Description
Topic A begins with a
lesson in which students generate categorical data, organize it, and then represent it in a variety of forms.
Drawing on Grade 2 knowledge, students might initially use tally marks, tables, or graphs with one-to-one
correspondence. By the end of the lesson, they show data in tape diagrams where units are equal groups
with a value greater than 1. In the next two lessons, students rotate the tape diagrams vertically so that the
tapes become the units or bars of scaled graphs (3.MD.3). Students understand picture and bar graphs as
vertical representations of tape diagrams and apply well-practiced skip-counting and multiplication strategies
to analyze them. In Lesson 4, students synthesize and apply learning from Topic A to solve one- and two-step
problems. Through problem solving, opportunities naturally surface for students to make observations,
analyze, and answer questions such as, "How many more?" or "How many less?" (3.MD.3).
lesson in which students generate categorical data, organize it, and then represent it in a variety of forms.
Drawing on Grade 2 knowledge, students might initially use tally marks, tables, or graphs with one-to-one
correspondence. By the end of the lesson, they show data in tape diagrams where units are equal groups
with a value greater than 1. In the next two lessons, students rotate the tape diagrams vertically so that the
tapes become the units or bars of scaled graphs (3.MD.3). Students understand picture and bar graphs as
vertical representations of tape diagrams and apply well-practiced skip-counting and multiplication strategies
to analyze them. In Lesson 4, students synthesize and apply learning from Topic A to solve one- and two-step
problems. Through problem solving, opportunities naturally surface for students to make observations,
analyze, and answer questions such as, "How many more?" or "How many less?" (3.MD.3).
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Highlights
Digital downloads
Grades
3rd
Subjects
Standards
CCSS3.MD.B.3
CCSSMP2
CCSSMP5
Pages
84
Teaching Duration
4 days
Description
Topic A begins with a
lesson in which students generate categorical data, organize it, and then represent it in a variety of forms.
Drawing on Grade 2 knowledge, students might initially use tally marks, tables, or graphs with one-to-one
correspondence. By the end of the lesson, they show data in tape diagrams where units are equal groups
with a value greater than 1. In the next two lessons, students rotate the tape diagrams vertically so that the
tapes become the units or bars of scaled graphs (3.MD.3). Students understand picture and bar graphs as
vertical representations of tape diagrams and apply well-practiced skip-counting and multiplication strategies
to analyze them. In Lesson 4, students synthesize and apply learning from Topic A to solve one- and two-step
problems. Through problem solving, opportunities naturally surface for students to make observations,
analyze, and answer questions such as, "How many more?" or "How many less?" (3.MD.3).
lesson in which students generate categorical data, organize it, and then represent it in a variety of forms.
Drawing on Grade 2 knowledge, students might initially use tally marks, tables, or graphs with one-to-one
correspondence. By the end of the lesson, they show data in tape diagrams where units are equal groups
with a value greater than 1. In the next two lessons, students rotate the tape diagrams vertically so that the
tapes become the units or bars of scaled graphs (3.MD.3). Students understand picture and bar graphs as
vertical representations of tape diagrams and apply well-practiced skip-counting and multiplication strategies
to analyze them. In Lesson 4, students synthesize and apply learning from Topic A to solve one- and two-step
problems. Through problem solving, opportunities naturally surface for students to make observations,
analyze, and answer questions such as, "How many more?" or "How many less?" (3.MD.3).
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Reviews
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This was an excellent resource to help review our skills.
Used this resource with virtual and in-person learners. Just as described.
thank you
You're welcome!
Thanks!
Ready to use right away
So happy you found this helpful! My students love the graphics and it makes sub plans SO much easier! ;)
Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS3.MD.B.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
CCSSMP2
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
CCSSMP5
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
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