Week of January 7-11 , 2012
Specific SOL:
3.4b multistep
3.17 graphing
Focus Review
PreAssessment:
Monday
Guided
Practice:
Objective:
Independent
Activity:
Evaluation/
Assessment
Homework
Math
Practice with Multi-Step Word Problem Review PPT. to review solving multistep word
problems by finding key information and numbers.
***SOL 3.4b assessment***
Ask students to share their favorite movie and try to record on board while they just shout
out-stop during the chaos and ask if this is the best way to get their answers? Explain that we
are going to learn easy ways to collect data so that we can use it for graphing
Intro collecting data with surveys (asking a question and giving four possible answer choices,
recording answers in tally chart and making table from the tallies)
-turn surveys into bar graphs-go over parts of bar graph (title, scale and labeled axis) and
model making bar graphs vertically and horizontally on graph paper
-add note pages 3 & 5 and go over together
-Lesson 20-4, p. 466-467-use graph paper for teacher specified examples
1:00-2:00














Instructional Strategies
Activating prior knowledge
Identifying similarities/ difference
Summarizing and note taking
Reinforcing effort/providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives/providing feedback
Generating and testing hypotheses
Cues, questions, advance organizers
Differentiation
Structured small groups
Other
Make own bar graph with title and labeled axis using mini skittles (observation)
Should the amounts on the tally chart and the amounts listed on a table be the same or
different? Explain.
Hw: workbook p. 289 (Making Bar Graphs)
Students for
Enrichment or
Support
Specific SOL:
3.17 graphing
Focus Review
PreAssessment:
Tuesday
Guided
Practice:
Objective:
Give students number cube and ask to roll 20 times and record numbers rolled to make bar
graph (experiment) OR for challenge use
http://www.harcourtschool.com/activity/elab2004/gr3/25.html to record tally marks for rolls
on screen for whole class and January – June birthdays make horizontal graph and July through
December birthdays make vertical graph to show data
-intro using data to create picture graph-go over parts of pictograph (title, labels, pictures &
key)
-survey for favorite food and make a class pictograph with a key
*show students that they can label each picture in the graph with the number from the key to
remind them how to count the pictures (by 1, 2, 5, 10)
-add note page 2 and go over
-practice by making class pictograph(use pictograph paper)-use class lunches to make
pictograph
Independent
Activity:
Favorite Ice Cream Pictograph ws
Evaluation/
Assessment
Homework
Where do you see examples of graphs in our room? School? Other places?














Instructional Strategies
Activating prior knowledge
Identifying similarities/ difference
Summarizing and note taking
Reinforcing effort/providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives/providing feedback
Generating and testing hypotheses
Cues, questions, advance organizers
Differentiation
Structured small groups
Other ___Movement______
HW: wkbk p. 288 (Making Pictographs)
Students for
Enrichment or
Support
Wednesday
Specific SOL:
3.17 graphing
Have students Think Pair Share all the ways we could use a number line and share out to class.
Focus Review
PreAssessment:











Instructional Strategies
Activating prior knowledge
Identifying similarities/ difference
Summarizing and note taking
Reinforcing effort/providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives/providing feedback
Generating and testing hypotheses
Cues, questions, advance organizers
-intro line plots as a way to record data about people on a number line
- write a number line with the numbers from 1 to 12 on the board & ask each student to place
an x above a number to show the number of letters in their first name. Ask students, “What
does the x represent on our line plot?” and “Give two conclusions about the information on
our line plot.
Guided
Practice:



Differentiation
Structured small groups
Other _______________________
-ask students “What kind of data can be displayed on a line plot?”, “How is a line plot different
than a bar graph? Pictograph? How are they similar?”, and “When should a line plot be used to
show data?”
-students draw number line to plot number of brothers and sisters for each student
*Use Number Line paper in storage closet-Plenty of copies already made*
Objective:
Independent
Activity:
Evaluation/
Assessment
Homework
Line Plot ws for class work grade
Teacher evaluation and line plot ws
Students for
Enrichment or
Support
Specific SOL:
3.17 graphing
Focus Review
PreAssessment:
-tell students that 10 students were polled about the number of pencils in their book bag and
this is the data collected
-have students use the data and knowledge of line plots to find 3 things wrong with the plot
(no title, no scale and there is an x above the three
-have students correct the line plot
Thursday
- introduce reading a bar graph to answer questions about the data collected and analyzing to
write a statement about the data
Guided
Practice:
Objective:
Independent
Activity:
Evaluation/
Assessment
Homework
Add note pages 1 & 4 and go over
Intro reading bar and pictographs
-Explain that many questions will deal with what has the most, least or how many for a specific
data point
-Discuss being aware of the scale on a bar graph (may not always count by 1’s) and the key on
the pictograph
-Lesson 20-2 at Pearson Success Net, Practice with various examples from text p. 460-462
-Additional Practice at http://www.ixl.com/math/grade-3/bar-graphs and
http://www.ixl.com/math/grade-3/pictographs
-Graphing Review PPT from Gwen Best with answers on white boards














Instructional Strategies
Activating prior knowledge
Identifying similarities/ difference
Summarizing and note taking
Reinforcing effort/providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives/providing feedback
Generating and testing hypotheses
Cues, questions, advance organizers
Differentiation
Structured small groups
Other _______________________
Baseball bar graph ws
If you wanted to create a graph about the number of milk cartons sold each day at lunch,
which graph would you create and why?
HW: Fishing Trip Pictographs ws
Students for
Enrichment or
Support
Specific SOL:
3.17 graphing
Focus Review
PreAssessment:
-class creates line plot with the number of each month on the number line and the students
mark their birth month with an x, students construct line plot on grid paper with a title and
label
-students create one question for the word wall about the data on the graph
Friday
Guided
Practice:
Independent
Activity:
Objective:
Evaluation/
Assessment
Homework
Students for
Enrichment or
Support
Review making line plots by graphing on a number line the responses for number of letters in
first name, number of siblings, number of pets, AR books read in a week, etc.
Discuss that sometime we will be given data and have to make the line plot then answer
questions about it (see attached example below)
Practice on screen at http://www.ixl.com/math/grade-3/line-plots
Use Examples from Checkpoints SOL 3.17ab and SOL 3.17c to practice/review as carousel
activity
3.17 Graphing Class work grade














Instructional Strategies
Activating prior knowledge
Identifying similarities/ difference
Summarizing and note taking
Reinforcing effort/providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives/providing feedback
Generating and testing hypotheses
Cues, questions, advance organizers
Differentiation
Structured small groups
Other Quiz