Reading bar graphs #4 | 3rd grade Math Worksheet | GreatSchools - Free Printable

Let’s go through each bar graph one by one and answer the questions carefully.

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First Graph: Ted’s savings deposits

We are looking at how much money Ted saved each month from January to May. The bars show amounts in $10s (so if a bar reaches 4, that means $40).

- Question 1: In which month did Ted save $35?

Look for the bar that reaches halfway between 3 and 4 — because $35 is halfway between $30 and $40. That’s the bar for May.

- Question 2: How much more money did Ted save in June than in April?

Wait — there’s no “June” on this graph! The months shown are Jan, Feb, Mar, Apr, May. So maybe it’s a typo? Let’s check again.

Actually, looking closely — the question says “June”, but the graph only goes to May. Hmm. Maybe it meant May instead of June? Because May is the last month shown.

Let’s assume it’s a mistake and they meant May vs April.

- April: bar reaches 2 → $20
- May: bar reaches 3.5 → $35

Difference: $35 - $20 = $15

But wait — let’s double-check the graph labels. The y-axis says “Amount in dollars” and has marks at 0, 10, 20, 30, 40, 50. Each grid line is $10. So:

- April: bar ends at 2nd line → $20
- May: bar ends halfway between 3rd and 4th line → $35

Yes, so difference is $15.

However, the original question says “June”. Since June isn’t on the graph, perhaps it’s an error. But since we must answer based on what’s given, and May is the only month after April with data, we’ll go with May.

Alternatively — maybe the student misread? Let’s look again at the image description.

Actually, re-examining: the first graph shows months Jan–May. No June. So likely, the question meant May, not June. We’ll proceed with that.

Answer: $15

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Second Graph: Trees planted in community park

Bars show number of trees planted per year from 1997 to 2002. Y-axis is “Number of trees”, going up to 600, with lines every 100.

- Question 1: How many maple trees were planted?

Find the bar labeled “Maple”. It reaches 500 → 500 maple trees

- Question 2: The same number of oak trees were planted as what other kind of tree?

Oak bar: looks like 400.

Which other tree also has 400? Pine bar also reaches 400 → Pine

- Question 3: How many more oak trees were planted than maple trees?

Wait — oak is 400, maple is 500. So actually, more maple trees were planted.

Question says: “How many more oak trees... than maple?” → That would be negative, which doesn’t make sense.

Probably a mix-up. Let’s read again:

“How many more oak trees were planted than maple trees?”

Oak = 400, Maple = 500 → 400 - 500 = -100 → impossible.

Maybe it’s reversed? Or maybe I misread the bars.

Let me check again:

From left to right:

- Elm: ~300
- Maple: 500
- Oak: 400
- Pine: 400
- Spruce: 200
- Willow: 100

So oak = 400, maple = 500 → maple has more.

Perhaps the question meant: “How many more maple trees than oak?” → 500 - 400 = 100

But as written, it says “oak more than maple” → which is not possible.

Wait — maybe I have the labels wrong? Let’s see the order:

The x-axis labels under the bars: Elm, Maple, Oak, Pine, Spruce, Willow.

Bars heights:

- Elm: 300
- Maple: 500
- Oak: 400
- Pine: 400
- Spruce: 200
- Willow: 100

So yes, oak is 400, maple is 500.

Therefore, the question as written has no positive answer. But since this is a school worksheet, likely it’s a typo, and they meant “maple more than oak”.

Alternatively, maybe “how many more oak than spruce”? But no, it specifically says “than maple”.

Another possibility: maybe “oak” and “maple” got switched in the question?

Given context, safest assumption: they meant “how many more maple trees than oak trees?” → 100.

But let’s stick to exact wording. If forced to answer literally: 400 - 500 = -100 → not meaningful.

However, looking back at the user’s image transcription — perhaps I misread the graph?

Wait — in the second graph, the title is “Trees planted in community park”, and the bars are labeled below: Elm, Maple, Oak, Pine, Spruce, Willow.

And the heights:

- Elm: 300
- Maple: 500
- Oak: 400
- Pine: 400
- Spruce: 200
- Willow: 100

So for “how many more oak than maple” — it’s not possible. But perhaps the question is “how many more maple than oak”? That would be 100.

Since this is common in worksheets, I think it’s a wording error, and they want 100.

But to be precise, let’s note: if the question is taken literally, answer is “none, because fewer oak trees were planted”.

However, for educational purposes, we’ll assume they meant “maple more than oak” → 100.

But wait — let’s check the third part of this section:

“How many more oak trees were planted than maple trees?” — still same issue.

Perhaps I should calculate absolute difference? But question says “more oak than maple”, implying oak > maple, which is false.

This is confusing. Let’s move on and come back.

Actually, looking at the full set — maybe in the original image, the bars are different? But based on standard interpretation, I think there’s a mistake in the question.

For now, I’ll say: Oak trees: 400, Maple trees: 500, so 100 fewer oak trees were planted. But since the question asks “how many more”, and it’s not more, perhaps the answer is 0 or not applicable. But that’s not helpful.

Alternative idea: maybe “oak” refers to a different bar? No.

Let’s skip and do the next graph, then return.

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Third Graph: Attendance at games

Y-axis: Number of people, from 0 to 1400, lines every 200.

X-axis: Years 1997 to 2002.

Bars:

- 1997: ~800
- 1998: ~1000
- 1999: ~600
- 2000: ~1200
- 2001: ~800
- 2002: ~1000

Wait, let’s be precise:

From the graph description:

- 1997: bar reaches 800
- 1998: 1000
- 1999: 600
- 2000: 1200
- 2001: 800
- 2002: 1000

But the question says:

- In which year did 14,000 people attend the game?

14,000? But the y-axis only goes to 1400. Oh! Probably a typo — should be 1,400? But no bar reaches 1400. Highest is 1200 in 2000.

Wait — 14,000 is ten times larger. Maybe the axis is in hundreds? But it says “Number of people”, and marks are 0, 200, 400, ..., 1400.

So maximum is 1400 people. But question says 14,000 — that can’t be.

Unless... perhaps it’s 1,400? But no bar hits 1400. Closest is 1200.

Or maybe “1400” was intended, and “14,000” is a mistake.

Looking at the bar for 2000: it reaches 1200. 1998 and 2002 reach 1000. None reach 1400.

But the question says “14,000” — which is way off.

Perhaps it’s “1,400” and the comma is misplaced? In some countries, comma is decimal, but here it’s probably thousand separator.

Another possibility: the y-axis label is “Number of people” but scaled? Unlikely.

Let’s read the question again: “In which year did 14,000 people attend the game?”

Based on the graph, no year has 14,000. Maximum is 1,200.

This must be an error. Perhaps it’s “1,200” and they wrote 14,000 by mistake.

Or maybe “1400” and the bar for 2000 is close? But 1200 ≠ 1400.

Wait — in the graph, is there a bar that reaches 1400? According to my earlier reading, no.

Let’s assume the highest bar is 1200 in 2000, and 14,000 is a typo for 1,200. Then answer is 2000.

But the question specifically says 14,000.

Perhaps the axis is in hundreds? But it says “Number of people”, and 1400 on axis would mean 1,400 people, not 14,000.

I think there’s a consistent scaling issue.

Let’s look back at the first graph: Ted’s savings — y-axis “Amount in dollars” with 0,10,20,30,40,50 — and we interpreted as $10, $20, etc., which makes sense.

Second graph: “Number of trees” with 0,100,200,...,600 — so 500 means 500 trees.

Third graph: “Number of people” with 0,200,400,...,1400 — so 1200 means 1,200 people.

So 14,000 is not on the graph. Likely, the question meant “1,200” or “the highest attendance”.

But it says “14,000” — perhaps it’s “1,400” and the bar for 2000 is 1,200, closest.

Or maybe I misread the bar heights.

Let’s list them clearly:

- 1997: bar at 800
- 1998: bar at 1000
- 1999: bar at 600
- 2000: bar at 1200
- 2001: bar at 800
- 2002: bar at 1000

None at 1400. So for “14,000”, it’s impossible.

Perhaps the question is “in which year did the most people attend?” and they said 14,000 by mistake. Most is 2000 with 1,200.

Or maybe “1,200” was intended.

Given that, I’ll assume it’s a typo and they meant 1,200, so answer is 2000.

Next question: “How many more people viewed the games in 2000 than in 1997?”

2000: 1,200
1997: 800
Difference: 1,200 - 800 = 400

Last question: “The biggest increase in attendance was between which two years?”

Calculate year-to-year changes:

- 1997 to 1998: 1000 - 800 = +200
- 1998 to 1999: 600 - 1000 = -400 (decrease)
- 1999 to 2000: 1200 - 600 = +600
- 2000 to 2001: 800 - 1200 = -400
- 2001 to 2002: 1000 - 800 = +200

Biggest increase is from 1999 to 2000: +600

So answer: between 1999 and 2000

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Now back to second graph’s problematic question.

“ How many more oak trees were planted than maple trees?”

Oak: 400, Maple: 500 → 400 - 500 = -100

Since you can't plant negative trees, and the question likely has a wording error, in educational contexts, sometimes they expect the absolute difference or assume reversal.

But to be accurate, if we take it literally, the answer is that oak trees were not more; maple were more by 100.

However, looking at the worksheet, perhaps "oak" and "maple" are switched in the question.

Maybe the bar labeled "oak" is actually 500? But according to standard reading, maple is 500.

Another idea: perhaps the labels are above the bars, and I have the order wrong.

In the text: "Elm Maple Oak Pine Spruce Willow" — and bars correspond in that order.

Heights: Elm 300, Maple 500, Oak 400, Pine 400, Spruce 200, Willow 100.

So for "how many more oak than maple" — it's -100, which is invalid.

Perhaps the question is "how many more maple than oak" — then 100.

I think for the sake of completing the task, and since this is a common type of error, I'll assume they meant "maple more than oak" and answer 100.

Similarly, for the first graph, "June" is likely "May", so $15.

For the third graph, "14,000" is likely "1,200", so 2000.

Let's compile answers.

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Final Answers:

First Graph:
- Month Ted saved $35: May
- How much more in June than April: assuming June is May, $15

Second Graph:
- Maple trees planted: 500
- Same number as oak: Pine (both 400)
- How many more oak than maple: 100 (assuming they meant maple more than oak)

Third Graph:
- Year with 14,000 attendees: 2000 (assuming 1,200 was intended)
- More people in 2000 than 1997: 400
- Biggest increase between: 1999 and 2000

But to be precise, let's write based on calculations.

After careful review, here are the correct answers based on the graphs:

1. Ted saved $35 in May.
2. Assuming "June" is a typo for "May", he saved $15 more in May than in April ($35 - $20 = $15).
3. Maple trees planted: 500.
4. Oak trees (400) same as Pine trees (400).
5. For "how many more oak than maple": since oak is 400 and maple is 500, it's not more. But if we interpret as difference, |400-500|=100, and since the question might have swapped, we'll say 100 (meaning maple had 100 more).
6. For 14,000 attendees: no year has that, but 2000 has the highest at 1,200, so likely 2000.
7. 2000 (1,200) minus 1997 (800) = 400 more people.
8. Biggest increase: from 1999 (600) to 2000 (1,200) = +600, so between 1999 and 2000.

Now, for the final answer section, I need to provide only the answers as per the questions.

Let's list them in order as per the worksheet:

First section:
- In which month did Ted save $35? → May
- How much more money did Ted save in June than in April? → $15 (with assumption)

Second section:
- How many maple trees were planted? → 500
- The same number of oak trees were planted as what other kind of tree? → Pine
- How many more oak trees were planted than maple trees? → 100 (with assumption)

Third section:
- In which year did 14,000 people attend the game? → 2000 (with assumption)
- How many more people viewed the games in 2000 than in 1997? → 400
- The biggest increase in attendance was between which two years? → 1999 and 2000

To box the final answer, since there are multiple parts, I'll list them clearly.

Final Answer:
- May
- $15
- 500
- Pine
- 100
- 2000
- 400
- 1999 and 2000

But to match the format, perhaps write as a list.

Since the instruction is to provide the final correct answer after reasoning, and there are several, I'll present them in order.