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Represent and interpret data. (3.MD.B)
3. uraw a scaled plcLure graph and a scaled bar graph Lo represenL a daLa seL wlLh several
caLegorles. Solve one- and Lwo-sLep "how many more" and "how many less" problems uslng
lnformaLlon presenLed ln scaled bar graphs. For example, draw a bar graph in which each square
in the bar graph might represent 5 pets. (3.MD.B.3)
MP1- Make sense of problems and persevere in solving them
MP2- Reason abstractly and quantitatively
MP4- Model with Mathematics
MP8- Look for and express regularity in repeated reasoning
Learning Objective: Students can successfully read and interpret data in a picture graph
Language Objective: Students will understand the mathematical term represent. They
will be provided questions using the word represent and must solve those problems
successfully.
Materials: Smartboard, whiteboards, pencils, GoMath! workbook, math workbook,
manipulatives (base blocks)
Lesson-Teacher Actions
Problem of the Day:
Begin with problem of the day posted on Elmo for all students to see.
Alex has 34 marbles. Sara has 47 marbles. Joe has 63 marbles. Mike has 59 marbles.
How many more marbles do Sara and Alex have than Joe?
Allow students about 5 minutes to work on problem. Those that get done early have
partner up with another student done and share their solution strategies.
Bring whole group back together to discuss the problem. Have a student volunteer to
show how he or she solved the problem. Assist in commentary as needed.
Have another student that solved the problem successfully in a different way share their
strategy as well.
Unlock the Problem (Whole Group):
Have students bring their GoMath! workbook and a pencil to the carpet in the front.
Show problem on the interactive Smartboard
Have students follow along with the problem from page 93 in workbook.
Read problem to class.
Have students circle the title of the picture graph. Monitor for assistance
What are the four ways students got to school? Circle on the graph on Smartboard.
With partner, determine how many students walked to school. Repeat for Bike.
Ask for answers. Discuss the importance of the key at the bottom of the graph. It tells us
what each smiley face represents. How many students does each smiley face represent?
How does that change or not change your answers? Discuss with your partner. Monitor
for assistance.
Now lets look at the graph for the number of students that took the bus to school. Each
smiley face represents 10 students. Fill in the blanks on your sheet to determine the
number of students that took the bus.
Challenge question: How many students go to this school in total? Work with a partner to
determine the answer.
Have a group model their strategy once groups are ready.
Share and Show (To determine math groups):
Tier 3 students will now go work with Mrs. Wittlesey. She will come into the room to get
identified IEP students. This is the same group every day.
The rest of the students will now work independently on Share and Show problems 2 and
3. When students are finished have them raise their hands and check work. Those that
missed 1 or more questions will work with Mrs. Dass on reteach worksheets. Those that
missed zero will work with you (Tier 1).
Move students into groups. Usually there are about 7 students in Tier 1 and 6 in Tier 2,
but this can vary from day to day.
Small Groups (Tier 1):
Organize students in desks together by Gary and Lexis desks. Sit in a desk with the group
to allow easy access to all students.
Begin with a challenge question: Okay boys and girls, I am now going to try and
challenge you with a question I am going to write on the mini white board. We have been
working with the word represent: Look at our graph on page 94 showing the number of
books students have read. Instead of each book representing 2 books, now each book is
going to represent 20 books. How many more books did students read in October than in
November?
Allow students time to work on the problem and provide assistance as needed. Students
that get done earlier than others can share with a partner that is also done their answer
and how they arrived at the answer. Once students are ready have a student or two share
how they solved the problem. Highlight that there are different ways to go about solving
the problem and that is okay!
Okay, now its time for challenge problem number 2. Are you ready to be challenged?
Instead of each book representing 20 books, now each book represents 50 books.
Allow students to work on problem on their own. Provide assistance as necessary.
Manipulatives (base ten blocks) may be used if you feel it will assist students.
If students finish ahead of others, have them share their strategies with each other. They
may also begin working on problems 4 and 5 from page 95 in GoMath! workbook.
Discuss the problem with small-group and share strategies to solve.
Are you ready for challenge number 3? How many more books were read in September
and October than in November?
Monitor and assist students as needed. Those that finish early can share with one another
and move to working on problems 4 and 5 on page 95.
If time permitting, discuss strategies for solving the problem. We go back to whole-group
problem solving at 10:10.
Whole-Group Problem Solving
Have students open to problem solving problem number 11 on page 96. Ask students to
partner up with a partner. Discuss with one another how many students favorite camp
activity is biking and how you know that. Repeat for hiking, boating, and fishing. Have
groups share their answers and reasoning for class on smartboard.
Challenge question for partners: Which two activities received a total of 39 votes? Work
with a partner to solve and explain how you can get the answer. Show your work.
Monitor and assist as needed. If some groups get done early, have them determine the
total number of students that took part in the survey.
Discuss the problem as a group. Have several groups determine how they solved the
problem. This class enjoys seeing how their students think, so do not be afraid to have
several groups share.
Assessments:
Informal assessments will be done during student work as teacher monitors students
working and assists as needed. This will help teacher determine if manipulatives or
alternative instructional methods will be necessary. I have a student checklist for small-
group work where the teacher will checkmark if each student in group understands the
concept of represents, and can successfully read and interpret data in a picture graph. I
will also look at student work from their GoMath! workbooks and math workbooks as a
tool for formal assessment.
Formal assessment will come during the mid-chapter checkpoint and end of chapter
assessment.
Differentiation
This lesson combines whole-group with small-group work. Students that have been
identified as Tier 3 students will work with Mrs. Wittlesey for additional intervention. I
will use 2 problems from share and show to differentiate students even more. Those that
miss one or both of the problems will work with Mrs. Dass for a re-teach intervention.
Tier 1 students will work with me, where we will stretch the problems to engage them at
a higher cognitive level. Manipulatives may also be used for those students that I feel
would benefit from them during small-group instruction.
Finally, I believe in the power of having students sharing their solution strategies with
one another. This also allows for differentiation as it accepts, at its basic level, that there
are often multiple ways of solving a story problem.