3_6_6M


 * Grade: 3 Unit: 6 Week: 6 Content: Math Dates: 5/13-5/17 **


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


 * Essential Questions: **
 * How can I describe the shape of ordered numerical data?
 * How do I develop arguments based on the data?
 * How do I describe what values are typical or atypical?
 * How do I interpret what the numbers and symbols on a line plot mean?
 * How do I measure in inches?
 * How do I describe and interpret categorical data?
 * How do I measure lengths longer than the measuring tool?
 * Do I understand the relationship between feet and inches?
 * Can I use correct notation to write a measurement in feet and inches?
 * Can I combine feet and inches to get a total measurement?


 * 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.
 * ** 3.MD.4 ** Generate measurement data by measuring links using rulers marked with halves and fourths of an inch. Show data by making a line plot, where the horizontal scale is marked off in appropriate units- whole numbers, halves and quarters.
 * Objectives **
 * Measure lengths longer than the measuring tool.
 * Understand the relationship between feet and inches.
 * Combine feet and inches to get a total measurement.
 * Use correct notation to write in feet and inches.
 * Describe what values are typical and atypical in a data set.
 * Describe the shape of ordered numerical data.
 * Develop classifications to organize categorical data.
 * Describe an interpret categorical data.

In groups, measure the length of their foot to the nearest half inch. Groups should then combine their data with the other groups to produce a line plot displaying the class data. Students should then write a summary describing the shape of their date, using words such as clumped, range, outlier, typical, atypical, etc…
 * Assessment **
 * Product:


 * Key Questions (match Standard)
 * Do students understand how to measure a length longer than their measuring tool?
 * Do students understand the relationship between feet and inches?
 * Are students accurate as the measure?
 * Can students write a measurement in all inches and in feet and inches using
 * correct notations?
 * Can students represent their measurement data clearly on a line plot or other graph?
 * Can students describe their data?
 * Can students summarize the overall shape of the data to help them make reasonable statements?


 * Observable Student Behaviors (Performance)
 * Student organizes data on a line plot.
 * Student understands what the X on a line plot represents.
 * Student constructs a line plot using data.
 * Student makes observations about the data using a line plot.
 * Student notices and compare the similarities and differences between groups.
 * Student measures accurately in inches.


 * ** Mathematical Practices **
 * Make sense of problems and persevere in solving them.
 * Reason abstractly and quantitatively.
 * 3. 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 pictograph bar graph horizontal bar graph vertical bar graph categories double bar graph intervals survey data set atypical typical numerical data mode range outlier distance U.S. Standard System Metric System ||  ||   ||
 * Vocabulary **
 * ** Math ** || || ||
 * data


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

Investigations-Gr. 3, Unit 2 – Surveys and Line Plots Lesson 3.2, 3.3, 3.4, 3.5 On-Core Mathematics Gr. 3, L79-80, 85-86


 * 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 19 and 21 Teaching Student Centered Mathematics, Gr 3-5 (Van de Walle), Ch 9 and 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=line+plots&subject=All+subjects&grade=Grade+3&region=en_US


 * Other Activities, etc. **
 * Hands-On Standards – Gr. 3-4, L2, pg 160
 * Groundworks, Reasoning about Data and Probability Gr. 3, pg 1-7
 * Harcourt L 16.1, 15.5, 17.1
 * A Balanced Approach to Math, Gr 4, Data Analysis-pg 67-78

Lesson Plan


 * = ===English===

Arts
||= Matrix ||= Resources ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Matrix ||= Resources ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Home K-2 ||= Home 3-5 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||= Unit 5 ||= Unit 6 ||
 * = ===Math=== ||= [[image:commoncorepcssd3/Actions-insert-table-icon.png link="commoncorepcssd3/3_6MMatrix"]]
 * = [[image:commoncorepcssd3/PCSSDlogo.JPG width="48" height="48" link="@commoncorepcssd/home"]]