Longview ISD Page 1
3rd Grade Unit 3: / Tables, Charts, and Graphs / Suggested Time Frame: / 10 daysTAKS Objectives: / 2, 4, 5, 6 / TEKS: / 3.7A, 3.7B, 3.12A, 3.13A, 3.13B
Unit Overview
Pictographs and bar graphs can be used to display data where each picture or cell might represent more than one piece of data.
Enduring Understandings
· Tables, charts, and graphs are used to organize and record data.
· Data represents the past, the present, and can be used to predict the future. / Essential Questions
· In what ways can data be represented?
· How is data collected and organized?
· How is data used in every day lives? / Mathematics Skills/Process Always Do!
3.14 Underlying processes and mathematical tools. The student is expected to:
3.14A identify the mathematics in every day situations
· Objective 6 is tested in all strands.
· Engage the students with real life experiences
· Students should not only solve problems, but create problems when given mathematical expressions.
3.14B solve problems that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
3.14C select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem
3.14B and 3.14C Include:
· Explore with concrete manipulatives
· Draw a picture (pictorial)
· Share thoughts with peers
· Journal thoughts
· Record or communicate with words/pictures/numbers
· Justify answer
3.14D use tools such as real objects, manipulatives, and technology to solve problems
Include:
· Explore with concrete manipulatives
· Draw a picture (pictorial)
· Share thoughts with peers
· Journal thoughts
· Numerical representation
· Justify answer
· Work with and make connections among the different representations: concrete/pictorial/abstract
· Use calculators
3.15 Underlying processes and mathematical tools. The student communicates about mathematics using informal language. The student is expected to:
3.15A explain and record observations using objects, words, pictures, numbers, and technology
Include:
· Describe the process in words (written and/or orally)
· Journal writing/drawing is imperative
· Oral explanation is a must
· Calculators
3.15B relate informal language to mathematical language and symbols
Include:
· Students write and understand words, numbers, and symbols
· Journal writing is imperative
· Oral explanation is a must (students should talk to other students, the teacher, and to the class)
3.16 Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world. The student is expected to:
3.16A make generalizations from patterns or sets of examples and non-examples
Include:
· Identify attributes of examples
· Identify examples false to statement given
· Examples may have nonsense words
3.16B justify why an answer is reasonable and explain the solution process
Include:
· Students justify and prove their solutions in written/ spoken words, pictures, concrete objects, and/or numbers
· Journal writing-may include process or explanations, etc.
· Peer explanations
· Classroom discussions
Facts
· Information can be presented in tables, charts, lists and graphs.
· For data to be useful or meaningful, it must be interpreted correctly.
· Number patterns are found in tables and charts. / Relationships and/or Connections that should emerge
· Keys or legends are critical to interpretation of graphs.
· Surveys are one way to collect data.
· Tables and charts help see patterns in data.
· Tables, charts, and graphs are in newspapers, magazines, on TV, etc.
· Thermometers are read using a scale, just as a graph is.
Products students will develop
· Pictographs
· Bar graphs
· Class charts
Language of Instruction
bar graph
chart
columns
data
key
label
pictograph
symbol
table
tally mark
Tools / Mathematical Connections to Literature
3rd Grade Unit 3: / Tables, Charts, and Graphs / Suggested Time Frame: / 10 days
TAKS Objectives: / 2, 4, 5, 6 / TEKS: / 3.7A, 3.7B, 3.12A, 3.13A, 3.13B
Unit Overview
Pictographs and bar graphs can be used to display data where each picture or cell might represent more than one piece of data.
Text Resources
Investigations
Mathematical Thinking at Grade 3
Comparing and Combining
TEXTEAMS
Math Learning Center
Math Essentials
Count On It
Measuring Up
Vocabulary Adventure
Problem Solver II / Technology & Electronic Resources
Other (i.e., Speakers, Field Trips) / Method(s) of Assessment
Observation
A Observation evaluated by peers
B Students engaged in learning activities
C Direct questioning
D Observation of performance or process
Constructed Response
I. TEKSCheck
a. Assessment Sourcebook
b. End of Unit Assessment Task
pp. 58-62
II. Open-ended
III. Essay
IV. Research Paper
V. Log / Journal
VI. Story / Play / Poem
VII. Model / Map / Video
VIII. Oral / Visual / Multimedia Presentation
Selected Response
1 Fill-in-the-blank test
2 Matching test
3 Multiple choice test
4 True/False test
Collaborative Student Explorations
A33.14A3E1
The athletic coach was cleaning out the inventory closet at school and found several different balls. He counted three times as many footballs than basketballs. If there were half as many baseballs than soccer balls, how many baseballs did he count? Complete the graph. Explain your process.
Balls
Kinds of Balls / Number of Balls
Footballs / ●●●●●●●●
Baseballs
Basketballs / ●●●●
Soccer balls / ●●●●●
● = 2 balls
Answer: 5 baseballs
A33.14A3S1El director atlético de la escuela estaba limpiando el clóset con el inventario y encontró varias pelotas diferentes. Contó tres veces más pelotas de fútbol que de basquetbol. Si había la mitad de pelotas de béisbol que de fútbol americano, ¿cuántas pelotas de béisbol contó? Completa la gráfica. Explica tu proceso.
Pelotas
Tipo de pelotas / Número de pelotasFútbol / ●●●●●●●●
Béisbol
Basquetbol / ●●●●
Fútbol americano / ●●●●●
● = 2 pelotas
Respuestas: 5 pelotas de béisbol
/ A33.14A3E2The students in Mrs. Hall’s math class counted the desserts that were made with milk served in the school cafeteria for one week. They came up with 4 different kinds of desserts. After talking with the cooks in the cafeteria the students found out how many cups of milk it takes for each dessert. How many more cups of milk were needed to make pudding bars than banana bars? Explain your process.
Desserts Made With Milk
Ice Cream / ۩ ۩ ۩Pudding Bars / ۩ ۩
Baseballs / ۩ ۩ ۩ ۩
Yogurt / ۩
۩ = 2 cups of milk
Answer: 2 cups of milk
A33.14A3S2
Los estudiantes de la clase de matemáticas del señor Hall contaron durante una semana los postres hechos con leche que sirvieron en la cafetería de la escuela. Se dieron cuenta de que había 4 clases de postres diferentes. Después de hablar con los cocineros de la cafetería, los estudiantes averiguaron cuántas tazas de leche eran necesarias para cada hacer postre. ¿Cuántas tazas más de leche se necesitaban para hacer barras de natilla que para hacer barras de plátano? Explica tu proceso.
Postres hechos con leche
Helado / ۩ ۩ ۩Barras de natilla / ۩ ۩
yogur / ۩ ۩ ۩ ۩
Barras de plátano / ۩
۩ = 2 tazas de leche
Respuestas: 2 tazas de leche
Third Grade Mathematics Unit 3 Overview
In this brief summary, the days will fluctuate according to your students, calendar, and special events.
Unit Three: Tables, Charts and Graphs
Suggested Time Frame 10 days
· Collect, organize, record, and display data in pictographs, bar graphs, charts, and tables.
· Interpret information from pictographs and bar graphs.
· Use lists, tables, and charts to express patterns and relationships.
· Introduce the problem solving strategies “Make a Table” and “Use a Graph”.
8/27/2007 DRAFT 3