~ Gateway Regional School District~
Unit Plan
(revised 2/15/13)
Content Area: Go Math!
Unit 2: Represent and Interpret Data
Grade(s): 3
Time Line: 8 days
Date: October
Domain/Content Standard(s): Measurement and Data CC.3.MD
Stage 1: Desired Results
Established Goals:
Represent and interpret data.
CCSS.Math.Content.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. For example, draw a bar graph in which each square in the bar
graph might represent 5 pets.
CCSS.Math.Content.3.MD.B.4 Generate measurement data by measuring lengths using rulers marked
with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is
marked off in appropriate units— whole numbers, halves, or quarters.
Transfer:
Student will able to:
Organize data in tables and solve problems using the strategy make a table.
Problem Solving • Organize Data COMMON CORE CC.3.MD.3 Also CC.3.NBT.2
Read and interpret data in a scaled picture graph.
Use Picture Graphs COMMON CORE CC.3.MD.3 Also CC.3.NBT.2
Draw a scaled picture graph to show data in a table.
Make Picture Graphs COMMON CORE CC.3.MD.3 Also CC.3.NBT.2
Read and interpret data in a scaled bar graph.
Use Bar Graphs COMMON CORE CC.3.MD.3 Also CC.3.NBT.2 Solve one­ and two­step compare problems using data represented in scaled bar graphs. Solve Problems Using Data COMMON CORE CC.3.MD.3 Also CC.3.OA.8, CC.3.NBT.2 Read and interpret data in a line plot and use data to make a line plot. Use and Make Line Plots COMMON CORE CC.3.MD.4 Also CC.3.NBT.2 Meaning:
Understandings:
Students will understand that there are two stages to working with data. The first stage focuses on the data - what
to collect and how to collect it. The second stage is representation - how to best represent the data collected.
Students will understand that answering questions is a way to analyze data.
Essential Question:
How can you represent and interpret data?
Acquisition:
Students will know…
Picture graphs offer a way to connect the actual objects being counted to recording data.
Bar graphs are faster to construct than picture graphs and are useful when comparing data.
Line plots provide a quick way to get a sense of the “shape” of the data. Because the number line is used as a way
to organize data, it is possible to see the outliers.
Students will be skilled at…
Formulating questions for collecting data that can be represented on a graph or line plot.
Gathering data to be represented on a graph or line plot.
Representing data on a graph or line plot.
Analyzing data by answering three types of questions.
1. Questions that are based on directly interpreting the data by reading one part of a graph.
2. Questions that compare information require interpreting two or more pieces of information from the graph.
3. Questions that require making predictions or inferences and are answered by reading beyond the data.
Vocabulary/factual knowledge
Bar graph
Frequency table
Horizontal bar graph
Key
Line plot
Picture graph
Scale
Vertical bar graph
Stage 2: Evidence
Assessment/Evidence of Learning:
levels
examples/blooms
(Curriculum embedded performance assessment)
Show What You Know, Mid-Chapter Check Point, Chapter 2 Review/Test
Performance tasks
Embedded Differentiated Performance Activities included in curriculum (Critical Area Project)
Other evidence:
Teacher observations
Stage 3: Learning Plan
Summary of:
Learning activities, strategies for instruction (include remediation and enrichment
opportunities/differentiated instruction)
1.1 Organize data in tables and solve problems using the strategy make a table.
2.2 Read and interpret data in a scaled picture graph.
2.3 Draw a scaled picture graph to show data in a table.
2.4 Read and interpret data in a scaled bar graph. 2.5 Draw a scaled picture graph to show data in a table. 2.6 Solve one­ and two­step compare problems using data represented in scaled bar graphs. 2.7 Read and interpret data in a line plot and use data to make a line plot.
Problem Based Learning Activity:
Blooms Level
Critical Area Project: Inventing Toys
Students will understand multiplication and division and strategies for multiplication and division within 100.
Students will determine how many cartons of dolls will fill two shelves using the specifications given.
Instructional Tools, Resources, 21st Century Skill(s) Component
iTools, whiteboards, Mega Math, Destination Math, Animated Math Models, Manipulatives, Grab and Go Center Kit,
Student Edition Go Math Workbook
Stage 4: Reflection
Unit Outcome:
Notes for changes: