Task Name Task Type Grouping Strategy Content Addressed Standard(s) Description Scaffolding Tasks Individually, Pairs, or Small Group Task Time to the Minute, Elapsed Time MGSE3.MD.1 In this task, students will work with familiar schedules and lengths of time to find elapsed time. Constructing Task Partner/Small Group Task Problem Solving with Elapsed Time MGSE3.MD.1 In this task, students will examine a family’s morning bathroom routine. They will discuss and explore telling time to the minute as well as elapsed time. Constructing Task Whole Group/Individual Task Elapsed Time MGSE3.MD.1 In this task, students will record and draw time to the nearest minute and calculate elapsed time in 15, 30, and 60 minute intervals. 3-Act Task Whole Group Elapsed Time MGSE3.MD.1 In this task, students will view a picture and tell what they noticed. Next, they will be asked to discuss what they wonder about or are curious about. Students will then use mathematics to answer their own questions Constructing Task Individual/Partner Task Collect, Record, and Display Data (tables, line plots, bar graphs) Elapsed Time MGSE3.MD.1 MGSE3.MD.3 In this task, students track how they use their time during the week. Using these results, students create a bar graph and then write a letter a paragraph explaining the amount of time spent watching television. Constructing Task Small Group Task Use a balance scale; Estimate and measure using a unit MGSE3.MD.2 In this task, students will explore weight using simple household items and a balance scale. Students are introduced to the need for standardized units while exploring weight using paper clips.
Reading 1 Sports/Playing Watching TV 2 Taking Care of Me TOTAL TIME ( for each day) 24 *Amount of time should be recorded to the closest ¼ hour. After completing your table, complete the following: Use the data above to create a bar graph display of the data. Use the data and your graph to decide whether or not you spend too much time watching television. Write a paragraph explaining how the data informed you in your decision.
Name _________________________________________ Date __________ Setting the Standard Measure each item using paper clips in the balance scale, like you did in the “How Many Paper Clips?”task. Then measure each item using grams (g). Record the measures in the chart below. Item Name Measurement in Paper Clips Measurement in Grams (g)
5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. BACKGROUND KNOWLEDGE Students should have opportunities reading and solving problems using scaled graphs before being asked to draw one. The following graphs all use five as the scale interval, but students should experience different intervals to further develop their understanding of scale graphs and number facts. While exploring data concepts, students should Pose a question, Collect data, Analyze data, and Interpret data (PCAI). Students should be graphing data that is relevant to their lives Example: Pose a question: Student should come up with a question. What is the typical genre read in our class? Collect and organize data: student survey Pictographs: Scaled pictographs include symbols that represent multiple units. Below is an example of a pictograph with symbols that represent multiple units. Graphs should include a title, categories, category label, key, and data. How many more books did Juan read than Nancy? Number of Books Read Nancy Juan = 5 books Single Bar Graphs: Students use both horizontal and vertical bar graphs. Bar graphs include a title, scale, scale label, categories, category label, and data. Analyze and Interpret data: How many more nonfiction books where read than fantasy books? Did more people read biography and mystery books or fiction and fantasy books?
ESSENTIAL QUESTIONS How are tables, bar graphs, and line plot graphs useful ways to display data? How do I decide what increments to use for my scale? How can graphs be used to display data gathered from a survey? How can graphs be used to compare related data? MATERIALS “It’s in the Data Part II” student recording sheet Plain paper Large container of small objects – buttons, blocks, marbles, or Unifix cubes, or similar object Chart Paper and Markers Ruler/tape measure Paper, markers, crayons, rulers and other supplies needed to create graphs Lemonade for Sale by Stuart J. Murphy, or a similar book GROUPING Small Group Task NUMBER TALKS By now number talks should be incorporated into the daily math routine. Continue utilizing the different strategies in number talks and revisiting them based on the needs of the students. TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION (SMP 1, 2, 3, 4, 5, 6, 7, and 8) Part I Line plot graphs (sometimes called dot plots) are an excellent way to display data in an easy and quick manner. Line plot graphs in third grade are used to record measurement data to the nearest ¼ inch. Students should use the following questions to generate measurement data for a line plot graph: How tall are your classmates to the nearest ¼ inch? What is the arm span of your classmates to the nearest ¼ inch? How long are your classmates’ hands from the tip of their finger to their wrist to the nearest ¼ inch?
It’s in the Data Part 2 You will be finding handful data for a different object. Record the data for each student in your class in the table below. Student Name Number of Objects in a Handful Student Name Number of Objects in a Handful Use the data in the table above to create a line plot graph on a separate sheet of paper. Think about the following questions before you create your graph.