 students and the lizard was chosen by 6 students. So the total number of students who choose bearded dragon and lizard are 18+6= 24 students and the turtle was chosen by 27 students, so there are 27-24= 3 students more students chooses turtle than bearded dragon and lizard.<\/p>\n
\n96 – 47 = __
\nAnswer:
\n96-47= 49.
\nExplanation:
\nThe difference between 96 and 47 is 49.<\/p>\n
\n678 – 142 = ___
\nAnswer:
\n678-142= 536.
\nExplanation:
\nThe difference between 678 and 142 is 536.<\/p>\n<\/a>Lesson 14.4 Make Bar Graphs<\/h3>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-3rd-Grade-Chapter-14-Represent-and-Interpret-Data-41.png\")
\nAnswer:
\nReasoning<\/strong>
\nExplain how you would change the scale if you spin the spinner 100 times.
\nAnswer:<\/p>\n
\nYou record the number of times each baseball team wins. The frequency table shows the results. Use the table to complete the bar graph.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-3rd-Grade-Chapter-14-Represent-and-Interpret-Data-42.png\")
\nStep 1: Write the title at the top of the bar graph. Label a row for each category. Label the categories.
\nStep 2: Look at the numbers in the table. Use a scale so that most of the bars end on a grid line. Label the scale.
\nStep 3: Draw and shade a bar for each team.
\nAnswer:
\nEach grid line represents three wins.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-img-13.png\")
\nAs given the values of the number of wins are the multiples of 3, so we will represent the number of wins with the multiples of 3. To represent these values in a bar graph, we will represent those data with rectangular bars with proper heights and lengths by the given values. And those bars are plotted vertically or horizontally. In the above bar graph, we can see each grid line represents three wins.<\/p>\n
\nUse the frequency table to complete the bar graph.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-3rd-Grade-Chapter-14-Represent-and-Interpret-Data-43.png\")
\nAnswer:
\nEach grid line represents two number of students.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-img-12.png\")
\nIn the given frequency table, we can see most of the values are multiplies of 2. So we represent the number of students by the multiplies of 2. To represent these values in a bar graph, we will represent those data with rectangular bars with proper heights and lengths by the given values. And those bars are plotted vertically or horizontally. In the above bar graph, we can see each grid line represents two number of students.<\/p>\n
\nUse the frequency table to complete the bar graph.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-3rd-Grade-Chapter-14-Represent-and-Interpret-Data-44.png\")
\nHow would you use the graph to decide which type of \ufb01ngerprint is the most common?
\nAnswer:
\nTo decide which type of fingerprint is used most commonly, we will compare the heights of the bars, and then we will choose the most common fingerprint.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-img-12-1-e1609255466941.png\")
\nIn the given frequency table, we can see most of the values are multiplied by 25. So we represent the number of students by the multiplies of 25. To represent these values in a bar graph, we will represent those data with rectangular bars with proper heights and lengths by the given values. And those bars are plotted vertically or horizontally. In the above bar graph, we can see each grid line represents twenty-five number of students.<\/p>\n
\nUse the frequency table to complete the bar graph.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-3rd-Grade-Chapter-14-Represent-and-Interpret-Data-45.png\")
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-3rd-Grade-Chapter-14-Represent-and-Interpret-Data-46.png\")
\nHow many fewer students chose the least favorite type of food than the most favorite type of food?
\nAnswer:
\nThe least favorite type of food chosen by vegetarians and the most favorite type of food was chosen by Mexican.
\nAnd each grid line represents four number of students.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-img-12-2.png\")
<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-3rd-Grade-Chapter-14-Represent-and-Interpret-Data-47.png\")
\nAnswer:
\nEach grid line represents three number of students.
\nThe total number of students who choose math is 15 students.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-img-12-3.png\")
\nIn the given frequency table, we can see most of the values are multiplies of 3. So we represent the number of students by the multiplies of 3. To represent these values in a bar graph, we will represent those data with rectangular bars with proper heights and lengths by the given values. And those bars are plotted vertically or horizontally. In the above bar graph, we can see each grid line represents three number of students.
\nAs the total number of students for the survey is 27 students in that nine students choose science, and six fewer students choose English than Science, which means 9-6= 3. So 3 students choose Science. And the rest of the students chooses math, which means we add the two subjects and then subtract from the total number of students, then we can get the value of the students who choose math. So the total number of students who choose English and Science are 9+3= 12 and then subtract with the total number of students, which means 27-12= 15. So the total number of students who choose math is 15 students.<\/p>\n
\nYou survey 22 students about their favorite camp activity. Eight students choose archery. Four more students choose swimming than archery. The rest of the students choose hiking. Complete the bar graph.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-3rd-Grade-Chapter-14-Represent-and-Interpret-Data-48.png\")
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-3rd-Grade-Chapter-14-Represent-and-Interpret-Data-49.png\")
\nHow many fewer students chose archery than swimming and hiking combined?
\nAnswer:
\nSix fewer students chose archery than swimming and hiking combined.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-img-12-4.png\")
\nIn the given frequency table, we can see most of the values are multiplies of 2. So we represent the number of students by the multiplies of 2. To represent these values in a bar graph, we will represent those data with rectangular bars with proper heights and lengths by the given values. And those bars are plotted vertically or horizontally. In the above bar graph, we can see each grid line represents three number of students.
\nThe number of students who choose archery is eight students and in that four more students choose swimming than archery, which means 8+4= 12 students choose swimming. And the rest choose hiking, which means we will add the number of students who choose archery and swimming and then subtract the value with the total number of students. So the number of students who choose archery and swimming is 8+12= 20, and the number of students who choose hiking is 22-20= 2. The total number of students who choose swimming and hiking combined is 12+2= 14 students, and archery was chosen by 8 students. So 14-8= 6 fewer students choose archery than swimming and hiking combined.<\/p>\n<\/a>Make Bar Graphs Homework & Practice 14.4<\/h3>\n
\nUse the frequency table to complete the bar graph.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-3rd-Grade-Chapter-14-Represent-and-Interpret-Data-50.png\")
\nHow many students does each grid line represent? How would you use the graph to find the most favorite type of music?
\nAnswer:
\nEach grid line represents five number of students. By using the graph, we will compare the heights of the graphs and pick the most favorite music.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-img-12-5.png\")
<\/p>\n
\nUse the frequency table to complete the bar graph.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-51.png\")
\nStructure<\/strong>
\nOn the last day of school, each backpack weighs less than 5 pounds. How could the scale of the bar graph change?
\nAnswer:
\nWe will subtract the given values by 5 pounds and then we will represent those values in a graph.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-img-12-6.png\")
<\/p>\n
\nModeling Real Life<\/strong>
\nYou survey 26 teachers about their favorite vacation spot. Six teachers choose amusement park. Two more teachers choose camping than amusement park. The rest of the teachers choose beach. Complete the bar graph.
\nHow many fewer teachers chose camping than amusement park and beach combined?
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-52.png\")
\nAnswer:
\nThe beaches were chosen by 12 teachers.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-img-12-7.png\")
\nAs given the values of the number of teachers are most of them are multiples of 2, so we will represent the number of teachers with the multiples of 2. To represent these values in a bar graph, we will represent those data with rectangular bars with proper heights and lengths by the given values. And those bars are plotted vertically or horizontally. In the above bar graph, we can see each grid line represents five number of students. By using the graph, we will compare the heights of the graphs and pick the most favorite music. As amusement park was chosen by six teachers and two more teachers choose camping than the amusement park, so camping was chosen by 6+2= 8 teachers. And the rest of the teachers choose the beach, which means we will add both the vacation amusement park and camping and then subtract by the total number of teachers. So the total number of teachers who choose both amusement parks and camping is 6+8= 14 teachers, so the teachers who choose the beach are 26-14= 12 teachers.<\/p>\n
\n474 – 19 = ___
\nAnswer:
\n474 – 19 = 455.<\/p>\n
\nThe difference between 474 and 19 is 455.<\/p>\n
\n615 – 204 = ___
\nAnswer:
\n615 – 204 = 411.<\/p>\n
\nThe difference between 615 and 204 is 411.<\/p>\n
\n232 – 53 = ___
\nAnswer:
\n232 – 53 =179.<\/p>\n
\nThe difference between 232 and 53 is 179.<\/p>\n<\/a>Lesson 14.5 Make Line Plots<\/h2>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-53.png\")
\nAnswer:
\n![\"Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-55\"](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-55-2.png\")
<\/p>\n
\nThe students that have 0 siblings in the line plot 1 is 2,
\nThe students that have 1 sibling in the line plot 1 is 11,
\nThe students that have 2 siblings in the line plot 1 is 5,
\nThe students that have 3 siblings in the line plot 1 is 2,
\nThe students that have 0 siblings in the line plot 2 is 1,
\nThe students that have 1 sibling in the line plot 2 is 6,
\nThe students that have 2 siblings in the line plot 2 is 3,
\nThe students that have 3 siblings in the line plot 2 is 2.
\nStructure
\n<\/strong>Compare the two line plots. How are the line plots the same? How are they different?
\nAnswer:
\nThe line plots are the same in that each class has a maximum of 3 siblings and varies in the count of siblings.<\/p>\n
\nComparing the two-line plots we can see the count of siblings varies and the two number line plots are the same that the class has the maximum number of siblings is 3.<\/p>\n
\nA lion plot uses marks above a number line to show data values.
\nExample
\nThe table shows the weights of 15 bald eagles. Use the table to complete the line plot.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-54.png\")
\nStep 1: write the title at the top of the line plot.
\n_____________
\nStep 2 : Look at the numbers in the table. Use a scale that shows all of the data values. Draw a number line using the scale. Label the scale.
\nStep 3 : Mark an X for each data value.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-55.png\")
\nAnswer:
\nA line plot can be defined as a graph that displays the given data as a point above a number line.<\/p>\n
\n![\"Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-55\"](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-55-1.png\")
\nThe eagles that weigh 3kgs are 2,
\nThe eagles that weigh 4kgs are 6,
\nThe eagles that weigh 5kgs are 4,
\nThe eagles that weigh 6kgs are 2.<\/p>\n
\nUse the table to complete the line plot.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-56.png\")
\nAnswer:
\nA line plot can be defined as a graph that displays the given data as a point above a number line.<\/p>\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-img-12-8.png\")
\nA line plot can be defined as a graph that displays the given data as a point above a number line. As the given values are mostly are multiples of 3, so we will represent the number of inches by multiples of 3. And now we will place the check marks on the given values.<\/p>\n
\nUse the table to complete the line plot.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-57.png\")
\nHow many waves were 26 feet tall or taller?
\nAnswer:
\nThere are 11 waves that were 26 feet tall or taller.<\/p>\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-12.png\")
<\/p>\n
\nUse the table to complete the line plot.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-58.png\")
\nWhich giraffe tongue length is the most common?
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-59.png\")
\nAnswer:
\nThe most common giraffe tongue lengths are 20 inches.<\/p>\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-13.png\")
<\/p>\n
\nHow many giraffe tongues are 19 inches long?
\nAnswer:
\nThe 19 inches long giraffe tongues are 3.<\/p>\n
\nSubtraction equation:<\/strong>
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-60.png\")
\nThe difference in height is ___ inches.
\nAnswer:
\nThe difference in height is 6 inches.<\/p>\n
\nAs we can see in the above number plot, the height of the tallest student is 56 inches, and the height of the shortest student is 50 inches. And the difference between them is 56-50= 6 inches.<\/p>\n
\nWhat is the difference between the greatest number of floors and the least number of floors?
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-61.png\")
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-62.png\")
\nHow many fewer skyscrapers are there with over 50 floors than skyscrapers with under 50 floors?
\nAnswer:
\nThe fewer skyscrapers are there with over 50 floors than skyscrapers with under 50 floors are 11.<\/p>\n
\nThe greatest number of floors is 8 floors and the least number of floors are 2,
\nso the difference between the greatest number of floors and the least number of floors is 8-2= 6.
\nThe skyscrapers over 50 floors are 32 and the skyscrapers with under 50 floors are 21,
\nThe fewer skyscrapers are there with over 50 floors than skyscrapers with under 50 floors are 32-21= 11.<\/p>\n<\/a>Make Line Plots Homework & Practice 14.5<\/h2>\n
\nUse the table to complete the line plot.
\n____
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-63.png\")
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-64.png\")
\nHow many snakes are longer than 10 feet?
\nWhich snake length is the most common?
\nAnswer:
\nThe snakes which are longer than 10 feet are 1.<\/p>\n
\n![\"Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-55\"](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-55-3.png\")
\nThe number of snakes which are 5 feet are 1,
\nThe number of snakes which are 6 feet are 3,
\nThe number of snakes which are 7 feet are 3,
\nThe number of snakes which are 8 feet are 0,
\nThe number of snakes which are 9 feet are 2,
\nThe number of snakes which are 10 feet are 4,
\nThe number of snakes which are 11 feet is 1.<\/p>\n
\nUse the table to complete the line plot.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-66.png\")
\nReasoning<\/strong>
\nAre most of the students able to complete 30 sit-ups? Explain.<\/p>\n
\nNo, the students who completed 30 sit-ups are 1 student.<\/p>\n
\n![\"Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-55\"](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-55-4.png\")
\nThe number of students who completed 27 sit-ups is 6 students.
\nThe number of students who completed 28 sit-ups is 1 student.
\nThe number of students who completed 29 sit-ups is 3 students.
\nThe number of students who completed 30 sit-ups is 1 student.
\nThe number of students who completed 32 sit-ups is 3 students.<\/p>\n
\nStudent H completed more sit-ups than Student F, but fewer sit-ups than Student B. How many sit-ups could Student H have completed?
\nAnswer:<\/p>\n
\nModeling Real Life
\nWhat is the difference of the most number of miles biked and the least number of miles biked?
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-67.png\")
\nAnswer:
\nThe most number of miles biked and the least number of miles biked 5.<\/p>\n
\nThe most number of miles biked are 6 bikes and the least number of miles biked is 1 bike,
\nso the difference between the most number of miles biked and the least number of miles biked is 6-1= 5.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-68.png\")
\nAnswer:
\n760<\/p>\n
\nOn adding 523 and 237 we will get 760. Here, we will subtract 237 with 760 to check the inverse operation, so 760-237= 523.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-69.png\")
\nAnswer:
\n151.<\/p>\n
\nThe difference between 403 and 252 is 151. Here we will add 151 and 252 to check the inverse operation, so 252+151= 403.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-70.png\")
\nAnswer:
\n999.<\/p>\n
\nOn adding 612 and 387 we will get 999. Here, we will subtract 387 with 999 to check the inverse operation, so 999-387= 612.<\/p>\n<\/a>Lesson 14.6 Measure Lengths: Half Inch<\/h3>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-71.png\")
<\/p>\n
\nThe green ribbon is 1 inch longer than the yellow ribbon.<\/p>\n
\nThe green ribbon is 1 inch longer than the yellow ribbon. By measuring the ribbons using a ruler we can know that the green ribbon is longer than the yellow ribbon.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-72.png\")
<\/p>\n
\nThe purple ribbon is 1 inch longer than the orange ribbon.<\/p>\n
\nThe purple ribbon is 1 inch longer than the orange ribbon. By measuring the ribbons using a ruler we can know that the purple ribbon is longer than the orange ribbon.
\nStructure<\/strong>
\nHow can you use a ruler to measure an object to the nearest half inch?
\nAnswer:
\nIf the object is closer to the half-inch mark than the zero inches then it’s half-inch is measured.<\/p>\n
\nWe will use the ruler by marking the objects it’s starting pointing and ending point and then measure the length of that object. If the object is closer to the half-inch mark than the zero inches then it’s half-inch is measured.<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-73.png\")
\nExample
\nMeasure the length of each string to the nearest half inch. The string is \\(\\frac{3}{2}\\) inches long. You can also represent the length as 1 whole inch and one \\(\\frac{1}{2}\\) inch, or 1\\(\\frac{1}{2}\\) inches.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-74.png\")
\nThe string is between \\(\\frac{1}{2}\\) inch and 1 inch long. The half-inch marking that is closest to end of the string is \\(\\frac{3}{2}\\). So, the string is about \\(\\frac{3}{2}\\) inch long.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-75.png\")
<\/p>\n
\nMeasure the length of each line to the nearest half inch. Then record each length on the line plot.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-76.png\")
\nAnswer:
\nThe number of strings with half-inch length is 1.<\/p>\n
\n![\"Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-55\"](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-55-5.png\")
\nThe number of strings with half-inch length is 1,
\nThe number of strings with one and half-inch length\u00a0 is 1,
\nThe number of strings with two-inch length\u00a0 is 2,<\/p>\n
\nMeasure the length of each line to the nearest half-inch. Then record each length on the line plot above.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-77.png\")
\nAnswer:<\/p>\n
\nMeasure the length of each line to the nearest half inch. Record each length on the line plot.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-78.png\")
\nHow might the scale change if the length of the line below is recorded on the line plot?
\n___________
\nAnswer:<\/p>\n
\nMeasure the length of each toy to the nearest half inch. Then record each length on the line plot.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-79.png\")
\nAnswer:<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answers-Grade-3-Chapter-14-Represent-and-Interpret-Data-80.png\")
\nAnswer:<\/p>\n
\nMeasure the lengths of 10 shoes to the nearest half inch. Record each length on the line plot.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Solutions-Grade-3-Chapter-14-Represent-and-Interpret-Data-81.png\")
\nWhat is the length of the longest shoe? What is the length of the shortest shoe?
\nAnswer:<\/p>\n<\/a>Measure Lengths: Half Inch Homework & Practice 14.6<\/h3>\n
\nMeasure the length of each ribbon to the nearest half inch. Record each length on the line plot.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Solutions-Grade-3-Chapter-14-Represent-and-Interpret-Data-82.png\")
\nHow many pretzel sticks are 1 inch?
\nAnswer:<\/p>\n
\nYOU BE THE TEACHER<\/strong>
\nDescartes says the pencil is 3\\(\\frac{1}{2}\\) inches long. Is he correct? Explain.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Solutions-Grade-3-Chapter-14-Represent-and-Interpret-Data-83.png\")
\nAnswer:<\/p>\n
\nReasoning<\/strong>
\nYour friend\u2019s wrist measures \\(\\frac{13}{2}\\) inches around. His friendship bracelet is 6\\(\\frac{1}{2}\\) inches. Will the bracelet fit around his wrist?
\nAnswer:<\/p>\n
\nModeling Real Life
\nMeasure the lengths of 10 plant leaves to the nearest half inch. Record each length on the line plot.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Solutions-Grade-3-Chapter-14-Represent-and-Interpret-Data-84.png\")
\nWhat is the length of the longest leaf? What is the length of the shortest leaf? What leaf length is the most common?
\nAnswer:<\/p>\n
\n5 \u00d7 30 = ___
\nAnswer:
\n150.<\/p>\n
\nThe product of 5\u00d730 is 150.<\/p>\n
\n9 \u00d7 50 = ___
\nAnswer:
\n450.<\/p>\n
\nThe product of 9\u00d750 is 450.<\/p>\n
\n6 \u00d7 70 = ___
\nAnswer:
\n420.<\/p>\n
\nThe product of 6\u00d770= 420.<\/p>\n<\/a>Lesson 14.7 Measure Lengths: Quarter Inch<\/h3>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Solutions-Grade-3-Chapter-14-Represent-and-Interpret-Data-85.png\")
\nHow much longer is the purple ribbon than the orange ribbon? How do you know?
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Solutions-Grade-3-Chapter-14-Represent-and-Interpret-Data-86.png\")
<\/p>\n
\nMeasure the line to the nearest half inch and the nearest quarter inch. Which measurement is better? Why?
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Solutions-Grade-3-Chapter-14-Represent-and-Interpret-Data-87.png\")
\nAnswer:<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Solutions-Grade-3-Chapter-14-Represent-and-Interpret-Data-88.png\")
\nExample
\nMeasure the length of each string to the nearest quarter inch. The string is \\(\\frac{7}{4}\\) inches long. You can also represent the length as 1 whole inch and three \\(\\frac{1}{4}\\) inches or 1\\(\\frac{1}{3}\\) inches.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Solutions-Grade-3-Chapter-14-Represent-and-Interpret-Data-89.png\")
<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Solutions-Grade-3-Chapter-14-Represent-and-Interpret-Data-90.png\")
<\/p>\n
\nMeasure the length of each line to the nearest quarter inch. Then record each length on the line plot
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Solutions-Grade-3-Chapter-14-Represent-and-Interpret-Data-91.png\")
\nAnswer:<\/p>\n
\nMeasure the length of each line to the nearest quarter inch. Then record each length on the line plot above.
\n____ ______ ______
\nAnswer:<\/p>\n
\nMeasure the length of each line to the nearest quarter inch. Record each length on the line plot.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Solutions-Grade-3-Chapter-14-Represent-and-Interpret-Data-92.png\")
\nHow might the scale change if the two lines below are recorded in the line plot?
\n___________
\n____
\nAnswer:<\/p>\n
\nMeasure the length of each eraser to the nearest quarter inch. Then record each length on the line plot.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Solutions-Grade-3-Chapter-14-Represent-and-Interpret-Data-94.png\")
\nAnswer:<\/p>\n
\nPrecision<\/strong>
\nDraw a line that measures 5\\(\\frac{3}{4}\\) inches long.
\nAnswer:<\/p>\n
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Solutions-Grade-3-Chapter-14-Represent-and-Interpret-Data-95.png\")
\nAnswer:<\/p>\n
\nMeasure the heights of 10 books to the nearest quarter inch. Record each length on the line plot.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Solutions-Grade-3-Chapter-14-Represent-and-Interpret-Data-96.png\")
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Solutions-Grade-3-Chapter-14-Represent-and-Interpret-Data-97.png\")
\nWrite and answer a question about your line plot.
\nAnswer:<\/p>\n<\/a>Measure Lengths: Quarter Inch Homework & Practice 14.7<\/h3>\n
\nMeasure the length of each celery stick to the nearest quarter inch. Record each length on the line plot.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Solutions-Grade-3-Chapter-14-Represent-and-Interpret-Data-98.png\")
\nWhich celery stick length is the most common?
\nAnswer:<\/p>\n
\nWhich One Doesn\u2019t Belong? Which does not belong with the other three ?
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Solutions-Grade-3-Chapter-14-Represent-and-Interpret-Data-99.png\")
\nAnswer:<\/p>\n
\nPrecision<\/strong>
\nFind the length of the caterpillar to the nearest quarter inch. Explain.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Solutions-Grade-3-Chapter-14-Represent-and-Interpret-Data-100.png\")
\nAnswer:<\/p>\n
\nModeling Real Life<\/strong>
\nMeasure the lengths of your 10 \ufb01ngers to the nearest quarter inch. Record each length on the line plot.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/12\/Big-Ideas-Math-Answer-Key-Grade-3-Chapter-14-Represent-and-Interpret-Data-101.png\")
\nWrite and answer a question about your line plot.
\nAnswer:<\/p>\n