3_6_3M


 * Grade: 3 Unit: 6 Week: 3 Content: Math Dates: 4/22-4/26 **


 * Theme Essential Question **** : How do we collect, represent, describe, summarize, and compare data? **


 * Essential Questions: **
 * How do we interpret categorical data?
 * How do we use data to compare groups?
 * How do we develop classifications to organize categorical data?
 * How do we organize categorical data in different ways to answer different questions?
 * How do we represent categorical data by using a picture or graph?
 * How do we read or interpret a bar graph?
 * How do we read a scale on a graph with intervals larger than one?


 * Standards **
 * ** 3.OA.8 ** Solve two step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
 * ** 3.MD.8 ** Draw a scaled picture graph and a scaled bar graph to represent data set with several categories. Solve one-step and two-step “how many more” and “how many less” problems using information presented in a scaled bar graph. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
 * Objectives **
 * Develop classifications to organize categorical data.
 * Organize categorical data in different ways to answer different questions.
 * Represent categorical data by using a picture or graph.
 * Consider how well a data representation communicates to an audience.
 * Read and interpret a bar graph.
 * Read a scale on a graph with intervals larger than one.
 * Use data to compare groups.

Students will make a scaled bar graph showing how many presidents have come from each state.
 * Assessment **
 * Product:


 * Key Questions (match Standard)
 * Can students pose questions about the data?
 * Do students create categories that help them answer their questions about the
 * data?
 * Do students notice that different arrangements of the data allow them to pose and
 * answer different questions?
 * How do students represent their data?
 * What do students notice about the data when it is organized and represented?
 * Can students figure out what each bar represents on a bar graph?
 * Can students use the information in the graph to compare groups?


 * Observable Student Behaviors (Performance)
 * Student is able to pose questions about the data.
 * Student creates categories that help them answer their questions about the data.
 * Student notices that different arrangements of the data allow them to pose and
 * answer different questions.
 * Student represents their data on a graph.
 * Student notices how data is organized and represented.
 * Student knows what each bar represents on a bar graph.
 * Student uses information in the graph to compare groups.


 * ** Mathematical Practices **
 * Make sense of problems and persevere insolving them.
 * Reason abstractly and quantitatively.
 * Construct viable arguments and critique the reasoning of others.
 * Model with mathematics.
 * Use appropriate tools strategically.
 * Attend to precision.
 * Look for and make use of structure.
 * 8. Look for and express regularity in repeated reasoning. ||

key scale picture graph bar graph horizontal bar graph vertical bar graph categories ||  ||   ||
 * Vocabulary **
 * ** Math ** || || ||
 * data


 * Suggested Activities ** [see Legend to highlight MCO and HYS]

Investigations-Gr. 3, Unit 2 – Surveys and Line Plots Lesson 1.1, 1.2, 1.3, 1.4 On-Core Mathematics Gr. 3, L82-84


 * Homework **


 * Terminology for Teachers **

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers  ||
 * ** Multicultural Concepts **

************************************************************************************************************ Elementary and Middle School Mathematics (Van de Walle), Ch 21 Teaching Student Centered Mathematics, Gr 3-5 (Van de Walle), Ch 11 About Teaching Mathematics (Mariyln Burns), pg 75-78, Graphing in the Classroom
 * Resources **
 * Professional Texts **


 * Literary Texts **
 * Lemonade for Sale by Stuart Murphy
 * Our Class Survey by Margie Burton


 * Informational Texts **
 * ** List **


 * Art, Music, and Media **
 * ** List **


 * Manipulatives **

Games
 * @http://www.softschools.com/math/data_analysis/pictograph/games/


 * Sight Words **
 * ** List **

Metric Measure for Mass and Capacity Develop estimation skills using metric units of measure for capacity and mass, and convert within metric measures for mass and capacity.
 * Smartboard Lessons, Promethean Lessons **
 * AEGOM Lesson G6M023 **

Collecting and Displaying Data Use circle graphs, bar graphs and Venn diagrams. Read and interpret graphs.
 * AEGOM Lesson G3M025 **

Units of Measure Understand basic customary and metric units of weight and mass using pounds, ounces, grams and kilograms.
 * AEGOM Lesson K2M012 **

Charts and Graphs Basic chart and graph concepts. Create, read, and write observaQons from real graphs, pictographs, and bar graphs.
 * AEGOM Lesson K2M015 **

@http://exchange.smarttech.com/search.html?q=picture+graph+and+bar+graph&ubject=All+subjects&grade=Grade+3&region=en_US

Hands-On Standards – Gr. 3-4, pg 162-163 Groundworks, Reasoning about Data and Probability Gr. 3, pg 16-23 Harcourt L 16.2, 16.3
 * Other Activities, etc. **

[|Lesson Plan]


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