Bar Graphs and Picture Graphs Reading & Analyzing Data Digital Boom Cards

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4.7 (9 ratings)

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Oink4PIGTALES

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Grade Levels

2nd - 3rd, Homeschool

Subjects

Math, Applied Math, Graphing

Resource Type

Centers

Standards

CCSS1.MD.C.4

CCSS2.MD.D.10

CCSS3.MD.B.3

CCSSMP1

CCSSMP2

Formats Included

PDF
Internet Activities
Webquests

Pages

8 PDFs 20 Boom Cards

$4.00

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$4.00

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Description

Standards

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Description

Teaching second and third grade students how to read and interpret data, solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs will be fun and engaging using these 20 DIGITAL Boom math tasks! Students will practice common core 3.MD.B.3 graphing activities using multiple representations of graphs including data tables, bar graphs, line graphs, and pie graphs. The questions are differentiated for a wide range of learners.

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Graphing and Data Word Problem Digital Boom Cards Includes:

A link to BOOM Learning ℠ to access the 20 Digital Task Cards on the BOOM Learning website
Teacher Notes on how to use BOOM Cards ™ in your classroom
Instruction for Using with Google Classroom
Four multiple-choice options for each task

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Total Pages

8 PDFs 20 Boom Cards

Answer Key

Included

Teaching Duration

N/A

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Standards

to see state-specific standards (only available in the US).

CCSS1.MD.C.4

Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

CCSS2.MD.D.10

Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

CCSS3.MD.B.3

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP2

Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

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