Math - Unit 7

1/19/20
Teacher: Kristi DiMeo

Grade: 3rd
Subject: Mathematics
1. Content and Standards: 3.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.
3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations
involving equal groups, arrays, and measurement quantities, e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem.
2. Prerequisites:
- Basic reading skills
- Knowledge of multiplication facts
3. Essential Question: How can you read picture graphs?
4. Materials and Equipment:

- Cone Crazy game: The students will play Cone Crazy to practice their multiplication
facts.
- Pre-Assessment link: The students will complete a pre-assessment on Google forms
before beginning the unit.
- Envision Math 2.0 Teacher’s Edition book: This book will be used to guide the teacher
through the lesson.
- Envision Math workbook: Each student will need their workbook to follow along and
complete the lesson.
- Google slides presentation: This presentation will be used to share the lesson with the
students and help them better understand the concept of picture and bar graphs.
- Nearpod activity: The students will use Nearpod to complete independent/small group
work.
- Interpret Pictographs game: If there is additional time at the end of the lesson, students
will play Interpret Pictographs to practice reading and interpreting picture graphs.
5. Instructional Objective: After completing 6 questions regarding the use of picture graphs
and bar graphs in the Envision 2.0 workbook, students will be able to identify the correct
answer for at least 4 of the 6 questions on Nearpod.
6. Instructional Procedures:
- Minute Math (5 minutes): The teacher will tell the students they are going to begin the
lesson by playing a multiplication game online. The game is called Cone Crazy.
- She will drop the link in the chat and share her screen to show the students how the game
works. In order to keep the customers happy, they must find the correct product to the
multiplication problem on each scoop of ice cream. The purpose of the game is to give
the students time to practice their multiplication facts.
- Pre-Assessment (15 minutes): Before introducing the unit, the students will complete a
pre-assessment on graphs.
- The teacher will tell the students that it does not matter if they get the answers right or
wrong, but they should try their best.
- The following are the questions on the pre-assessment (All of them are based on graphs):
- How many houses were built in City B? (40 houses)
- How many houses were built in City B and City F? (100 houses)
- How many more houses were built in City D than in City E in 1 year? (20 more
houses)
- How many silver medals did the United States and Australia win? (45 silver
medals)
- How many more silver medals did Russia win than Germany? (7 silver medals)
- Jackie has $50 to spend on books. She has made a bar graph to show the number
of each type of book the store has in stock. Jackie wants to buy at least 2 of each
type of book. Show one way Jackie can spend $50 on books. Action books cost
$5. Biographies cost $10. Mysteries cost $5.
- What given information will you use to solve the problem? (The number
of books available from the graph; The cost of each book, the total
amount Jackie has to spend, and that she wants at least 2 of each type
of book.)
- Show one way Jackie can spend $50 on books. Use math words and
symbols to explain your thinking. (2 action books x $5 = $10; 50 - 10 =
40; 3 biographies x $10 = $30; 40 - 30 = 10; 2 mysteries x $5 = $10; 10
- 10 = 0; Jackie can buy 2 action books, 3 biographies, and 2
mysteries. The total is exactly $50.)
- Math Maintenance (10 minutes): The teacher will provide the students the following
math maintenance questions for the day:
- An array has six columns and a total of 30 units. How many rows does it have? (5
rows; 30/6=5)
- Sincere has two sisters. He gave each sister two pages of stickers. Each page has 9
stickers on it. How many stickers did Sincere give in all? (36 stickers; 9x4=36)
- Imani sees a ride that spins 10 turns each minute. It will spin 40 turns in 4
minutes. Is Imani correct? Write an equation to prove your answer. (Yes;
10x4=40)
- The students will have 5 minutes to complete the problems independently. Then, they
will type their answers in the chat.
- The teacher will go over the answers with the class.
- Direct Instruction (25 minutes): The teacher will ask the students to turn to page 359 in
their math workbook.
- The teacher will read the Solve and Share Problem to the students:
Students in Jorge’s class took a survey of their favorite cereals and made this
graph to show the results. Name at least three facts about the information in the
graph.
- The teacher will ask the students the following guided questions as needed: What does
the first column of the graph show? (The names of the favorite cereals) How many
spoons are in the row for Berry Crunch? (9) What part of the graph tells you what the
pictures of the spoons represent? (The key at the bottom of the graph).
- The teacher will ask the students, “Does anyone know what type of graph this is?”
(Picture graph) The teacher will explain to the students that a picture graph is a graph
using pictures or symbols to show data. A picture graph has a key to identify the scale
being used in the graph and to explain what the pictures or symbols stand for.
- The teacher will ask the students, “What do the two different symbols on the graph stand
for?” (Each pair of spoons stands for 2 votes. Each single spoon (or partial symbol)
stands for one vote.)
- The teacher will move to the next example in the workbook. She will explain several
important vocabulary terms to the students.
- Data: information you collect

- Scaled Picture Graph: uses pictures or symbols to show data
- Scale: number each picture or symbol represents
- Key: explains the scale used in the graph; while discussing the key, I will ask
the students the following questions: What do the two hockey sticks that make an
X stand for? (2 teams). What does a single hockey stick stand for? (1 team) What
will you count by? (Twos and ones).
- The teacher will show the students how to figure out the number of teams in the East
Falls League by using the key and looking at the data for the East Falls League. (7 teams)
- The teacher will show the students how to figure out how many more teams the East Falls
League have than the South Falls League by using the picture graphs to write equations
and compare the two rows. (3 more teams)
- The teacher will ask the students, “What is another way to find how many more teams the
East Falls League has than the South Falls League?” (Without calculating, you can see
that there are 3 more hockey sticks in the row next to East Falls than in the South
Falls row.)
- The students will have 3 minutes to complete the Convince Me! Problem: Tell something
about each league you can find out from the picture graph. (East Falls has 7 teams;
North Falls has 5 teams; South Falls has 4 teams; West Falls has 11 teams)
- The teacher will point out that picture graphs and bar graphs sometimes make it easier to
compare data rather than using a table or chart. To read a picture graph, use the key
which explains the scale used in the graph.
- The teacher will go over another example with the class. She will also explain what a
scaled bar graph is.
- Scaled Bar Graph: uses bars to represent and compare information; this bar
graph shows the number of goals scored by different players on a hockey team.
The scale shows the units used. On this bar graph, each grid line represents two
units. Every other grid line is labeled; 0, 4, 8, and so on. For example, the line
halfway between 4 and 8 represents 6 goals.
- The teacher will move to the guided practice questions. The first question states: How
many goals in all did Alex and Reggie score? The teacher will tell the students that there
are two steps to this problem.
- She will ask the students, “What is the first step we need to take to solve this problem?”
(Count how many goals Alex scored)
- Then, she will ask the students, “What should we do next?” (Count how many goals
Reggie scored)
- After, the teacher will ask the students, “What is our last step?” (Add Alex and Reggie’s
goals together)
- The second question states: Explain how to find how many more goals Alex scored than
Cindi. (Compare the two bars. Alex scored 18 goals. Cindi scored 14 goals. 18 - 14 =
4)
- Independent/Small Group Work (40 minutes): The teacher will tell the students they
are going to complete several problems in Nearpod in their breakout room.
- She will share her screen to give the students an overview of what they are going to do.
- The teacher will ask the students, “Who can repeat back to me what you are doing in your
breakout room?
- During this time, the teacher will monitor the student’s progress and work through any
misunderstandings they may have.
- The following are the questions in Nearpod (All of them are based on graphs):
- Which area has lights on for most hours each week? (Locker room)
- Which area has lights on for exactly 50 hours each week? (Tennis court)
- In one week, how many more hours are lights on in the exercise room than in the
swimming pool? (20 more hours)
- For which days can you use the equation 9x7 to find how many points were
scored? Choose all that apply. (October 3, October 10)
- On which days did the football team score fewer than 50 points? Choose all that
apply. (October 17, October 24)
- How many units does each grid line on the graph represent? How do you know?
(5 units; Only every other grid line is labeled; 0, 10, 20, and so on. The line
halfway between numbers is half of ten units.)
- BONUS: The top running speed of which two animals, when added together,
equal the top running speed of a cheetah? (A grizzly bear and a coyote)
- If there is additional time, the students will play a game called Interpret Pictographs -
Grade 3 in the main room.
- Wrap-Up (10 minutes): The teacher will tell the students they are going to complete a
wrap-up question for today. The following are the two questions the students will answer
by looking at a graph:
- How many more people chose football or soccer than baseball or basketball? (1
person; 13 people chose football or soccer and 12 people chose baseball or
basketball.)
- Which sports received the same number of votes? How can you tell? (Basketball
and baseball, because their bars have the same values.)
- The students will have five minutes to work on the problem independently and the last
five minutes will be spent going over the problem.
- In order to conclude the lesson, the students will do a self-check of their knowledge. If
they thought the lesson was easy, they will write a 1 in the chat. If they thought the lesson
was average, they will write a 2 in the chat. If they thought the lesson was hard, they will
write a 3 in the chat.
7. Assessment: In order to evaluate the students’ level of understanding, the teacher will
observe the students’ level of participation and answers they provide during direct instruction
and the wrap-up. During independent work time, the teacher will monitor the students’
progress on Nearpod and see where the most common mistakes occur. She will also check in
with students to see what they are working on and ask them to explain how they got their
answer. Once the lesson is complete, the teacher will review all pre-assessment scores to get
an idea of how knowledgeable the students are on the unit.
8. Differentiated Instruction: F. M., R. C., and J. B-C. will have the opportunity to complete a
bonus question after they are finished the required problems on Nearpod. The students will
be grouped based on their understanding of the concept.
Appendix
Cone Crazy link: https://www.multiplication.com/games/play/cone-crazy-multiplication

Pre-Assessment link:
https://docs.google.com/forms/d/e/1FAIpQLSctb5MNx_CHQus4hnobg9zqZMBppqXPjPZ_UL
CtnkKfgWK6pw/viewform?usp=sf_link
Nearpod login link: https://nearpod.com/student/

Code: W4FPU
Interpret Pictographs: https://www.mathgames.com/skill/3.12-interpret-pictographs
Wrap-Up:
https://docs.google.com/forms/d/e/1FAIpQLSf2EUQrnp8Bsexp2wvI6A6KQBxnRJ0L_r2y-
g6NK4ZlvLpkAQ/viewform?usp=sf_link
1/21/10

Grade: 3rd
2. Prerequisites:
- Basic understanding of picture graphs and bar graphs
3. Essential Question: How do you make a picture graph?

facts.
- Envision Math 2.0 Teacher’s Edition book: This book will be used to guide the teacher
through the lesson.
- Envision Math workbook: Each student will need their workbook to follow along and
complete the lesson.
students and help them better understand the concept of picture graphs.
work.
- Building Scaled Picture Graphs 3.MD.3 video: The students will watch the video to gain
a better understanding of how to create a picture graph.
- Create Pictographs game: If there is additional time at the end of the lesson, students will
play Create Pictographs to practice reading and interpreting picture graphs.
5. Instructional Objective: After completing 6 questions related to making picture graphs in

the Envision 2.0 workbook, students will be able to design 1 picture graph based on their
votes that includes a title, 2 labels, and 4 different categories.
lesson by playing a multiplication game online. They will continue playing Cone Crazy.
- She will drop the link in the chat. The teacher will remind the students that in order to
keep the customers happy, they must find the correct product to the multiplication
problem on each scoop of ice cream. The purpose of the game is to give the students time
to practice their multiplication facts.
- The teacher will encourage the students to serve more customers than yesterday.
- A checkerboard has 64 squares. It has 8 rows. How many columns does it have?
(8; 64/8=8)
- Tanasia has 24 flowers in her garden. She wants to give an equal number of
flowers to 4 families in her neighborhood. How many flowers will each family
get? (6; 24/4=6)
- Greg has three rows of stamps with 10 stamps in each row. Greg says there are a
total of 35 stamps. Is Greg correct? Write an equation to prove your answers. (No;
3x10=30)
- The teacher will also review the important vocabulary terms for the unit:
- Key: explains the scale used in the graph
- Scaled Bar Graph: uses bars to represent and compare information
- The teacher will read the Solve and Share problem to the students:
Mary is helping her teacher count school playground equipment. She records the
data in a frequency table. She records the data in a frequency table. Use the data
in the table to complete the picture graph. Write two statements about your
completed graph.
- The teacher will ask the students the following guided questions as needed: How will you
complete this problem? (I will use the data in the table and the key to complete the
picture graph. Then I write two statements about the graph.) What parts of the
picture graph do you need to complete? (I need to draw pictures to represent the
number for each item and write a title.) Should you draw 10 pictures in the row for
jump ropes? Why or why not? (No; The key indicates that each picture stands for 2
items.)
- The teacher will ask the students, “How did you know the number of symbols to draw for
jump ropes?” (I knew from the table there were 10 jump ropes. Each whole symbol
represents 2 items. 10/2=5. So, I drew 5 whole symbols.)
- The teacher will move to the next example in the workbook. The example states:
Sam recorded the number of each kind of bicycle a store sold during one month.
He made a frequency table to make a picture graph. Use the table to make a
picture graph.
- The teacher will introduce two vocabulary terms to the students:
- Frequency Table: a table that lists items and shows the number of times the
items occur.
- Survey: a tool to collect data by asking people questions
- The teacher will explain to the students that we must create a title for our picture graph.
In this case, we are going to use the same title as on the table. (Kinds of Bicycles Sold)
- The teacher will explain to the students that we have to choose a symbol for the key. In
specific, we must decide what each whole symbol and half-symbol will represent. (Each
triangle means 10 bicycles. Each half of a triangle means 5 bicycles.)
- Then, the students will set up the graph and list the kinds of bicycles. They will also
decide how many symbols you need for each number of bicycles sold and draw the
symbols.
- The teacher will ask the students, “How many symbols did you draw for each type of
bicycle? (Road: 1 triangle, Track: 2 triangles, Training: 1 triangle and a half of a
triangle, Racing: 1 triangle)
- The teacher will ask the following questions, “What statements can you write by looking
at the triangles in the picture graph?” (The kind of bicycle that sold the most was the
track bicycle. The same number of road and racing bicycles were sold.) Why are 5
and 10 good numbers to use with the symbols?” (The data for each type of bicycle can
easily be separated into groups of 5 or 10 with 5 left over.)
- The teacher will ask the students, “Suppose mountain bicycles were also sold. Draw
symbols to show a row in the picture graph for mountain bicycles. Explain how you
decided. (Each triangle = 10 bicycles. Each half of a triangle = 5 bicycles. 25 is 2 tens
and 5. So, I drew 2 triangles and 1 half of a triangle.)
- The teacher will give the students 3 minutes to answer questions 1 and 2 on page 367.
The teacher will ask the students, “Explain the symbols that were used for the number of
training bicycles sold.” (15 training bicycles were sold. A whole triangle was used to
stand for 10 bicycles. A half-triangle was used to stand for 5 bicycles) “If the scale
used in the key were a triangle = 2 bicycles, how many symbols would be used for the
number of road bicycles sold? For the number of track bicycles sold? (5 symbols; 10
symbols)
are going to create a picture graph with their small group. They will have the opportunity
to choose a title and come up with different categories to vote on.
- Before they begin, the teacher will show the students a video called Building Scaled
Picture Graphs: 3.MD.3.
- After, the teacher will tell the students they will be creating a picture graph like they just
saw in the video. This will be completed in Nearpod.
- The teacher will explain to the students that they are going to answer a series of questions
about their picture graph once it is created.
- She will remind the students that it is important to make sure everyone is involved and
has a say while choosing a title and categories to use.
- The teacher will tell the students to make sure they are prepared to share the work they
have done when they are sent back to the main room.
- In order to close out small group instruction, each group will share their bar graph with
the class.
- If there is additional time, the students will play a game called Create Pictographs.
- Pamela made this picture graph showing 14 students’ favorite drinks. She drew 3
glasses to represent the 6 students who chose chocolate milk. Is her picture graph
correct? Explain. (Yes; Each glass represents 2 students and 2x3=6.)
- How would Pamela’s picture graph change if 12 students chose grape juice as
their favorite? (There would be another row for grape juice with 6 glass
symbols in the row.)
- The students will have five minutes to work on the problems independently and the last
five minutes will be spent going over the problems.
7. Assessment: In order to evaluate the students’ level of understanding, the teacher will observe
the students’ level of participation and answers they provide during direct instruction and the
wrap-up. During small group instruction, the teacher will monitor the students’ interaction with
one another and check their progress on Nearpod. She will also check for student
understanding as each group presents their graph to the class.
8. Differentiated Instruction: F. M., R. C., and J. B-C. will have the opportunity to draw a new
graph using the same information, but using a different scale. The students will be grouped
based on their understanding of the concept.
Appendix
Nearpod login link: https://nearpod.com/library/2280032?or=0

Code: JXWBU
Building Scaled Picture Graphs 3.MD.3: https://www.youtube.com/watch?v=9ewjzJ1JXWM
Create Pictographs:
https://www.mathgames.com/skill/3.13-create-pictographs
Wrap-Up: https://docs.google.com/forms/d/e/1FAIpQLSeVKkctOuhyOvv-
kvQuliclFt0a_EUVAk9ikYTZc49DVZZ8cw/viewform?usp=sf_link
1/25/20

Grade: 3rd
2. Prerequisites:
- Basic understanding of picture and bar graphs
3. Essential Question: How do you make a bar graph?

facts.
- Envision Math 2.0 Teacher’s Edition book: This book will be used to guide me through
the lesson.
students and help them better understand the concept of picture and scaled bar graphs.
work.
- Creating Bar Graphs Using Tables video: The students will watch the video to gain a
better understanding of how to create a bar graph.
- Create Bar Graphs Using Tables game: If there is additional time at the end of the
lesson, students will play Create Bar Graphs Using Tables to practice creating bar graphs
based on the information given in the table.
5. Instructional Objective: After completing 6 questions regarding how to make a bar graph in
the Envision 2.0 workbook, students will be able to design one bar graph based on their votes
that includes a title, two labels, and six different choices.
lesson by playing a multiplication game online. They will continue playing Cone Crazy.
- She will drop the link in the chat. The teacher will remind the students that in order to
keep the customers happy, they must find the correct product to the multiplication
problem on each scoop of ice cream. The purpose of the game is to give the students time
to practice their multiplication facts.
- The teacher will encourage the students to serve more customers than yesterday.
- An array has a total of 36 squares units. It has 9 rows. How many columns does it
have? (6 columns; 36/9=6)
- Twenty five students are working in groups on a science project. Each group can
have 2 or 3 students in it. What is the fewest number of groups there could be? (8
groups; 24/8=3)
- Casey gives 50 stickers to 5 friends. She says she gives each friend 10 stickers. Is
she correct? Write an equation to prove your answer. (Yes; 50/5=10)
Use the data in the table below to complete the bar graph. What conclusions can
you make by analyzing the bar graph?
- The teacher will ask the students the following guided questions as needed: What does
the table show? (Yoma read 13 pages, Adam read 6 pages, and Bonita and Don each
read 10 pages) How will you use this data? (I will use the data to make a bar graph to
make a bar graph and draw conclusions about the graph) Which bar on your graph
will be the longest? How do you know? (The bar for Yoma will be the longest because
she read the most pages) How many bars will your graph have? Explain how you know.
(It will have 4 bars. There are 4 students, and there will be 1 bar for each student)
- The teacher will ask the students, “How can tools such as a ruler help you create a bar
graph?” (I can use a ruler to make sure the bars align with the grid lines and the
correct numbers on the scale)
- The teacher will move to the next example in the workbook. The example states:
Greg made a table to show the amount of money he saved each month from
tutoring. Use the data in the table to make a bar graph.
- The teacher will explain to the students that we must create a title for our bar graph. In
this case, we are going to use the same title as on the table. (Amount Greg Saved Each
Month)
- The teacher will explain to the students that we have to choose a scale for our bar graph.
In order to organize our bar graph, it makes sense for each grid line to represent $10.
- Then, the students will set up the graph with the scale, each month listed in the table, and
labels. Lastly, they will draw a bar for each month.
- The teacher will ask the following questions, “What does the label on the left refer to?”
(How much money Greg saved each month) “What do the labels at the bottom refer
to?” (The months of January, February, March, and April) “How do you find the
amount saved each month?” (I follow each bar to its top and then read straight across
to the scale) In which month did Greg save the least?” (January) “How much did he
save that month?” ($25)
- The teacher will give the students 5 minutes to answer questions 1-3 on page 373. The
teacher will ask the students, “Explain why the bar for January ends between 20 and 30.”
(The amount Greg saved in January was $25. The bar needs to end halfway between
the grid lines for 20 and 30) “Suppose Greg saved $35 in May. Between which grid
lines would the bar for May end?” (Between 30 and 40) How can you tell how much
more Greg saved in February than in April?” (The bar for February is 1 line higher
than the bar for April. Each line represents $10.1 x $10 = $10)
are going to create a bar graph with their small group. They will have the chance to
choose a title and come up with the different categories used.
- Before they begin, the teacher will show the students a video called Creating Bar
Graphs.
- After, the teacher will tell the students they will be creating a bar graph like they just saw
in the video. This will be completed in their Nearpod.
- The teacher will explain to the students that they are going to answer a series of questions
about their bar graph once it is created.
- She will remind the students that it is important to make sure everyone is involved and
has a say while choosing a title and categories to use.
- The teacher will tell the students to make sure they are prepared to share the work they
have done when they are sent back to the main room.
- In order to close out small group instruction, each group will share their bar graph with
the class.
- If there is additional time, the students will play a game called Creating Bar Graphs
Using Tables.
- What do the labels at the bottom of the graph refer to? (The months of the year)
- What does the label on the left refer to? (The number of students whose
birthday is in each month)
- Which month has the most birthdays? (June)
and the wrap-up. During small group instruction, the teacher will monitor the students’
interaction with one another and check their progress on Nearpod. She will also check for
student understanding as each group presents their graph to the class.
8. Differentiated Instruction: F. M., R. C., and J. B-C. will have the opportunity to draw a
new graph using the same information, but a different scale. The students will be grouped
based on their understanding of the concept. The students will be grouped based on their
understanding of the concept.
Appendix

Code: 7L9JR
Creating Bar Graphs: https://www.youtube.com/watch?v=ReW4MPqXTvA
Creating Bar Graphs Using Tables:

https://www.mathgames.com/skill/3.11-create-bar-graphs-using-tables
Wrap-Up: https://docs.google.com/forms/d/e/1FAIpQLSdb4zsLqR7VdDq7riG-4wqnJ17sr-Or-
L23y6F5MAOalRrbbA/viewform?usp=sf_link
2/8//20

Grade: 3rd
3.OA.D.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.
2. Prerequisites:
- Understanding of picture and bar graphs
3. Essential Question: How can you solve problems using graphs?

- Patty’s Paints game: The students will play Patty’s Paints to practice their multiplication
facts.
the lesson.
work.
- Interpret Bar Graphs game: If there is additional time at the end of the lesson, students
will play Interpret Bar Graphs to practice creating bar graphs based on the information
given in the table.
5. Instructional Objective: After completing 5 questions regarding solving word problems

using information in graphs in the Envision 2.0 workbook, students will be able to identify
the correct answer for at least 5 of the 7 questions on Nearpod.
6. Instructional Procedure:
lesson by playing a multiplication game online. They will play Patty’s Paints.
- She will drop the link in the chat and share her screen to show the students how the game
works. The students must correctly answer each multiplication fact in order to paint their
car. After so many rounds, the students can test their car on the track. The purpose of the
game is to give the students time to practice their multiplication facts.
- How many students voted Orange was their favorite muffin? (5 students)
- How many books did Ms. Ruiz’s class read after 3 weeks? (13 books)
- How many stars will he draw in row 6? (21 stars; each week increases by an
additional amount, +2, +3, and so forth)
- Direct Instruction (25 minutes): The teacher will tell the students to turn to page 377 in
The students in Mr. Seymour’s class voted for their favorite kind of sandwich.
How many more students voted for peanut butter than cheese? (4 students) How
many fewer students voted for tuna than peanut butter? (8 students)
- The teacher will ask the following guiding questions as needed: What have you already
learned that can help you solve the problem? (I have already learned how to interpret
data from a bar graph) What does each grid line on the bar graph represent? (2
students) What do the labels on the left side of the bar represent? (Types of sandwiches)
What does the length of each bar show? (The number of students who chose that type
of sandwich).
- The teacher will ask the students, “What is the scale for this graph? How do you know
the number of votes a bar represents when it is between two lines on this graph?” (Each
line is 2 votes; A bar between two lines represents the number between the numbers
on each of those lines)
- The teacher will move to the next example in the workbook:
Angela wants Karli and Monique to have a total of 60 paper cranes. The bar graph
shows how many paper cranes her friends already have. How many more paper
cranes does Angela need to make for Karli and Monique to have 60 paper cranes
in all? (20 paper cranes)
- The teacher will explain to the students that this problem has a hidden question. The
hidden question is “How many paper cranes do Karli and Monique already have?”
- First, the teacher will tell the students they must use the scale to find how many paper
cranes Karli and Monique each have. Then add.
- The teacher will ask the students, “How many paper cranes does Karli have?” (30) “How
many paper cranes does Monique have?” (10)
- The teacher will ask the students, “What should we do next?” (30+10=40)
- Then, the teacher will tell the students that we must solve the main question, “How many
paper cranes does Angela need to make?”
- The teacher will tell the students we need to subtract next.
- She will ask the students, “Why do you subtract to find the answer?” (I need to find the
difference between the combined number Karli and Monique already have and the
number Angela wants them to have)
- The teacher will explain to the students that the final step is to subtract 60 - 40 = 20.
(Angela needs to make 20 paper cranes)
- The teacher will tell the students they will have 3 minutes to complete numbers 1 and 2
on page. 379.
- Look at the graph on page 378. Explain whether you would add, subtract,
multiply, or divide to find how many more paper cranes Karli already has than
Monique (Subtract, because I want to find the difference between those 2
amounts)
- How does a bar graph help you compare data? (You can compare the lengths of
the bars. A longer bar represents a greater number. Two bars of the same
length represent the same number)
are going to complete several problems in Nearpod in their breakout room.
breakout room?
- How many more total T-shirts were sold at Ultimate T than at Jazzy’s? (5 more
were sold)
- How many fewer green T-shirts were sold at Jazzy’s than at Ultimate T? (25
fewer were sold)
- How many more blue and red T-shirts were sold at Jazzy’s than green T-shirts
were sold at Ultimate T? (15 more were sold)
- How many more votes did punch get than water? (10 more votes)
- How many fewer votes did milk get than juice and water? (10 fewer votes)
- How many more votes did juice get than punch and water? (6 more votes)
- What is the difference between the number of votes for juice and the number of
votes for water and milk combined? (6 votes)
- BONUS: What kinds of comparisons can you make when you look at a bar graph
or a picture graph? (You can look at two pieces of data and see if they are
equal or if one is greater than the other. You can look at all the data in the
graph and see which is greatest and which is least)
- If there is additional time, the students will play a game called Interpret Bar Graphs in
the main room.
- How many more people voted for gymnastics than for jogging? How do you
know? (6 people; There are 3 spaces between the bars for gymnastics and
jogging: 3 x 2 = 6)
- How many fewer people voted for swimming than for gymnastics and jogging? (4
fewer people)
answer.
8. Differentiated Instruction: F. M., R. C., and J. B-C. will have the opportunity to complete
a bonus question after they are finished the required problems on Nearpod. The students will
Appendix
Patty’s Paints link: https://www.multiplication.com/games/play/pattys-paints-multiplication

Code: Y2KAP
Interpret Bar Graphs: https://www.mathgames.com/skill/3.10-interpret-bar-graphs
Wrap-Up: https://docs.google.com/forms/d/e/1FAIpQLSc4BbWZVbru3EXCMll7so44vL-
h45rmQIKmezi4LU-T5JnVmQ/viewform?usp=sf_link
2/9//20

Grade: 3rd
2. Prerequisites:
- Understanding of picture and bar graphs
3. Essential Question: How can you be precise when solving math problems?

- Patty’s Paints game: The students will play Patty’s Paints to practice their multiplication
facts.
the lesson.
work.
- Fuzz Bugs Graphing game: If there is additional time at the end of the lesson, students
will play Fuzz Bugs Graphing to practice creating bar graphs based on the information
given in the table.
5. Instructional Objective: After completing 6 questions regarding how to be precise when

solving math problems in the Envision 2.0 workbook, students will be able identify the
correct answer for at least 4 of the 6 questions on Nearpod.
lesson by playing a multiplication game online. They will continue playing Patty’s Paints.
- She will drop the link in the chat. She will remind the students that they must correctly
answer each multiplication fact in order to paint their car. After so many rounds, the
students can test their car on the track.
- The teacher will encourage the students to complete more multiplication facts than they
did yesterday.
- How many students voted Chocolate Chip was their favorite muffin? (15
students; 5x3=15)
- How many books did Mr. DeFranco’s class read after 3 weeks? (12 books)
- How many stars will he draw in row 7? (28 stars; increasing by an additional
amount each time, 21+7=28)
- Direct Instruction (25 minutes): The teacher will tell the students to turn to page 383 in
Action books and mystery books cost $5 each. Biography books cost $10 each. A
librarian has $100 to spend on new books. She collected some information about
the kinds of books that students checked out to read last month. How should the
librarian spend the money? Use math words and symbols to explain your
thinking? (Biographies cost the most. They are double the price of mysteries
and action/adventures, which are the most popular. So, I think they should
buy 9 action/adventures, 5 mysteries, and 3 biographies. 9x$5=$45 for
action/adventures, 5x$5=$25 for mysteries, 3x$10=$30 for biographies,
$45+$25=$30=$100)
- The teacher will ask the following guiding questions as needed: What does the bar
diagram show? (The number of different types of books students read last month)
How will you use that data? (The graph shows which types of books are popular, so
the librarian should buy more of the popular types) Which book type was read the
most? (Action/Adventure) Which type was read the least? (Biography) How should the
librarian spend the money? Explain your answer. (The librarian should spend most of
the money on action/adventure books. They are the least expensive, and based on
the number of books read last month, they are the most popular)
- The teacher will ask the students, “How did you use words and symbols to explain your
answer? (I used symbols to multiply and add to find the total cost for all of the
books. I used words to explain that my answer works with the given amount to
spend)
- The teacher will move to the next example in the workbook:
Bella has a bakery. She will use the bakery items at the right to make a gift basket
worth $40. Bella wants the basket to have more than one of each bakery item.
Show one way to make a gift basket.
- The teacher will tell the students that it is important for them to be precise when deciding
how many of each item to put in a basket so the total is exactly $40.
- The teacher will ask the students, “What does it mean to be precise?” (It means that my
computations need to be accurate and the explanation of my solution needs to be
clear)
- In order to be precise in solving this problem, the teacher will tell the students they can
correctly use the information given, calculate accurately, decide if their answer choice is
clear and appropriate, and use the correct units.
- The teacher will ask the students, “How many wheat loaves are available?” (4) “How
many cinnamon buns are available?” (16) “How many muffins are available?” (12)
- The teacher will tell the students that we know the gift basket must be worth $40 and we
know how many items are available to us.
- The teacher will explain her thinking to the class. (3 wheat loaves x $4 = $12; $40 - $12
= $28, 9 cinnamon buns x $2 = $18; $28 - $18 = $10, 10 muffins x $1 = $10; $10 - $10
= $0. All calculations are correct. My gift basket has 3 wheat loaves, 9 cinnamon
buns, and 10 muffins. The total is exactly $40)
- The teacher will give the students 3 minutes to answer the question, “Is there another way
to make a gift basket that totals exactly $40? Explain.” (Yes; 4 wheat loaves x $4 = $16;
$40 - $16 = $24, 10 cinnamon buns x $2 = $20; $24 - $20 = $4, 4 muffins x $1 = $4; $4
- $4 = $0)
- The students will have 5 minutes to complete number 1 and 2 in the guided practice
section on page 385.
- The teacher will guide the students as needed.
- Use the graph on page 384. Suppose Bella wanted to make a gift basket worth $25. The
gift basket must also have more wheat loaves than muffins. Show one way Bella can
make the gift basket.
- What given information will you use to solve? (The number of items available
and the cost of each item from the graph; The total cost of the gift basket and
that it needs more wheat loaves than muffins)
- Show and explain one way Bella can make the gift basket. (4 wheat loaves x $4 =
$16; 4 cinnamon buns x $2 = $8; 1 muffin x $1 = $1, $16 + $8 + $1 = $25. The
total is exactly $25. There are more wheat loaves than muffins because 4>)
- The teacher will tell the students they will have 3 minutes to complete numbers 1 and 2
on page. 379.
- Look at the graph on page 378. Explain whether you would add, subtract,
multiply, or divide to find how many more paper cranes Karli already has than
Monique (Subtract, because I want to find the difference between those 2
amounts)
- How does a bar graph help you compare data? (You can compare the lengths of
the bars. A longer bar represents a greater number. Two bars of the same
length represent the same number)
- Independent Practice (40 minutes): The teacher will tell the students they are going to
complete several problems in Nearpod in their breakout room.
breakout room?
- Derek is making a tile pattern that will be 30 inches long. The graph shows how
many of each length of tile Derek has. He wants to use more than one of each
length of tile in his pattern. Show one way to make this pattern.
- What given information will you use to solve? (The number of tiles
Derek has and the length of tiles from the graph; The total length of
the pattern and that Derek wants to use more than one of each length)
- Show and explain one way Derek can make the pattern. (5 x 4 in. = 20 in.;
30 - 20 = 10; 2 x 2 in. = 4 in.; 10 - 4 = 6 in; 2 x 3 in. = 6 in.; 6 - 6 = 0;
Derek can use five 4 in. tiles, and have 3 in. tiles. The total is exactly 30
in.
- Marta has $50 to spend on sketches. She wants to display them in an array of 3
rows, with 4 sketches in each row. Marta wants to include each type of sketch at
least two times in her array.
- How many sketches does Marta want? (12; 3 x 4 = 12)
- What is a good plan for solving the problem? (I will use the graph to find
combinations of 12 sketches that are $50 or less)
- Show one way Marta can buy sketches to make the array. Use math words
and symbols to explain. (2 portraits are $20: 2 x $10 = $20. 50 - 20 =
$30 left. 5 animal sketches are $20: 5 x $4 = $20. 30 - 20 = $10 left. 5
landscapes are $10: 5 x $2 = $10. 10 - 10 = 0. Marta has spent $50 and
bought 12 sketches)
- Suppose Marta wants to make an array of 4 rows, with 3 sketches in each
row. Would your answer still work? Explain. (Yes; I know that 4 x 3 = 3
x 4. Both arrays would have 12 sketches and Marta would still have
$50 to spend on sketches)
- BONUS: Show another way Marta can buy sketches to make the array.
Use math words and symbols to explain. (3 portraits are $30: 3 x $10 =
$30, 50 - 30 = $20 left. 2 animal sketches are $8: 4 x $2 = $8, 20 - 8 =
$12 left. 6 landscapes are $12: 6 x $2 = $12, 12 - 12 = 0. Marta has
spent $50 and bought 12 sketches).
- If there is additional time, the students will play a game called Fuzz Bugs Graphing in
the main room.
- Casie made a picture graph to record the points that third-grade scored on a test.
Mrs. Wilson’s group scored 40 points in all. There are 11 students in Mrs.
Wilson’s group. What is one way Mrs. Wilson’s group may have scored 40
points?
- Tell how you can be precise when solving this problem. (I can use the
information given in the problem and in the graph. I can check that I
calculate correctly)
- Solve. Use math words and symbols to explain your thinking. (4 students
x 2 = 8 points; 40 - 8 = 32, 5 students x 4 = 20 points; 32 - 20 = 12, 2
students x 6 = 12 points; 12 - 12 = 0. The total is exactly 40 points)
answer.
8. Differentiated Instruction: F. M., R. C., and J. B-C. will have the opportunity to complete
a bonus question after they are finished the required problems on Nearpod. The students will
Appendix
Patty’s Paints link: https://www.multiplication.com/games/play/pattys-paints-multiplication

Code: H7SQW
Fuzz Bugs Graphing: https://www.abcya.com/games/fuzz_bugs_graphing
Wrap-Up:
https://docs.google.com/forms/d/e/1FAIpQLSemMrpcowLLGBnPYeAJF0HU44HNfPZJCj3eZv
EQyfcRf2kcUA/viewform?usp=sf_link

Math - Unit 7

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Math - Unit 7

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1/19/20

Teacher: Kristi DiMeo

3. Essential Question: How can you read picture graphs?

4. Materials and Equipment:

- Data: information you collect

Cone Crazy link: https://www.multiplication.com/games/play/cone-crazy-multiplication

Nearpod login link: https://nearpod.com/student/

Interpret Pictographs: https://www.mathgames.com/skill/3.12-interpret-pictographs

Teacher: Kristi DiMeo

3. Essential Question: How do you make a picture graph?

4. Materials and Equipment:

5. Instructional Objective: After completing 6 questions related to making picture graphs in

- The teacher will introduce two vocabulary terms to the students:

Cone Crazy link: https://www.multiplication.com/games/play/cone-crazy-multiplication

Nearpod login link: https://nearpod.com/library/2280032?or=0

Building Scaled Picture Graphs 3.MD.3: https://www.youtube.com/watch?v=9ewjzJ1JXWM

Teacher: Kristi DiMeo

3. Essential Question: How do you make a bar graph?

4. Materials and Equipment:

Cone Crazy link: https://www.multiplication.com/games/play/cone-crazy-multiplication

Nearpod login link: https://nearpod.com/student/

Creating Bar Graphs: https://www.youtube.com/watch?v=ReW4MPqXTvA

Creating Bar Graphs Using Tables:

Teacher: Kristi DiMeo

3. Essential Question: How can you solve problems using graphs?

4. Materials and Equipment:

5. Instructional Objective: After completing 5 questions regarding solving word problems

Patty’s Paints link: https://www.multiplication.com/games/play/pattys-paints-multiplication

Nearpod login link: https://nearpod.com/student/

Interpret Bar Graphs: https://www.mathgames.com/skill/3.10-interpret-bar-graphs

Teacher: Kristi DiMeo

4. Materials and Equipment:

5. Instructional Objective: After completing 6 questions regarding how to be precise when

Patty’s Paints link: https://www.multiplication.com/games/play/pattys-paints-multiplication

Nearpod login link: https://nearpod.com/student/

Fuzz Bugs Graphing: https://www.abcya.com/games/fuzz_bugs_graphing

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