Third Grade Content Preview
Unit 04
Energizers (5 min)
Below you will find a new spin on some energizers you may have already used in your classroom. Feel free to continue to use the other energizers listed in Unit 01 by clicking here: http://bit.ly/2evd1Dc.
Virtual Number Dice: Use a single dice for a quick vocabulary review.
1 - Free Choice
2 - Picto graphs
3 - Bar graphs
4 - Dot Plots
5 - Frequency Table
6 - Comparing Graphs
For each roll of the dice you can ask any of the following questions to the partner groups or partners can ask each other.- What are the characteristics of a ____ graph
- how can it be used to summarize data?
- How does a ______ graph emphasize specific aspects of data?
- How are a ____ graph and ____ graph similar?
- How are a ____ graph and ____ graph different?
Opening (5-10 min)
Writing with Agree/disagree frameworks: Teachers give statements about data analysis or show images of graphs with a statement included The students then do a quick write with a sentence frame work to agree or disagree with the statement.
- I agree with ___________ because __________
- I agree with ____________. I think ___________
- I disagree with ____________. I think ___________
Sample graphs with agree/disagree statements are shown below. Graph images are taken from TRS ETCD if you need larger images to show students.
Bar Graph
- The kitchen data is missing from the graph. If 124 students were surveyed, 30 students should have been graphed in the Kitchen chores category.
- The number of students that vacuumed as a chore was 17.
- This is an example of a bar graph.
Pictograph
- Most of the students in class have between 4-5 letters in their name.
- Only 7 less students have 8 or more letters in their name than students with 4-5 letters in their name.
- 44 students were surveyed all together.
Dot Plot
- Seven more students had one sibling than 3 siblings.
- 6 students had 2 or fewer siblings.
Optional Unit 04 Activities
Picture This:
In this lesson, students participate in an activity in which they conduct a survey, analyze and summarize the data they collect, and draw conclusions from their findings. This lesson plan was adapted from the article "Picture This" by Marty Hopkins, which appeared in Teaching Children Mathematics, February 1998, vol. 4, no. 6, pp. 354-59.
Click here for complete activity and description: https://illuminations.nctm.org/Lesson.aspx?id=1223
Categorical Data:
In the first lesson of this unit, students formulate and refine questions that can be addressed with categorical data. They consider aspects of data collection such as how to word questions and how to record the data they collect. Finally they represent and analyze the data in order to answer the question posed.
Click here for the lesson and activity: https://illuminations.nctm.org/Lesson.aspx?id=1363
Two Truths and a Lie
When all groups are finished, students scoot around the room looking at the different types of graphs and determining which of the statements about the data is a lie and justifying their answer.
Take pictures of all of the graphs for a review activity later in the year or at a station.
1. Guided Math
https://drive.google.com/open?id=1EHpffVLXO2ydc_FoU1fdAY97m6sXNXt7YwsQqub5ZXQ
2. Technology
(Dreambox and istation are an individual campus purchase for 3-5)
3. Review/Preview:
- Writing and Divisible by 2 exploration: Determining if sets are even or odd by dividing by 2. Put objects in baggies. Students count out the objects, write the number. Then divide the object into two groups. Is the number even or odd? Can students determine if a number is evenly divisible by 2 by just counting and not dividing? Can students determine if a number is divisible by 2 by just looking at a number? When students think they can answer all the questions, they complete the paragraph explanation frame:
There are a number of ways you can tell if a number is divisible by 2. One way is . . Another way is . . . . .. But the most efficient way is . . . . . - Multiplication and Division Anchor Chart: Have students create the anchor chart (shown below) so they are ready to apply the anchor chart in the next unit. For an students needing an extension, don't show the students the anchor chart until after they have created their own ideas
Fluency:
Salute with multiplication
two hands "I love math" with multiplication
Multiplication songs
Kaboom
Multiplication war with cards
Closing (5 min): Relate back to learning and language objectives
- Class Journal
- Personal journal
- Partner talks
- Self assessment