**Monday**

During the whole class lesson on Monday, students filled out their notebooks along with the anchor chart. Our focus on Monday was bar graphs but we filled out the complete anchor chart.

CCSS.Math.Content.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 two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

CCSS.Math.Content.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 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*.
Students were given an All About Me Quiz. Each day we focused on a different type of graph. We used the information from the quizzes to personalize the graphs for our classes on the anchor chart and for activities throughout the week.

Our focus was on creating and interpreting line plots. Students used the SmartBoard at the teacher station to create line plots for different items on the All About Me Quiz. We then asked students different questions about the line plots and they answered on their white boards. At the independent station students played a game called Roll the Dice Line Plot. Students rolled a dice 20 times and recorded their results on a line plot.

The objective was pictorial graphs for Wednesday. Students created graphs on the SmartBoard and played Roll the Dice Pictorial Graph.

The goal for Thursday was line graphs.

**Friday**

We reviewed all the different types of graphs by looking at the class graphs we created on the SmartBoard. The played Roll the Dice at the game station and reviewed bar graphs.