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A Story of Units

A Story of Units. Grade 3 – Module 6. 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

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A Story of Units

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  1. A Story of Units Grade 3 – Module 6

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

  3. Curriculum Overview of A Story of Units

  4. Module Overview • Read the descriptive narrative and underline key phrases • Summarize the major learning of the module in 1-2 sentences

  5. End-of-Module Assessment What concepts will students need to master by the end of the module?

  6. Topic A:Generate and Analyze Categorical Data

  7. Lesson 1, Problem Set

  8. Use your data to make picture graphs Lesson 1Problem Set

  9. Possible Picture Graphs Lesson 1 Problem Set Student Work

  10. Lesson 2 Application Problem 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?

  11. Possible Solution Lesson 2 Application Problem Student Work

  12. Lesson 2 Concept Development

  13. Number of Fish in Pal’s Pet Store 35 30 25 Number of fish 20 15 10 5 0 Tank E TankA TankC TankD Tank B Tank Lesson 3 Application Problem and Concept Development

  14. Lesson 3 Concept Development

  15. Try problems from the Problem Set Lesson 3 Problem Set

  16. Lesson 3 Problem Set Student Work

  17. Turn and Talk How does rotating tape diagrams vertically prepare students to create scaled bar graphs?

  18. Try Lesson 4’s Application Problem Lesson 4 Application Problem

  19. Wing Vibrations of Insects Number of Wing Vibrations Each Second Honeybee Beetle Mosquito Fly Lesson 4 Concept Development Insect

  20. Possible Solutions Lesson 4 Concept Development

  21. Turn and Talk How do students represent categorical data? How do these representations help students analyze data?

  22. Topic B:Generate and Analyze Measurement Data

  23. Grade 3 Measurement Data Progression, Pages 9-10

  24. Lesson 5 Concept Development

  25. Lesson 5 Concept Development

  26. Lesson 5 Problem Set

  27. Lesson 6 Application Problem 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

  28. Lesson 6 Concept Development

  29. Lesson 6 Concept Development

  30. Lesson 6 Concept Development • 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: • A statement using the word frequent or common. • A statement using the words at least. • A comparison statement using more than requiring subtraction to solve. • A comparison statement using less than requiring subtraction to solve.

  31. Lesson 6 Homework

  32. Lesson 7 Application Problem

  33. Lesson 7 Application Problem and Concept Development

  34. Lesson 7 Concept Development

  35. Lesson 7 Problem Set

  36. Try the Lesson 8 Problem Set

  37. Lesson 9 Concept Development

  38. Turn and Talk Why is context important in students’ work with data?

  39. Biggest Takeaway • Turn and Talk: • What questions were answered for you? • What new questions have surfaced?

  40. 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.

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

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