Essential Questions:
Unit 5 instructional time is focused on this power standard:
3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs.
3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate unitswhole numbers, halves, or quarters.
Unit 5 instruction is supported by these standards:
3.NF.A.2.A Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
3.NF.A.2.B Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
3.NF.A.3.A Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
3.NF.A.3.B Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
3.NF.A.3.C Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
3.NF.A.3.D Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
 How can we "picture" information?
 Information can be organized and presented in tables, bar graphs, line plot graphs, and pictographs
 We can read these graphs for information
 Certain graphs are more appropriate for organizing a particular type of information
Unit 5 instructional time is focused on this power standard:
3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs.
3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate unitswhole numbers, halves, or quarters.
Unit 5 instruction is supported by these standards:
3.NF.A.2.A Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
3.NF.A.2.B Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
3.NF.A.3.A Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
3.NF.A.3.B Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
3.NF.A.3.C Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
3.NF.A.3.D Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
What to teachOutline
Preassessment Introduce Real World Experience & Task 1 (1 day) Topic 1: Generate and Analyze Categorical Data (4 days)

Lesson Ideas 
Student PRacticeHoughton Mifflin Leveled Practice
Unit 3

Topic 2: Generate and Analyze Measurement Data (5 days)

Houghton Mifflin Leveled Practice
Unit 3

AssessmentUnit 5: Pre Assessment
Unit 5: Real World Experience Unit 5: Post Assessment Unit 5: Formative Assessment 
Unit ResourcesUnit Vocabulary
3rd grade vocabulary cards AL Spanish 3rd grade vocabulary cards MZ Spanish 3rd grade CCSS Word List (ENGSPAN) ISBE unit 1 Illinois TEACH & TALK 3.NF.2 Illinois TEACH & TALK 3.NF.3 EngageNY module 6 (PDF) (WORD) Howard County Resources for 3.MD.B.3 Howard County Resources for 3.MD.B.4 Georgia unit 6 District 3rd grade Fluency Resources addition flashcards: (vertical) (horizontal) (triangle) subtraction flashcards: (vertical) (horizontal) (triangle) multiplication flashcards: (vertical) (horizontal) (triangle) division flashcards: (vertical) (horizontal) (triangle) 3rd grade Unit 5 Enrichment Activities 
Learn the mathFluency Assessment Directions
Quarterly Expectations Common Core Math Fluency Guidelines Georgia 3rd grade Overview Parent Letter 