{"id":6248,"date":"2023-12-19T15:35:16","date_gmt":"2023-12-19T10:05:16","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=6248"},"modified":"2023-12-20T09:48:19","modified_gmt":"2023-12-20T04:18:19","slug":"envision-math-common-core-grade-3-answer-key-topic-7","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-3-answer-key-topic-7\/","title":{"rendered":"enVision Math Common Core Grade 3 Answer Key Topic 7 Represent and Interpret Data"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Grade 3 Answer Key<\/a>\u00a0Topic 7 Represent and Interpret Data<\/strong>\u00a0regularly and improve your accuracy in solving questions.<\/p>\n

enVision Math Common Core 3rd Grade Answers Key Topic 7 Represent and Interpret Data<\/h2>\n

Essential Question:<\/strong>
\nHow can data be represented, analyzed, and interpreted?
\n\"Envision<\/p>\n

enVision STEM Project: Seasons<\/strong>
\nDo Research Use the Internet or other sources to find information about patterns of temperature in the different seasons where you live. Include information about the average monthly temperatures and the record low and high temperatures.<\/p>\n

Journal: Write a Report Include what you found. Also in your report:<\/p>\n

    \n
  • For one week, record the daily high and low temperatures in the area where you live. Make a graph displaying this information.<\/li>\n
  • Find the difference between the highest and lowest daily temperatures from your graph.<\/li>\n<\/ul>\n

    Review What You Know<\/strong><\/p>\n

    Vocabulary<\/strong>
    \nChoose the best term from the box. Write it on the blank.
    \n\u2022 equal groups
    \n\u2022 multiples
    \n\u2022 multiplication
    \n\u2022 number line<\/p>\n

    Question 1.
    \n_______ have the same number of items.
    \nAnswer:
    \n_Equal Groups__<\/strong> have the same number of items.<\/p>\n

    Question 2.
    \nA ________ can be used to help compare numbers.
    \nAnswer:
    \nA _multiples_<\/strong> can be used to help compare numbers.<\/p>\n

    Question 3.
    \n________ is used to find a total when joining equal groups.
    \nAnswer:
    \n_Multiplication__<\/strong> is used to find a total when joining equal groups.<\/p>\n

    Multiplication<\/strong><\/p>\n

    In 4 and 5, complete the equation.
    \nQuestion 4.
    \n5 \u00d7 3 = _______
    \nAnswer:
    \n5 \u00d7 3 = 15.
    \nExplanation:
    \nWhen we multiply 5 with 3 times we get 15.
    \nWhen you add 5 three times we get 15.
    \n5 + 5 + 5 = 15.<\/p>\n

    \"Math<\/p>\n

    Question 5.
    \n3 \u00d7 _______ = 21
    \nAnswer:
    \n3 \u00d7 7 = 21
    \nExplanation:
    \nGiven
    \none multiple and the product.
    \none multiple = 3
    \nProduct = 21
    \nTo find the other multiple we divide product by multiple
    \n21 \u00f7 3 = 7
    \n3 \u00d7 7 = 21.<\/p>\n

    Question 6.
    \nMake a bar diagram to represent 4 \u00d7 6.
    \nAnswer:
    \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Multiplication-Question-6\"<\/p>\n

    Multiplication on the Number Line<\/strong><\/p>\n

    Question 7.
    \nEd bought 2 bags of grapefruit. There are 6 grapefruit in each bag. How many grapefruit did he buy? Draw jumps on the number line to find the answer.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Multiplication-on-the-Number-Line-Question-7\"<\/p>\n

    Question 8.
    \nShow the multiplication fact 3 x 4 on the number line. Write the product.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Multiplication-on-the-Number-Line-Question-8\"<\/p>\n

    Finding Area<\/strong>
    \nQuestion 9.
    \nFind the area of the rectangle.
    \n\"Envision
    \n\u2610 = 1 square inch
    \nAnswer:
    \nNumber of squares = 4 \u00d7 5 = 20 squares.
    \nArea = 20 square inches.<\/p>\n

    Pick a Project<\/strong><\/p>\n

    PROJECT 7A
    \nHow is a book printed?
    \nProject: Collect Data and Create Picture Graphs
    \n\"Envision<\/p>\n

    PROJECT 7B
    \nWould you like to live in a city?
    \nProject: Make a Bar Graph About Cities and Towns
    \n\"Envision<\/p>\n

    PROJECT 7C
    \nWhat is your favorite animal?
    \nProject: Develop a Picture Graph About Animals
    \n\"Envision<\/p>\n

    3-ACT MATH PREVIEW<\/strong><\/p>\n

    Math Modeling
    \nSwings and Slides
    \n\"Envision<\/p>\n

    + `1<\/h3>\n

    Solve & Share<\/strong>
    \nStudents in Jorge’s class took a survey of their favorite cereals and made this graph to show the results. Name at least three facts about the information in the graph.
    \nI can … use picture graphs and bar graphs to answer questions about data sets.
    \n\"Envision<\/p>\n

    Look Back! What do the two different symbols on the graph stand for?<\/p>\n

    Essential Question<\/strong>
    \nHow Can You Read Picture Graphs?<\/p>\n

    Visual Learning Bridge
    \n\"Envision<\/p>\n

    Use the key
    \nLook at the data for East Falls League.
    \nThere are 3 \"Envision and 1 \"Envision.
    \nThe 3 \"Envision represent 3 \u00d7 2 = 6 teams.
    \nThe 1 \"Envision represents 1 \u00d7 1 = 1 team.
    \n6 + 1 = 7
    \nThere are 7 teams in the East Falls League.<\/p>\n

    How many more teams does the East Falls League have than the South Falls League?
    \nUse the picture graph to write equations and compare the two rows.
    \n\"Envision
    \nThe East Falls League has 3 more teams than the South Falls League.<\/p>\n

    Convince Me! Be Precise Tell something about each league you can find out from the picture graph.<\/p>\n

    \"Math<\/p>\n

    Another Example!<\/strong>
    \nA scaled bar graph uses bars to represent and compare information. This bar graph shows the number of goals scored by different players on a hockey team. The scale shows the units used.
    \n\"Envision
    \nOn this bar graph, each horizontal grid line represents two units. Every other grid line is labeled: 0, 4, 8, and so on. For example, the line halfway between 4 and 8 represents 6 goals.<\/p>\n

    Guided Practice<\/strong><\/p>\n

    Do You Understand?<\/strong>
    \nIn 1 and 2, use the bar graph above.
    \nQuestion 1.
    \nHow many goals in all did Alex and Reggie score?
    \nAnswer:
    \n\"Envision
    \nNumber of goals Alex scored = 18 goals.
    \nNumber of goals Reggie scored = 16 goals.
    \nTotal number of goals both scored in all = 18 + 16 = 34 goals.<\/p>\n

    Do You Know How?<\/strong>
    \nQuestion 2.
    \nExplain how to find how many fewer goals Cindi scored than Alex.
    \nAnswer:
    \nNumber of goals Alex scored = 18 goals
    \nNumber of goals Cindi scored = 14 goals
    \nNumber of fewer goals Cindi scored than Alex = 18 – 14 = 4 goals.
    \nCindi scored 4 fewer goals than Alex.<\/p>\n

    Independent Practice<\/strong><\/p>\n

    In 3-5, use the picture graph.
    \n\"Envision
    \nQuestion 3.
    \nWhich area has lights on for exactly 50 hours each week?
    \nAnswer:
    \nfull bulb = 10 hours\u00a0 \u00a0 Half bulb = 5 hours
    \nNumber of hours of light on each week in Exercise room = 7 full bulb and 1 half bulb
    \n(7 \u00d7 10 hours) + (1 \u00d7 5 hours) = 70 + 5 = 75 hours.
    \nNumber of hours of light on each week in Locker room = 9 full bulbs
    \n9 \u00d7 10 hours = 90 hours
    \nNumber of hours of light on each week in Swimming Pool = 5 full and 1 half
    \n(5 \u00d7 10 hours) + (1 \u00d7 5 hours) = 50 + 5 = 55 hours.
    \nNumber of hours of light on each week in Tennis Court = 5 full
    \n5 \u00d7 10 hours = 50 hours.
    \nTennis Court<\/strong> area has lights on for exactly 50 hours each week<\/p>\n

    Question 4.
    \nWhat does the half bulb in the data for the exercise room represent?
    \nAnswer:
    \nHalf bulb in the data for exercise room represents 5 hours.<\/strong><\/p>\n

    Question 5.
    \nIn one week, how many more hours are lights on in the exercise room than at the swimming pool?
    \nAnswer:
    \nNumber of hours of light on each week in Exercise room = 7 full bulb and 1 half bulb
    \n(7 \u00d7 10 hours) + (1 \u00d7 5 hours) = 70 + 5 = 75 hours.
    \nNumber of hours of light on each week in Swimming Pool = 5 full and 1 half
    \n(5 \u00d7 10 hours) + (1 \u00d7 5 hours) = 50 + 5 = 55 hours.
    \nNumber of more hours of light on in the exercise room than the swimming Pool = 75 hours – 55 hours = 20 hours.
    \n20 hours<\/strong> of more light on in the exercise room than the swimming Pool<\/p>\n

    Problem Solving<\/strong><\/p>\n

    In 6-8, use the picture graph.
    \n\"Envision
    \nQuestion 6.
    \nReasoning<\/strong> For which days can you use the expression 9 x 7 to find how many points were scored?
    \nAnswer:
    \n\"Envision
    \nFrom the data above
    \nNumber of points scored by a football team on October 3 = 9 \u00d7 7 = 63 points
    \nNumber of points scored by a football team on October 10 = 9 \u00d7 7 = 63 points
    \nNumber of points scored by a football team on October 17 = 6 \u00d7 7 = 42 points
    \nNumber of points scored by a football team on October 24\u00a0 = 7 \u00d7 7 = 49 points
    \nOctober 3\u00a0<\/strong> and October 10<\/strong> days can\u00a0 use the expression 9 x 7 to find number of\u00a0 points\u00a0 scored.
    \nOn both the days the team scored 9 \u00d7 7 points = 63 points.<\/p>\n

    Question 7.
    \nOn which days did the football team score fewer than 50 points?
    \nAnswer:
    \nNumber of points scored by a football team on October 17 = 6 \u00d7 7 = 42 points
    \nNumber of points scored by a football team on October 24\u00a0 = 7 \u00d7 7 = 49 points
    \nOn October 17 <\/strong>and October 24 <\/strong>the football team scored points fewer than 50.<\/p>\n

    Question 8.
    \nHigher Order Thinking<\/strong> How many more points were scored on October 10 and 24 combined than on October 3 and 17?
    \nAnswer:
    \nNumber of points scored by a football team on October 3 = 9 \u00d7 7 = 63 points
    \nNumber of points scored by a football team on October 17 = 6 \u00d7 7 = 42 points
    \nNumber of points scored on October 3 and October 17 combined = 63 + 42 = 105 points.
    \nNumber of points scored by a football team on October 10 = 9 \u00d7 7 = 63 points
    \nNumber of points scored by a football team on October 24\u00a0 = 7 \u00d7 7 = 49 points
    \nNumber of points scored on October 10 and October 24 combined =63 + 49 = 112 points.
    \nNumber of more points scored on October 10 and 24 combined than on October 3 and 17 combined = 112 – 105 = 7 points.
    \n7 more points\u00a0<\/strong>scored on October 10 and 24 combined than on October 3 and 17 combined.<\/p>\n

    Assessment Practice<\/strong><\/p>\n

    In 9 and 10, use the bar graph at the right.
    \n\"Envision
    \nQuestion 9.
    \nHow many more miles per hour is the top running speed of the cheetah than of the Cape hunting dog?
    \nA. 25 miles per hour
    \nB. 30 miles per hour
    \nC. 35 miles per hour
    \nD. 40 miles per hour
    \nAnswer:
    \n\"Envision
    \nGiven the Top running speeds of animals
    \nmile per hour – mph
    \nThe running speed of Cape Hunting Dog = 35 mph
    \nThe running speed of Cheetah = 70 mph
    \nThe running speed of Grizzly Bear = 30 mph
    \nThe running speed of Coyote = 40 mph
    \nThe top running speed of the Cheetah\u00a0 more than of the Cape hunting dog = 70 mph – 35 mph
    \n= 70 mph – 35 mph\u00a0 = 35 mph.
    \nAnswer B. 35 mph more miles per hour is the top running speed of the Cheetah than of the Cape hunting dog.<\/p>\n

    Question 10.
    \nHow many fewer miles per hour is the top running speed of the grizzly bear than of the coyote and the Cape hunting dog combined?
    \n\"Envision
    \nA. 40 miles per hour
    \nB. 45 miles per hour
    \nC. 50 miles per hour
    \nD. 55 miles per hour
    \nAnswer:
    \nThe top running speed of Grizzly Bear = 30 mph
    \nThe top running speed of Coyote = 40 mph
    \nThe top running speed of Cape Hunting Dog = 35 mph
    \nThe top running speed of Coyote and Cape Hunting Dog combined = 40 mph + 35 mph = 75 mph
    \nThe top running speed of the grizzly bear fewer than of the coyote and the Cape hunting dog combined = 75 mph – 30 mph
    \n= 75 mph – 30 mph
    \n= 45 mph
    \nAnswer B. 45 mph<\/strong> is fewer miles per hour is the top running speed of the grizzly bear than of the coyote and the Cape hunting dog combined.<\/p>\n

    Lesson 7.2 Make Picture Graphs<\/h3>\n

    Solve & Share<\/strong>
    \nMary is helping her teacher count school playground equipment. She records the data in a frequency table. Use the data in the table to complete the picture graph. Write two statements about your completed graph.
    \nI can … make a picture graph to record information and answer questions about a data set.
    \n\"Envision
    \nLook Back! How did you know the number of symbols to draw for jump ropes?<\/p>\n

    Essential Question
    \n<\/strong>How Do You Make a Picture Graph?<\/p>\n

    Visual Learning Bridge
    \nSam recorded the number of each kind of bicycle a store sold during one month. He made a frequency table. Use the table to make a picture graph.
    \nYou can also collect data with a survey by asking people questions.
    \n\"Envision<\/p>\n

    Write a title for the picture graph.
    \nThe title is “Kinds of Bicycles Sold.”
    \nChoose a symbol for the key. Decide what each whole symbol and half-symbol will represent.
    \n\"Envision<\/p>\n

    Set up the graph and list the kinds of bicycles. Decide how many symbols you need for each number of bicycles sold. Draw the symbols.
    \n\"Envision<\/p>\n

    Convince Me! Model with Math Suppose 25 mountain bicycles were also sold. Draw symbols to show a row in the picture graph for mountain bicycles. Explain how you decided.<\/p>\n

    \"Math<\/p>\n

    Guided Practice<\/strong><\/p>\n

    Do You Understand?<\/strong>
    \nIn 1 and 2, use the picture graph on the previous page.
    \nQuestion 1.
    \nExplain the symbols that were used for the number of training bicycles sold.
    \nAnswer:
    \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Lesson-7.2-Make-Picture-Graphs-Guided-Practice-Question-1\"<\/p>\n

    Question 2.
    \nIf the scale used in the key were \"Envision = 2 bicycles, how many symbols would be used for the number of road bicycles sold? For the number of track bicycles sold?
    \nAnswer:
    \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Lesson-7.2-Make-Picture-Graphs-Guided-Practice-Question-2\"<\/p>\n

    Do You Know How?<\/strong>
    \nQuestion 3.
    \nUse the table to complete the picture graph.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Lesson-7.2-Make-Picture-Graphs-Guided-Practice-Question-3\"<\/p>\n

    Independent Practice<\/strong><\/p>\n

    In 4-6, use the data in the chart.
    \n\"Envision
    \nQuestion 4.
    \nComplete the picture graph.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Lesson-7.2-Make-Picture-Graphs-Independent-Practice-Question-4\"<\/p>\n

    Question 5.
    \nWhich two teams scored more goals, the Cubs and the Lions or the Hawks and the Roadrunners?
    \nAnswer:
    \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Lesson-7.2-Make-Picture-Graphs-Independent-Practice-Question-5\"<\/p>\n

    Question 6.
    \nExplain how you decided the number of each symbol to draw to show the goals for the Roadrunners.
    \nAnswer:
    \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Lesson-7.2-Make-Picture-Graphs-Independent-Practice-Question-6\"<\/p>\n

    Problem Solving<\/strong><\/p>\n

    In 7-9, use the frequency table at the right.
    \n\"Envision
    \nQuestion 7.
    \nUse Appropriate Tools Select and use appropriate tools to help make a picture graph to show the data in the table.
    \nAnswer:
    \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Lesson-7.2-Make-Picture-Graphs-Problem-Solving-Question-7\"<\/p>\n

    Question 8.
    \nWhat is the difference between the odd number and the sum of the even numbers in the table?
    \nAnswer:
    \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Lesson-7.2-Make-Picture-Graphs-Problem-Solving-Question-8\"<\/p>\n

    Question 9.
    \nAsk six students in your class which of the three vegetables is their favorite. Record the answers in your picture graph.
    \nAnswer:
    \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Lesson-7.2-Make-Picture-Graphs-Problem-Solving-Question-9\"<\/p>\n

    Question 10.
    \nHigher Order Thinking<\/strong> Suppose you are going to make a picture graph to show the data in the Simon’s Book Shop table. Choose a symbol to stand for 5 books sold. Draw the row for fiction books sold. Justify your drawing.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Lesson-7.2-Make-Picture-Graphs-Problem-Solving-Question-10\"<\/p>\n

    \"Math<\/p>\n

    Assessment Practice<\/strong><\/p>\n

    Question 11.
    \nThe Garden Shop sold 25 plants in April, 30 plants in May, and 35 plants in June. Complete the picture graph for this data. Choose the symbols you will use.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Lesson-7.2-Make-Picture-Graphs-Assessment-Practice-Question-11\"<\/p>\n

    Lesson 7.3 Make Bar Graphs<\/h3>\n

    Solve & Share<\/strong>
    \nUse the data in the table below to complete the bar graph. What conclusions can you make by analyzing the bar graph?
    \nI can … make a bar graph to record information and answer questions about a data set.
    \n\"Envision
    \nLook Back! How can tools such as a ruler help you create a bar graph?<\/p>\n

    Essential Question<\/strong>
    \nHow Do You Make a Bar Graph?<\/p>\n

    Visual Learning Bridge
    \nGreg made a table to show the amount of money he saved each month from tutoring. Use the data in the table to make a bar graph.
    \n\"Envision<\/p>\n

    Write a title. Use the same title as in the table.
    \nThe title of this bar graph is
    \nAmount Greg Saved Each Month.
    \nChoose the scale. Decide how many units each grid line will represent.
    \n\"Envision<\/p>\n

    Set up the graph with the scale, each month listed in the table, and labels. Draw a bar for each month.
    \n\"Envision<\/p>\n

    Convince Me! Be Precise Write new amounts for how much Greg saved in 4 later months. Consider the scale.
    \n\"Envision
    \nIn May, Greg saved __________.
    \nIn June, Greg saved __________.
    \nIn July, Greg saved __________.
    \nIn August, Greg saved __________.
    \nDraw bars on the graph to show your new data.<\/p>\n

    Guided Practice<\/strong><\/p>\n

    Do You Understand?<\/strong>
    \nIn 1-3, use the bar graph on the previous page.
    \nQuestion 1.
    \nExplain why the bar for January ends between 20 and 30.
    \nAnswer:
    \nThe bar for January ends between 20 and 30 because in January Greg\u00a0 saved $25.
    \nSince the grid line represents $10.
    \nHalf of $10 is = $10 \u00f7 2 = $5
    \nSo, $25 is represented between 20 and 30.<\/p>\n

    Question 2.
    \nSuppose Greg saved $35 in May. Between which grid lines would the bar for May end?
    \nAnswer:
    \n$35 would be between the grid lines of 30 and 40.<\/p>\n

    Question 3.
    \nHow can you tell how much more Greg saved in February than in April?
    \nAnswer:
    \nTotal Amount Greg saved in February = $50
    \nTotal Amount Greg saved in April = $40
    \nDifference of amount Greg saved in February and April = $50 – $40 = $10.
    \nGreg saved $10<\/strong> more in February than in April.<\/p>\n

    Do You Know How?<\/strong>
    \nQuestion 4.
    \nUse the table to complete the bar graph.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Lesson-7.3-
    \nExplanation:
    \nThe bar graph has number of people who signed up for classes on one side and the classes on the other side.
    \nHere Chess class is represented with Red color
    \nGuitar class is represented with Orange color
    \nPainting\u00a0 class is represented with Yellow color
    \nWriting class is represented with Green color.<\/p>\n

    Independent Practice<\/strong><\/p>\n

    In 5, use the table at the right.
    \nQuestion 5.
    \nComplete the bar graph to show the data.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Lesson-7.3-
    \nDeal Mart represented with Blue color
    \nJane’s represented with Purple color
    \nParker’s represented with Indigo blue color
    \nTrends represented with Brown color.
    \nNumber of votes are represented on one side of the bar with\u00a0 5 multiples.
    \nOther side represents the stores.<\/p>\n

    Problem Solving<\/strong>
    \nIn 6-8, use the table at the right.
    \n\"Envision
    \nQuestion 6.
    \nMake a bar graph to show the data.
    \nAnswer:
    \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Lesson-7.3-<\/p>\n

    Question 7.
    \nConstruct Arguments<\/strong> Which two kinds of movies received about the same number of votes? Explain how to use your bar graph to find the answer.
    \nAnswer:
    \nCartoon and Science Friction movies received about same number of votes.
    \nThe bar graph represents the votes the kind of movies received.
    \nThe vertical side of the bar graph represents the number of votes received.
    \nVotes are represented with 2 multiples.
    \nThe horizontal line represents the kind of movies.
    \nLooking at the graph
    \nNumber of votes for Cartoon kind of movies = 7
    \nNumber of votes for Science Friction kind of movies = 6
    \nThey both received about the same number of votes.<\/p>\n

    Question 8.
    \nEach movie ticket costs $8. Jo buys tickets for the number of people who voted for science fiction. How much change does she get from $50?
    \nAnswer:
    \nCost of each movie ticket = $8
    \nNumber of votes for science fiction movie = 6
    \nTotal amount Jo have = $50
    \nCost for 6 science fiction movie tickets = 6 \u00d7 $8 = $48
    \nThe change Jo get for her $50 = $40 – $48 = $2
    \nJo get $2 change from $50.<\/p>\n

    Question 9.
    \nHigher Order Thinking<\/strong> Suppose you are going to make a bar graph to show the data in the table at the right. What scale would you choose? Explain.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Lesson-7.3-<\/p>\n

    Assessment Practice<\/strong><\/p>\n

    Question 10.
    \nTanji collected data on the colors of his friends’ shoes. Eight friends have black shoes. Five friends have blue shoes. Seven friends have white shoes. Use Tanji’s data to complete the bar graph.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Lesson-7.3-<\/p>\n

    Lesson 7.4 Solve Word Problems Using Information in Graphs<\/h3>\n

    Solve & Share<\/strong>
    \nThe students in Ms. Seymour’s class voted for their favorite kind of sandwich. How many more students voted for peanut butter than cheese? How many fewer students voted for tuna than peanut butter?
    \nI can … use graphs and other tools to solve word problems.
    \n\"Envision
    \nLook Back! What is the scale for this graph? How do you know the number of votes a bar represents when it is between two lines on this graph?<\/p>\n

    Essential Question<\/strong>
    \nHow Can You Solve Problems Question Using Graphs?<\/p>\n

    Visual Learning Bridge
    \nAngela wants Karli and Monique to have a total of 60 paper cranes. The bar graph shows how many paper cranes her friends already have. How many more paper cranes does Angela need to make for Karli and Monique to have 60 paper cranes in all?
    \n\"Envision
    \nThis problem has a hidden question!<\/p>\n

    Solve the hidden question.
    \nHow many paper cranes do Karli and Monique already have?
    \nUse the scale to find how many paper cranes Karli and Monique each have. Then add.
    \n\"Envision
    \nKarli has 30 paper cranes. Monique has 10 paper cranes.
    \n30 + 10 = 40
    \nTogether they have 40 paper cranes.<\/p>\n

    Solve the main question.
    \nHow many paper cranes does Angela need to make?
    \nSubtract the number of cranes the friends already have from the total.
    \n60 \u2013 40 = 20
    \nAngela needs to make 20 paper cranes.<\/p>\n

    Convince Me! Critique Reasoning Angela says, “I want llana and Elspeth to also have 60 cranes in all. I can subtract two times to find how many more cranes I need to make for them.\u201d Is Angela correct? Explain.<\/p>\n

    Guided Practice<\/strong><\/p>\n

    Do You Understand?<\/strong>
    \nQuestion 1.
    \nLook at the graph on the previous page. Explain whether you would add, subtract, multiply, or divide to find how many more paper cranes Karli already has than Monique.
    \nAnswer:
    \n\"Envision
    \nNumber of Paper Cranes Karli has = 30
    \nNumber of Paper Cranes Monique has = 10
    \nTo find how many more paper cranes Karli has than Monique
    \nwe subtract Monique paper cranes from Karli’s paper cranes
    \n30 – 10 = 20<\/p>\n

    Karli has 20 more<\/strong> paper cranes than Monique.<\/p>\n

    Question 2.
    \nHow does a bar graph help you compare data?
    \nAnswer:
    \nA bar diagram makes it easy to compare sets of data between different groups at a glance. The graph represents categories on one axis and a discrete value in the other. The goal is to show the relationship between the two axes.<\/p>\n

    Do You Know How?<\/strong>
    \nIn 3, use the bar graph.
    \n\"Envision
    \nQuestion 3.
    \nHow many more miles did Hal and Victor ride together than Rosita?
    \nAnswer:
    \nNumber of miles Hal rode = 20 miles
    \nNumber of miles Victor rode = 20 miles
    \nTotal number of miles Hal and Victor rode together = 20 + 20 = 40 miles.
    \nNumber of miles Rosita rode = 35 miles
    \n35 miles because it is represented between 30 and 40 miles bar line in the bar graph.
    \nNumber of more miles Hal and victor ride together than Rosita = 40 miles – 35 miles = 5 miles.<\/p>\n

    Independent Practice<\/strong><\/p>\n

    In 4-6, use the picture graph at the right.
    \n\"Envision<\/p>\n

    Question 4.
    \nHow many more red T-shirts were sold at Ultimate T than at Jazzy’s?
    \nAnswer:
    \nYou see
    \nFull T-shirt = 10 T-shirts
    \nHalf T-shirt = 5 T-shirts
    \nNumber of red T-shirts sold at Ultimate T = 2 full T-shirts and 1 half T-shirt = 10+10+5 = 25 T-shirts
    \nNumber of red T-shirts sold at Jazzy’s =2 full T-shirts = 10 +10 =20 T-shirts
    \nNumber of more red T-shirts sold at Ultimate T than at Jazzy’s = 25 – 20 = 5 T-shirts.<\/p>\n

    Question 5.
    \nHow many fewer green T-shirts were sold at Jazzy’s than at Ultimate T?
    \nAnswer:
    \nFull T-shirt = 10 T-shirts
    \nHalf T-shirt = 5 T-shirts
    \nNumber of green T-shirts sold at Ultimate T = 3 full T-shirts = 10 + 10 + 10 = 30 T-shirts
    \nNumber of green T-shirts sold at Jazzy’s = 1 half T-shirt = 5 T-shirt
    \nNumber of fewer green T-shirts were sold at Jazzy’s than at Ultimate T = 30 – 5 = 25 T-shirts.
    \n25 <\/strong>fewer green T-shirts were sold at Jazzy’s than at Ultimate T.<\/p>\n

    Question 6.
    \nHow many more blue and red T-shirts combined were sold at Jazzy’s than green T-shirts were sold at Ultimate T?
    \nAnswer:
    \nNumber of Blue T-shirts sold at Jazzy’s = 2 full T-shirts and 1 half T-shirt = 10+10+5 = 25 T-shirts
    \nNumber of red T-shirts sold at Jazzy’s =2 full T-shirts = 10 +10 = 20 T-shirts
    \nTotal number of Blue and red T-shirts combined were sold at Jazzy’s = 25 + 20 = 45 T-shirts
    \nNumber of green T-shirts were sold at Ultimate T = 3 full T-shirts = 10 + 10 + 10 = 30 T-shirts
    \nNumber of more blue and red T-shirts combined were sold at Jazzy’s than green T-shirts were sold at Ultimate T =
    \n= 45 – 30 = 15 T-shirts.<\/strong><\/p>\n

    Problem Solving<\/strong><\/p>\n

    In 7-9, use the bar graph at the right.
    \n\"Envision
    \nQuestion 7.
    \nNumber Sense<\/strong> How many people voted for their favorite type of exercise? How can you find the answer?
    \nAnswer:
    \nHere three types of exercises are given
    \nJogging
    \nSwimming
    \nGymnastics
    \nNumber of people voted for Jogging = 6
    \nNumber of people voted for Swimming = 14
    \nNumber of people voted for Gymnastics = 12
    \nTotal number of people who voted for their favorite exercises = 6 + 14 + 12 = 32.
    \n32 people voted for their favorite exercises.
    \nBy adding<\/strong> the votes of all the exercises gives the answer to find people voted for their favorite exercise.<\/p>\n

    Question 8.
    \nConstruct Arguments<\/strong> How many more people voted for gymnastics than for jogging? How do you know?
    \nAnswer:
    \nNumber of people voted for Jogging = 6
    \nNumber of people voted for Gymnastics = 12
    \nBy subtracting votes of jogging from gymnastics
    \nwe find
    \nNumber of more people voted for gymnastics than for jogging = 12 – 6 = 6 votes.
    \n6<\/strong> more people voted for gymnastics than for jogging.<\/p>\n

    Question 9.
    \nHow many fewer people voted for swimming than for gymnastics and jogging combined?
    \nAnswer:
    \nNumber of people voted for Jogging = 6
    \nNumber of people voted for Gymnastics = 12
    \nTotal number of votes for gymnastics and jogging combined = 12 + 6 = 18 votes.
    \nNumber of people voted for Swimming = 14
    \nSubtracting<\/strong> votes for Swimming from gymnastics and jogging combined
    \nNumber of\u00a0 fewer people voted for swimming than for gymnastics and jogging combined = 18 – 14 = 4
    \n4 fewer<\/strong> people voted for swimming than for gymnastics and jogging combined.<\/p>\n

    Question 10.
    \nLeslie delivers papers on weekdays and Saturdays. She delivers 6 papers each weekday and 16 papers on Saturday. How many papers does Leslie deliver during the entire week?
    \nAnswer:
    \nA week has 7 days
    \n5 weekdays
    \n2 = weekends -Saturday and Sunday
    \nNumber of papers Leslie delivers on weekday = 6 each
    \nTotal number of papers she delivers on all weekdays = 6 \u00d7 5 = 30 papers
    \nNumber of papers Leslie delivers on Saturday = 16 papers
    \nTotal number of papers Leslie deliver during the entire week = 30 + 16 = 46 papers.
    \nLeslie delivers 46 papers<\/strong> during the entire week.<\/p>\n

    Question 11.
    \nHigher Order Thinking<\/strong> What kinds of comparisons can you make when you look at a bar graph or a picture graph?
    \nAnswer:
    \nFewer , more , difference, adding<\/p>\n

    Assessment Practice<\/strong><\/p>\n

    Question 12.
    \nDaryl made a bar graph to record the number of books read by each member of a reading club. How many fewer books did Alice read than Sandra and Daryl combined?
    \n\"Envision
    \nA 6 books
    \nB. 8 books
    \nC. 10 books
    \nD. 12 books
    \nAnswer:
    \nNumber of books Alice read = 16 books
    \nNumber of books Sandra read = 8 books
    \nNumber of books Daryl read = 18 books
    \nTotal number of books Sandra and Daryl read combined = 18 + 8 = 26 books
    \nNumber of fewer books\u00a0 Alice read than Sandra and Daryl combined = 26 – 16 = 10 books.
    \nAlice read 10 fewer books than Sandra and Daryl combined.<\/p>\n

    Lesson 7.5 Problem Solving<\/h3>\n

    Precision<\/strong>
    \nSolve & Share<\/strong>
    \nAction books and mystery books cost $5 each. Biography books cost $10 each. A librarian has $100 to spend on new books. She collected some information about the kinds of books that students checked out to read last month.
    \nI can … be precise when solving math problems.
    \n\"Envision<\/p>\n

    Thinking Habits
    \nBe a good thinker! These questions can help you.<\/p>\n

      \n
    • Am I using numbers, units, and symbols appropriately?<\/li>\n
    • Am I using the correct definitions?<\/li>\n
    • Am I calculating accurately?<\/li>\n
    • Is my answer clear?
      \n\"Envision<\/li>\n<\/ul>\n

      Look Back! Be Precise How did you use words and symbols to explain your answer?<\/p>\n

      Essential Question<\/strong>
      \nHow Can You Be Precise When out Solving Math Problems?<\/p>\n

      Visual Learning Bridge
      \nBella has a bakery. She will use the bakery items at the right to make a gift basket worth $40. Bella wants the basket to have more than one of each bakery item. Show one way to make a gift basket.
      \n\"Envision
      \nWhat do I need to do to make a gift basket?
      \nI need to be precise. I will decide how many of each item to put in a basket so the total is exactly $40.<\/p>\n

      Here’s my thinking…<\/p>\n

      How can I be precise in solving this problem?
      \nI can<\/p>\n

        \n
      • correctly use the information given.<\/li>\n
      • calculate accurately.<\/li>\n
      • decide if my answer is clear and appropriate.<\/li>\n
      • use the correct units.<\/li>\n<\/ul>\n

        I will start with $40.
        \nI know how many of each item is available.
        \n3 wheat loaves \u00d7 $4 = $12
        \n$40 \u2013 $12 = $28<\/p>\n

        9 cinnamon buns \u00d7 $2 = $18
        \n$28 – $18 = $10<\/p>\n

        10 muffins \u00d7 $1 = $10
        \n$10 \u2013 $10 = $0
        \nAll calculations are correct. My gift basket has 3 wheat loaves, 9 cinnamon buns, and 10 muffins. The total is exactly $40.<\/p>\n

        Convince Me! Be Precise Is there another way to make a gift basket that totals exactly $40? Explain.<\/p>\n

        Guided Practice<\/strong><\/p>\n

        Be Precise<\/strong> Use the graph on the previous page. Suppose Bella wanted to make a gift basket worth $25 instead. The gift basket must also have more wheat loaves than muffins. Show one way Bella can make the gift basket.
        \n\"Envision
        \nQuestion 1.
        \nWhat given information will you use to solve?
        \nAnswer:
        \n\"Envision
        \nGiven
        \nBella wants a gift basket worth of $25
        \nShe wants more wheat loaves than muffins.
        \nUsing the list of items in the Bakery and the cost of the items. I will calculate the cost of the items and compare with the basket worth.<\/p>\n

        Question 2.
        \nShow and explain one way Bella can make the gift basket.
        \nAnswer:
        \nTotal worth of the gift basket = $25
        \nCost of Muffins = $1 each
        \nCost of Cinnamon Buns = $2 each
        \nCost of\u00a0 Wheat loaves = $4 each
        \nCost of\u00a0 4 Wheat loaves = 4 \u00d7 $ 4 = $16
        \nCost of the basket – cost of 4 Wheat loaves
        \n= $25 – $16
        \n= $9
        \nRemaining Amount = $9
        \nCost of 3 Cinnamon Buns = 3 \u00d7 $2 = $6
        \nRemaining Amount – Cost of 3 Cinnamon Buns
        \n= $9 – $6
        \n= $3
        \nRemaining Amount
        \nCost of 3 Muffins =3 \u00d7 $1 = $3
        \nRemaining Amount – Cost of 3 Muffins
        \n= $3 – $3
        \n= $0
        \nThe gift basket worth of $25 have 4 Wheat loaves , 3 Cinnamon Buns\u00a0 , 3 Muffins.<\/p>\n

        Independent Practice<\/strong><\/p>\n

        Be Precise<\/strong> Derek is making a tile pattern that will be 30 inches long. The graph shows how many of each length of tile Derek has. He wants to use more than one of each length of tile in his pattern. Show one way to make the pattern.
        \n\"Envision
        \nQuestion 3.
        \nWhat given information will you use to solve?
        \nAnswer:
        \nThe length of the tile pattern = 30 inches
        \nType of tiles Derek have
        \n3 in tile
        \n2 in tile
        \n4 in tile.
        \nNumber of tiles he have.
        \nNumber of 2 in tile he have = 5 tiles
        \nNumber of 3 in tile he have = 7 tiles
        \nNumber of 4 in tile he have = 6 tiles
        \nUse these information to solve the problem.<\/p>\n

        Question 4.
        \nShow and explain one way Derek can make the pattern.
        \nAnswer:
        \nThe length of the tile pattern = 30 inches
        \nType of tiles Derek have
        \n3 in tile
        \n2 in tile
        \n4 in tile.
        \nNumber of tiles he have.
        \nNumber of 2 in tile he have = 5 tiles
        \nNumber of 3 in tile he have = 7 tiles
        \nNumber of 4 in tile he have = 6 tiles
        \nTo make the tile pattern he wants to use more than one of each length of tile in his pattern.
        \nif we use 1 of each tile
        \nlength of all types of tiles\u00a0 = 2 inch + 3 inch + 4 inch = 9 inch
        \nTotal length of tile pattern = 30 inches
        \n= 30 inches – 9 inches = 21 inches.
        \nNow,
        \nTo make more 21 inches
        \n2 time length of all tiles = 2 \u00d7 9 = 18 inches
        \n= 18 inches +3 inch
        \n= 21 inches
        \nTotal types of tiles needed for the 30 inch tile pattern = Three 4 in tiles + Four 3 inch tile + Three 2 inch tiles
        \n=Three 4 in tiles + Four 3 inch tile + Three 2 inch tiles
        \n=( 3 \u00d7 4) + (4 \u00d73) + (2 \u00d7 3)
        \n= 12 + 12 + 6
        \n= 30 inches.<\/p>\n

        Problem Solving<\/strong><\/p>\n

        Performance Task
        \nPicture Planning
        \nMarta has $50 to spend on sketches. She wants to display them in an array of 3 rows, with 4 sketches in each row. Marta wants to include each type of sketch at least two times in her array.
        \n\"Envision<\/p>\n

        Question 5.
        \nReasoning<\/strong> How many sketches does Marta want?
        \nAnswer:
        \nMarta wants a array of 3 rows.
        \nEach row has 4 sketches in each row.
        \nNumber of sketches in the array = 3 \u00d7 4 = 12 sketches.
        \nMarta wants 12 sketches.<\/p>\n

        Question 6.
        \nMake Sense and Persevere What is a good plan for solving the problem?
        \nAnswer:
        \nAs Marta need 12 sketches. and she has\u00a0 $50 to spend on sketches.
        \nThere are three types of sketches and their cost
        \nPortrait = $10 each
        \nAnimals = $4 each
        \nLandscape =$2 each
        \nShe want each type at least two times in the array.
        \nCalculating the cost of each sketches and plan the sketches in the array.<\/p>\n

        Question 7.
        \nBe Precise<\/strong> Show one way Marta can buy sketches to make the array. Use math words and symbols to explain.
        \nBe precise when analyzing the symbols, words, and numbers displayed in a picture graph.
        \nAnswer:
        \nAs Marta need 12 sketches.
        \nAt least 2 sketches of each type in the array
        \n2 Portrait sketches = 2 \u00d7 $10 = $20
        \n2 Animal sketches = 2 \u00d7 $4 = $8
        \n2 Landscape sketches = 2 \u00d7 $2 = $4
        \nTotal number of sketches = 2 + 2 + 2 = 6
        \n6 more sketches remaining.
        \nAdding all the costs
        \n= $20\u00a0 + $8 + $4 = $32
        \nTotal amount Marta has = $50
        \n$50 – $32 = $18 remaining.
        \n$18 remaining for 6 more sketches
        \nwe can add
        \n=3 Animal sketch + 3 Landscape sketches
        \n$18 = (3 \u00d7 $4) + (3 \u00d7 $2)
        \n$18 = $12 + $6
        \n$18 = $18.
        \nTotal number of sketches in the Marta’s array = 2 Portrait + 5 Animal + 5 Landscape
        \n=(2 \u00d7 $10) + (5 \u00d7 $4) + (5 \u00d7 $2 )
        \n=$20 + $20 + $10
        \n=$50.<\/p>\n

        Question 8.
        \nGeneralize Suppose Marta wants to make an array of 4 rows, with 3 sketches in each row. Would your answer still work? Explain.
        \nAnswer:
        \nIf Marta wants to make a array of 4 rows and 3 sketches in each row.
        \nTotal sketches = 4 \u00d7 3 = 12 sketches.
        \nIn both the cases the total sketches are same. So, the answer will work in this case as well.
        \nJust the order of sketches changes.<\/p>\n

        Topic 7 Fluency Practice Activity<\/h3>\n

        Point & Tall<\/strong>
        \nFind a partner. Get paper and a pencil. Each partner chooses a different color: light blue or dark blue.<\/p>\n

        Partner 1 and Partner 2 each point to a black number at the same time. Both partners multiply those numbers.<\/p>\n

        If the answer is on your color, you get a tally mark. Partners then write the remaining facts in the fact family. Work until one partner has seven tally marks.
        \nI can… multiply and divide within 100.
        \n\"Envision<\/p>\n

        Topic 7 Vocabulary Review<\/h3>\n

        Understand Vocabulary<\/strong>
        \n\"Envision
        \nGraph A<\/p>\n

        Word List
        \n\u2022 data
        \n\u2022 frequency table
        \n\u2022 graph
        \n\u2022 key
        \n\u2022 scale
        \n\u2022 scaled bar graph
        \n\u2022 scaled picture graph
        \n\u2022 survey<\/p>\n

        \"Envision<\/p>\n

        Complete each sentence with scaled picture graph, scaled bar graph, key, or scale.
        \nQuestion 1.
        \nThe _________ in Graph A shows that each umbrella represents 2 days.
        \nAnswer:
        \nThe _Key__<\/strong> in Graph A shows that each umbrella represents 2 days.<\/p>\n

        Question 2.
        \nGraph A is a _________
        \nAnswer:
        \nGraph A is a __Scaled picture graph___.<\/strong><\/p>\n

        Question 3.
        \nThe ________ in Graph B increases by 5.
        \nAnswer:
        \nThe _Scale<\/strong>__ in Graph B increases by 5<\/p>\n

        Question 4.
        \nGraph B is a _________.
        \nAnswer:
        \nGraph B is a __scaled bar graph___.<\/strong><\/p>\n

        Write T for True or F for False.<\/strong><\/p>\n

        Question 5.
        \n________ A survey is the only way to collect data.
        \nAnswer:
        \nTrue<\/strong> A survey is the only way to collect data.<\/p>\n

        Question 6.
        \n________ A scaled bar graph has a key.
        \nAnswer:
        \nFalse <\/strong>A scaled bar graph has a key.<\/p>\n

        Question 7.
        \n________ Data from a frequency table can be used to make a scaled bar graph.
        \nAnswer:
        \nTrue <\/strong>Data from a frequency table can be used to make a scaled bar graph.<\/p>\n

        Use Vocabulary in Writing
        \nQuestion 8.
        \nSuppose you found out the number and type of pets your classmates have. Explain how you can display that information. Use at least 3 terms from the Word List in your answer.
        \nAnswer:
        \nGiven data
        \nNumber of pets
        \nType of pets.
        \nI will be using a scaled bar graph with number of pets on one axis and type of pets on the other axis. The scale range and key depends on the data collected by the survey.<\/p>\n

        Topic 7 Reteaching<\/h3>\n

        Set A pages 253-256<\/strong><\/p>\n

        Picture graphs use pictures or parts of pictures to represent data.
        \n\"Envision
        \nBar graphs use bars to represent data. You can use a scale to find how much a bar represents.
        \n\"Envision
        \nEach line in this bar graph represents 2 votes.<\/p>\n

        Remember<\/strong> to use a key or scale. The number of pictures in picture graphs and the lengths of bars in bar graphs help to compare data.<\/p>\n

        In 1-3, use the picture graph on the left.
        \nQuestion 1.
        \nHow many more baseball caps are on sale than racing caps?
        \nAnswer:
        \n1 full cap represents 10 caps
        \n1 half cap represents 5 caps
        \nNumber of baseball caps on sale = 3 full + 1 half = 10+10+10+5= 35 caps
        \nNumber of Racing caps on sale = 2 full caps = 10 + 10 = 20 caps.
        \nSubtracting racing caps from baseball caps
        \nNumber of more baseball caps are on sale than racing caps =\u00a0 35 caps – 20 caps = 15 caps
        \nThere are 15 more<\/strong> baseball caps are on sale than racing caps.<\/p>\n

        Question 2.
        \nHow many more baseball caps are on sale than basketball and racing caps combined?
        \nAnswer:
        \nNumber of basketball caps on sale = 1 full cap = 10 caps
        \nNumber of Racing caps on sale = 2 full caps = 10 + 10 = 20 caps.
        \nTotal number of basketball and racing caps combined = 10 + 20 = 30 caps.
        \nNumber of baseball caps on sale = 3 full + 1 half = 10+10+10+5= 35 caps
        \nNumber of more baseball caps are on sale than basketball and racing caps combined = 35 caps – 30 caps = 5 caps.
        \nThere are 5 more<\/strong> baseball caps are on sale than basketball and racing caps combined.<\/p>\n

        Question 3.
        \nHow many fewer basketball caps are on sale than baseball caps?
        \nAnswer:
        \nNumber of basketball caps on sale = 1 full cap = 10 caps
        \nNumber of baseball caps on sale = 3 full + 1 half = 10+10+10+5= 35 caps.
        \nNumber of fewer basketball caps are on sale than baseball caps = 35 – 10 = 25 caps
        \nThere are 25 fewer<\/strong> basketball caps are on sale than baseball caps.<\/p>\n

        In 4-7, use the bar graph on the left.
        \nQuestion 4.
        \nWhich color got the most votes? How many votes did that color get?
        \nAnswer:
        \n\"Envision
        \nRed color got the most votes.
        \n11 people voted for red color.<\/p>\n

        Question 5.
        \nHow many fewer votes were for yellow than for green?
        \nAnswer:
        \nNumber of votes for yellow = 3 votes
        \nNumber of votes for green = 10 votes
        \nNumber of fewer votes for yellow than for green = 10 – 3 = 7 votes.
        \nThere are 7 fewer<\/strong> votes for yellow than for green.<\/p>\n

        Question 6.
        \nHow many more votes were for red than for blue?
        \nAnswer:
        \nNumber of votes for red\u00a0 = 11 votes
        \nNumber of votes for\u00a0 blue = 8 votes
        \nNumber of more votes to red than for blue = 11 – 8 = 3 votes.
        \nThere are 3 more<\/strong> votes for red than for blue.<\/p>\n

        Question 7.
        \nWhat is the difference between the votes for red and the votes for blue and yellow combined?
        \nAnswer:
        \nNumber of votes for\u00a0 blue = 8 votes
        \nNumber of votes for yellow = 3\u00a0 votes
        \nTotal number of votes for blue and yellow combined = 8\u00a0 + 3 = 11 votes
        \nNumber of votes for red\u00a0 = 11 votes
        \nThe difference between the votes for red and the votes for blue and yellow combined = 11 – 11 = 0 votes.
        \nThere is 0 difference<\/strong> between the votes for red and the votes for blue and yellow combined.<\/p>\n

        Set B pages 257-264<\/strong><\/p>\n

        This frequency table shows data about the number of coins Mark has.
        \n\"Envision
        \nYou can use the data to make a picture graph. Picture graphs include a title, symbol, and a key to show the scale.
        \n\"Envision
        \nIn this picture graph, each symbol equals 2 coins. You also can use the data to make a bar graph.
        \n1. Label the bottom and side of the graph.
        \n2. Choose a scale.
        \n3. Draw a bar for each type of coin.
        \n4. Include a title.
        \n\"Envision<\/p>\n

        Remember<\/strong> that a frequency table includes tally marks or numbers. A picture graph uses pictures to show data.<\/p>\n

        In 1 and 2, use the frequency table below.
        \nDan’s class voted for their favorite pet. The results are shown in this frequency table.
        \n\"Envision
        \nQuestion 1.
        \nComplete the frequency table.
        \nAnswer:
        \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Topic-7-Reteaching-Set-B<\/p>\n

        Question 2.
        \nUse the data in the frequency table to make a picture graph.
        \nAnswer:
        \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Topic-7-Reteaching-Set-B<\/p>\n

        Question 3.
        \nUse the data in the table to make a bar graph.
        \nAnswer:
        \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Topic-7-Reteaching-Set-B<\/p>\n

        Set C pages 265-268<\/strong><\/p>\n

        You can use data from bar graphs or picture graphs to draw conclusions.
        \nIn a picture graph, Erica recorded the number of magazines she read. How many more magazines did she read in April and May combined than in June?
        \n\"Envision
        \nYou can solve 2-step data problems.
        \nThere are 6 symbols for April and May.
        \nThere are 3 symbols for June.
        \n6 \u2013 3 = 3. There are 3 more symbols for April and May.
        \nEach symbol represents 2 magazines. 3 \u00d7 2= 6. Erica read 6 more magazines in April and May than in June.<\/p>\n

        Remember<\/strong> you can use tables and graphs to make comparisons. Sometimes you need to find and answer hidden questions.<\/p>\n

        In 1-6, use the picture graph below.
        \n\"Envision
        \nQuestion 1.
        \nHow many more maple trees than elm trees are there?
        \nAnswer:
        \n1 Tree symbol = 6 trees
        \nNumber of Maple trees = 6 Tree = 6 \u00d7 6 = 36 trees.
        \nNumber of elm trees = 2 Tree = 2 \u00d7 6 = 12 trees.
        \nNumber of more maple trees than elm trees = 36 – 12 = 24 trees.
        \nThere are 24 more<\/strong> maple trees than elm trees.<\/p>\n

        Question 2.
        \nHow many fewer beech trees are there than maple trees?
        \nAnswer:
        \nNumber of beech trees = 5 Tree = 5 \u00d7 6 trees = 30 trees
        \nNumber of Maple trees = 6 Tree = 6 \u00d7 6 trees = 36 trees.
        \nNumber of fewer beech trees are there than maple trees = 36 – 30 = 6 trees.
        \nThere are 6 fewer<\/strong> beech trees are there than maple trees.<\/p>\n

        Question 3.
        \nHow many trees are NOT maple trees?
        \nAnswer:
        \nNumber of elm trees = 2 Tree = 2 \u00d7 6 = 12 trees.
        \nNumber of beech trees = 5 Tree = 5 \u00d7 6 trees = 30 trees.
        \nNumber of Oak trees = 3 Tree = 3 \u00d7 6 trees = 18 trees.
        \nTotal number of trees which are NOT Maple trees = elm trees + beech trees + Oak trees
        \n= 12 + 30 + 18
        \n= 60 trees.
        \nThere are 60 trees which are NOT Maple\u00a0 \u00a0trees.<\/p>\n

        Question 4.
        \nHow many more maple and beech trees combined are there than oak trees?
        \nAnswer:
        \nNumber of beech trees = 5 Tree = 5 \u00d7 6 trees = 30 trees.
        \nNumber of Maple trees = 6 Tree = 6 \u00d7 6 trees = 36 trees.
        \nTotal number of maple and beech trees combined = 36 + 30 = 66 trees.
        \nNumber of Oak trees = 3 Tree = 3 \u00d7 6 trees = 18 trees.
        \nNumber of more maple and beech trees combined are there than oak trees = 66 – 18 = 48 trees.<\/p>\n

        Question 5.
        \nHow many fewer oak trees are there than beech and elm trees combined?
        \nAnswer:
        \nNumber of beech trees = 5 Tree = 5 \u00d7 6 trees = 30 trees.
        \nNumber of elm trees = 2 Tree = 2 \u00d7 6 = 12 trees.
        \nTotal number of beech and elm trees combined = 30 + 12 = 42 trees.
        \nNumber of Oak trees = 3 Tree = 3 \u00d7 6 trees = 18 trees.
        \nNumber of fewer oak trees are there than beech and elm trees combined = 42 – 18 = 24 trees.
        \nThere are 24 fewer<\/strong> oak trees are there than beech and elm trees combined.<\/p>\n

        Question 6.
        \nIf the city wants to have 24 elm trees, how many more elm trees does it need to plant? Explain how to solve.
        \nAnswer:
        \nNumber of elm trees = 2 Tree = 2 \u00d7 6 = 12 trees.
        \nTotal number of elm trees city wants = 24 trees.
        \nNumber of more elm trees\u00a0 need to plant = 24 – 12 = 12 trees.
        \nThe city needs 12 more elm trees to plant. and
        \n2 TREE to be added to the picture graph to make it 24 trees.<\/p>\n

        Set D pages 269-272<\/strong><\/p>\n

        Think about these questions to help you attend to precision.
        \nThinking Habits<\/p>\n

          \n
        • Am I using numbers, units, and symbols appropriately?<\/li>\n
        • Am I using the correct definitions?<\/li>\n
        • Am I calculating accurately?<\/li>\n
        • Is my answer clear?
          \n\"Envision<\/li>\n<\/ul>\n

          Remember<\/strong> to use words, numbers, and symbols to show your reasoning.<\/p>\n

          In 1 and 2, use the bar graph at the left to solve.
          \nJackie has $50 to spend on books. She has made a bar graph to show the number of each type of book the store has in stock. Jackie wants to buy at least 2 of each type of book. Show one way Jackie can spend $50 on books.
          \nAction books cost $5.
          \nBiographies cost $10.
          \nMysteries cost $5.
          \nQuestion 1.
          \nWhat given information will you use to solve the problem?
          \nAnswer:
          \nFrom the bar graph we know
          \nTypes of books and the number of books.
          \nCost of each type of books in the store.
          \nTotal amount Jackie can spend on books = $50.<\/p>\n

          Question 2.
          \nShow one way Jackie can spend $50 on books. Use math words and symbols to explain your thinking.
          \nAnswer:<\/p>\n

            \n
          • \"Envision
            \nAction books cost $5.
            \nBiographies cost $10.
            \nMysteries cost $5.<\/li>\n<\/ul>\n

            Number of Action books = 4
            \nNumber of Mystery books = 5
            \nNumber of Biography books = 7
            \nTotal money Jackie have = $50
            \nGiven that Jackie wants to buy at least 2 of each type of book.
            \ncost of 2 action books = 2 \u00d7 $5 = $10
            \n$50 – $10 = $40
            \nRemaining money =$40
            \nCost of 2 Mystery books = 2 \u00d7 $5 = $10
            \n$40 – $10 = $30
            \nCost of 2 Biography books = 2 \u00d7 $10 = $20
            \n$30 – $20 = $10
            \nRemaining money after buys 2 books of each type = $10.
            \nHere are two probabilities
            \nJackie may buy 2 Action books or 2 Mystery books or 1 Action and 1 mystery book or 1 Biography book.
            \nHere are the ways Jackie spend her $50 buying books.
            \n4 Action books + 2 Mystery books + 2 Biography books = 20 + 10 + 20 = 50
            \n2 Action books + 4 Mystery books + 2 Biography books = 10 + 20 + 20 = 50
            \n3 Action books + 3 Mystery books + 2 Biography books = 15 + 15 + 20 = 50
            \n2 Action books + 2 Mystery books + 3 Biography books = 10 + 10 + 30 = 50<\/p>\n

            Topic 7 Assessment Practice<\/h3>\n

            Question 1.
            \nUse the data from the frequency table to make a picture graph.
            \n\"Envision
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Topic-7-Assessment-Practice-Question-1\"<\/p>\n

            B. Draw a picture graph.
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Topic-7-Assessment-Practice-Question-2\"<\/p>\n

            Question 2.
            \nUse the data from the picture graph you made in Question 1. How many students did NOT choose turkey as their favorite sandwich?
            \nA. 10
            \nB. 13
            \nC. 12
            \nD. 14
            \nAnswer:
            \nThere are 4 types of sandwiches.
            \nTurkey, Ham, Tuna, Egg
            \nNumber of Ham sandwiches = 6
            \nNumber of Tuna sandwiches = 2
            \nNumber of Egg sandwiches = 4
            \nTotal number of sandwiches which are not Turkey = 6 + 2 + 4 = 12 sandwiches.<\/p>\n

            Question 3.
            \nJamie’s class made a picture graph to show how many hours they volunteered each week. In which week or weeks did the class volunteer 9 hours?
            \n\"Envision
            \nA. Week 1
            \nB. Week 2
            \nC. Week 3
            \nD. Weeks 1 and 3
            \nAnswer:
            \n1 full clock = 2 hours
            \n1 half clock = 1 hour
            \nNumber of hours volunteered in week 1 = 5 full clock = 5 \u00d7 2 hours = 10 hours.
            \nNumber of hours volunteered in week 2 = 4 full and 1 half clock = (4 \u00d7 2 hours) + (1 \u00d7 1 hour) = 8 + 1 = 9 hours.
            \nNumber of hours volunteered in week 3 = 3 full and 1 half clock = (3 \u00d7 2 hours ) + (1 \u00d7 1 hour ) = 6 + 1 = 7 hours.
            \nIn Week 2\u00a0 Jamie’s class volunteered 9 hours.<\/strong><\/p>\n

            Question 4.
            \nLook at the picture graph above. How many total hours did the class volunteer?
            \nAnswer:
            \nNumber of hours volunteered in week 1 = 5 full clock = 5 \u00d7 2 hours = 10 hours.
            \nNumber of hours volunteered in week 2 = 4 full and 1 half clock = (4 \u00d7 2 hours) + (1 \u00d7 1 hour) = 8 + 1 = 9 hours.
            \nNumber of hours volunteered in week 3 = 3 full and 1 half clock = (3 \u00d7 2 hours ) + (1 \u00d7 1 hour ) = 6 + 1 = 7 hours.
            \nTotal number of hours class volunteer = 10 hours + 9 hours + 7 hours = 26 hours.<\/p>\n

            Question 5.
            \nHow many more hours did the class volunteer in Weeks 2 and 3 combined than in Week 1?
            \nAnswer:
            \nNumber of hours volunteered in week 1 = 5 full clock = 5 \u00d7 2 hours = 10 hours.
            \nNumber of hours volunteered in week 2 = 4 full and 1 half clock = (4 \u00d7 2 hours) + (1 \u00d7 1 hour) = 8 + 1 = 9 hours.
            \nNumber of hours volunteered in week 3 = 3 full and 1 half clock = (3 \u00d7 2 hours ) + (1 \u00d7 1 hour ) = 6 + 1 = 7 hours.
            \nNumber of hours class volunteer in Weeks 2 and 3 combined = 9 hours + 7 hours = 16 hours.
            \nNumber of more hours the class volunteer in Weeks 2 and 3 combined than in Week 1 = 16 hours – 10 hours = 6 hours\u00a0<\/strong>
            \nThe class volunteer in Weeks 2 and 3 combined than in Week 1<\/p>\n

            Question 6.
            \nMr. Thomas’s class made a bar graph of the number of brothers and sisters each student has. How many students in the class have 1 brother or sister?
            \n\"Envision
            \nA. 1
            \nB. 2
            \nC. 5
            \nD. 7
            \nAnswer:
            \n5 students have 1 brother or sister. The bar is represented with purple color.<\/p>\n

            Question 7.
            \nCompare students with 3 brothers and sisters and students with O brothers and sisters. How many more students have 3 brothers and sisters?
            \n________ more student(s)
            \nAnswer:
            \nNumber of students having 3 brothers and sisters = 7 students.
            \nNumber of students having 0 brothers and sisters = 2 students.
            \nNumber of more students have 3 brothers and sisters = 7 – 2 = 5 students.
            \n5 more<\/strong> students have 3 brothers and sisters.<\/p>\n

            Question 8.
            \nHow many students in the class have 2 or more brothers and sisters?
            \nAnswer:
            \nNumber of students having 2 brother and sisters = 7 students
            \nNumber of students having 3 brothers and sisters = 7 students
            \nNumber of students having 4 brothers and sisters = 2 students
            \nNumber of students having 5 brothers and sisters = 1 students
            \nTotal number of students having 2 or more brothers and sisters = 7 + 7 + 2 + 1 = 17 students.<\/p>\n

            Question 9.
            \nBeth is making a bar graph to compare how many marbles of each color she has. She has 25 blue marbles, 35 red marbles, 5 green marbles, and 15 yellow marbles. Which scale makes the most sense for Beth to use with her graph?
            \nA. Each grid line equals 1 marble.
            \nB. Each grid line equals 2 marbles.
            \nC. Each grid line equals 5 marbles.
            \nD. Each grid line equals 20 marbles.
            \nAnswer:
            \n25 , 35, 5, 15 all these are in the multiples of 5. So, the grid line equals 5 marbles.
            \n25 = 5 \u00d7 5 grid line
            \n35 = 5 \u00d7 7 grid line
            \n5 =\u00a0 5 \u00d7 1 grid line
            \n15 = 5 \u00d7 3 grid line<\/p>\n

            Question 10.
            \nUse the information in Question 9 to make a bar graph of Beth’s marbles.
            \n\"Envision
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Topic-7-Assessment-Practice-Question-10\"<\/p>\n

            Question 11.
            \nSelect all the statements that are true. Use the information from Question 9.
            \n\u2610 Beth has more green and yellow marbles combined than blue ones.
            \n\u2610 Beth has as many blue and yellow marbles combined as red ones.
            \n\u2610 Beth has more red marbles than blue and green ones combined.
            \n\u2610 Beth has fewer yellow marbles than blue and green ones combined.
            \n\u2610 Beth has fewer red marbles than green and yellow ones combined.
            \nAnswer:
            \n25 blue marbles, 35 red marbles, 5 green marbles, and 15 yellow marbles
            \n1. Beth has more green and yellow marbles combined than blue ones.
            \nGreen and yellow = 5 + 15 = 20 , blue = 25
            \n25 – 20 = 5 marbles.
            \n5 fewer marbles.
            \nFalse<\/strong> Beth has\u00a0 more green and yellow marbles combined than blue ones.
            \n2. Beth has as many blue and yellow marbles combined as red ones
            \nblue and yellow = 25 + 15 = 40 marbles , red = 35 marbles.
            \nFalse<\/strong> Beth has as many blue and yellow marbles combined as red ones.
            \n3. Beth has more red marbles than blue and green ones combined.
            \nRed marbles = 35 marbles , blue and green combined = 25 + 5 = 30 marbles.
            \n35 – 30 = 5 marbles
            \nTrue<\/strong> Beth has 5 more red marbles than blue and green ones combined.
            \n4 . Beth has fewer yellow marbles than blue and green ones combined.
            \nblue and green combined = 25 + 5 = 30 marbles , yellow marbles = 15 marbles
            \n30 – 15 = 15 marbles.
            \nTrue <\/strong>Beth has 15 fewer yellow marbles than blue and green ones combined.
            \n5. Beth has fewer red marbles than green and yellow ones combined.
            \ngreen and yellow ones combined = 5 + 15 = 20 marbles , red marbles = 35 marbles.
            \n35 – 20 = 15 marbles.
            \nFalse .<\/strong><\/p>\n

            Question 12.
            \nThe school had a fundraiser in the first part of the school year. In which month did the school make the most money?
            \n\"Envision
            \nA. September
            \nB. October
            \nC. November
            \nD. December
            \nAnswer:
            \nAmount of fund raised in September = $35
            \nAmount of fund raised in October = $25
            \nAmount of fund raised in November = $50
            \nAmount of fund raised in December = $40
            \nThe school make the most money in November of $50.<\/p>\n

            Question 13.
            \nLook at the bar graph above. Suppose $45 was raised in January. Where would the bar end?
            \nAnswer:
            \nIf the money raised $45 in January it would end put between 40 and 50 grid line.<\/p>\n

            Question 14.
            \nDid the school earn more money in September and October combined than in November? Explain.
            \nAnswer:
            \nAmount of fund raised in September = $35
            \nAmount of fund raised in October = $25
            \nTotal money earned in September and October combined\u00a0 = $35 +$25 = $60.
            \nAmount of fund raised in November = $50
            \nAmount of more money earned in September and October combined than in November = $60 – $50 = $10.
            \nSchool earned $10 of more money earned in September and October combined than in November.<\/p>\n

            Question 15.
            \nThe frequency table below shows the time Kelly jumped rope during the week. Use the data to make a picture graph.
            \n\"Envision
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Topic-7-Assessment-Practice-Question-15-A\"<\/p>\n

            B. Draw a picture graph.
            \n\"Envision
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Topic-7-Assessment-Practice-Question-15-B\"<\/p>\n

            Question 16.
            \nLook at the picture graphs below. Which type of book was chosen by the same number of students in each class?
            \n\"Envision
            \nA. Adventure
            \nB. Mystery
            \nC. Nonfiction
            \nD. Not here
            \nAnswer:
            \nFull book = 2 students and Half book = 1 student
            \nIn Class A picture graph
            \nNumber of students choose Nonfiction types of books\u00a0 = 2 full and 1 half = (2 \u00d7 2) + 1 = 5 students.
            \nIn Class B picture graph
            \nNumber of Nonfiction types of books choose = 2 full and 1 half = (2 \u00d7 2) + 1 = 5 students.<\/p>\n

            Question 17.
            \nHow many students in Classes A and B chose mystery as their favorite type of book?
            \nAnswer:
            \nNumber of students in class A chose Mystery type of book = 5 Full = 5 \u00d7 2 = 10 students
            \nNumber of students in class B chose Mystery type of book = 4 full and 1 half = (4 \u00d7 2) + 1 = 8 + 1 = 9 students.
            \nTotal number of students in Classes A and B chose mystery as their favorite type of book = 10 + 9 = 19 students.<\/p>\n

            Question 18.
            \nA. Ellie has $22 to spend on art supplies. She wants to buy at least one canvas, one tube of paint, and one brush. Which art supplies can she buy if she spends all of her money?
            \n\"Envision
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Topic-7-Assessment-Practice-Question-18-A\"
            \nShe can buy 3 canvas , 2 tube of paint and 2 brushes.<\/p>\n

            B. Describe the given information and solve the problem. Explain your thinking and show the supplies she can buy on the bar graph.
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Topic-7-Assessment-Practice-Question-18-B\"<\/p>\n

            Topic 7 Performance Task<\/h3>\n

            Twisting Balloons Miles twisted balloons into different animals at his daughter’s birthday party. The Balloons Used picture graph shows the different color balloons he used.<\/p>\n

            Use the Balloons Used picture graph to answer Questions 1 and 2.
            \n\"Envision
            \nQuestion 1.
            \nHow many more green balloons than yellow balloons did Miles use? Explain.
            \nAnswer:
            \none Balloon = 2 balloons
            \nNumber of green balloons Miles used = 3 Balloons = 3 \u00d7 2 balloons = 6 balloons
            \nNumber of yellow balloons Miles used = 2 Balloons = 2 \u00d7 2 balloons = 4 balloons
            \nNumber of more green balloons \u00a0Miles used\u00a0 than yellow balloons\u00a0 = 6 – 4 = 2 balloons.
            \nMiles used 2 more green balloons than yellow balloons.<\/p>\n

            Question 2.
            \nHow many fewer blue balloons were used than all of the other colors combined? Explain.
            \nAnswer:
            \nNumber of blue balloons Miles used =5 Balloons = 5 \u00d7 2 balloons = 10 balloons
            \nNumber of brown balloons Miles used = 2 Balloons = 2 \u00d7 2 balloons = 4 balloons
            \nNumber of green balloons Miles used = 3 Balloons = 3 \u00d7 2 balloons = 6 balloons
            \nNumber of yellow balloons Miles used = 2 Balloons = 2 \u00d7 2 balloons = 4 balloons
            \nTotal number of green, yellow and brown balloons Miles used combined = 4 + 6 + 4 = 14 balloons.
            \nNumber of fewer blue balloons were used than all of the other colors combined = 14 – 10 = 4 balloons.
            \n4 fewer<\/strong> blue balloons were used than all of the other colors combined.<\/p>\n

            Use the Balloons Used picture graph and the Balloons Bought bar graph to answer Question 3.
            \n\"Envision
            \nQuestion 3.
            \nHow many balloons does Miles have left? Complete the table below.
            \n\"Envision
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Topic-7-Performance-Task-Question-3\"<\/p>\n

            Use your response to Question 3 to answer Question 4.
            \nQuestion 4.
            \nComplete the bar graph to show how many balloons are left.<\/p>\n

            The Balloon Shapes and Colors table shows the number and color of balloons Miles needs to use to make each balloon animal. Use your response to Question 4 and the Balloon Shapes and Colors table to answer Question 5.
            \n\"Envision
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Topic-7-Performance-Task-Question-4\"<\/p>\n

            Question 5.
            \nMiles plans to use all of the balloons that are left and wants to make at least one of each balloon animal. Make a picture graph to show one way Miles can finish using the balloons.
            \n\"Envision<\/p>\n

            Part A
            \nCircle the key you will use.
            \n\"Envision
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Topic-7-Performance-Task-Question-5-A\"<\/p>\n

            Part B
            \nComplete the picture graph and explain how you solved the problem.
            \n\"Envision
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-7-Represent-and-Interpret-Data-Topic-7-Performance-Task-Question-5-B\"<\/p>\n","protected":false},"excerpt":{"rendered":"

            Go through the\u00a0enVision Math Common Core Grade 3 Answer Key\u00a0Topic 7 Represent and Interpret Data\u00a0regularly and improve your accuracy in solving questions. enVision Math Common Core 3rd Grade Answers Key Topic 7 Represent and Interpret Data Essential Question: How can data be represented, analyzed, and interpreted? enVision STEM Project: Seasons Do Research Use the Internet …<\/p>\n","protected":false},"author":1,"featured_media":25589,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"https:\/\/envisionmathanswerkey.com\/wp-content\/uploads\/2021\/06\/enVision-Math-Common-Core-Grade-3-Answer-Key-Topic-7-Represent-and-Interpret-Data.png","_links":{"self":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/6248"}],"collection":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/comments?post=6248"}],"version-history":[{"count":4,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/6248\/revisions"}],"predecessor-version":[{"id":27935,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/6248\/revisions\/27935"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media\/25589"}],"wp:attachment":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media?parent=6248"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/categories?post=6248"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/tags?post=6248"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}