A Story of Units

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NYS COMMON CORE MATHE MATICS CURRI CULUM A Story of Units

A Story of UnitsGrade 3 – Module 6


N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units

Session Objective

Prepare to implement Module 6 by examining mathematical models and instructional strategies in the lessons.



Curriculum Overview of A Story of Units



Module Overview• Read the descriptive

narrative and underline key phrases

• Summarize the major learning of the module in 1-2 sentences



End-of-Module Assessment

What concepts will students need to master by the end of the module?



Topic A:Generate and Analyze Categorical Data



Lesson 1, Problem Set



Use your data to make picture graphs

Lesson 1 Problem Set



Possible Picture Graphs

Lesson 1 Problem Set Student Work



Reisha plays in three basketball games. She scores 12 points in Game 1, 8 points in Game 2, and 16 points in Game 3. Each basket that she made was worth 2 points. She uses tape diagrams with a unit size of 2 to represent the points she scored in each game. How many total units of 2 will it take to represent the points she scored in all three games?

Lesson 2 Application Problem



Possible Solution

Lesson 2 Application Problem Student Work



Lesson 2 Concept Development



Lesson 3 Application Problem and Concept Development

0

5

10

15

20

25

30

35

Tank A Tank B Tank C Tank D Tank E

Num

ber o

f fis

h

Tank

Number of Fish in Pal’s Pet Store



Try problems from the Problem Set




Lesson 3 Problem Set Student Work



Turn and Talk

How does rotating tape diagrams vertically prepare students to create scaled bar graphs?




Try Lesson 4’s Application Problem




Num

ber o

f Win

g V

ibra

tions

Eac

h S

econ

d

Honeybee Beetle Fly Mosquito

Insect

Wing Vibrations of Insects



Possible Solutions




Turn and Talk

How do students represent categorical data?

How do these representations help students analyze data?



Topic B:Generate and Analyze Measurement Data



Grade 3 Measurement Data Progression, Pages 9-10



Katelynn measures the height of her bean plant on Monday and again on Friday. She says that her bean plant grew 10 quarter inches. Her partner records




Work with your group to write true statements about the Time Spent Outside Over the Weekend line plot.

Each of the following must be included and be correct:1. A statement using the word frequent or common.2. A statement using the words at least.3. A comparison statement using more than requiring

subtraction to solve.4. A comparison statement using less than requiring subtraction

to solve.




Lesson 6 Homework



Lesson 7 Application Problem and Concept Development



Try the Lesson 8 Problem Set



Turn and Talk

Why is context important in students’ work with data?



Biggest Takeaway

Turn and Talk:• What questions were answered for you?• What new questions have surfaced?



Key Points• This module builds on Grade 2 concepts about data, graphing,

and line plots.

• The added complexity is that symbols on picture graphs, scales on bar graphs, and intervals on line plots have values other than 1.

• Students use their multiplication skills to analyze data on picture graphs and bar graphs.



Review Session Objective

Prepare to implement Module 6 by examining mathematical models and instructional strategies in the lessons.

A Story of Units

Documents

Transcript of A Story of Units