Overview

Module 6: Collecting and Displaying Data

This 10-day module builds on Grade 2 concepts about data, graphing, and line plots. The two topics in this module focus on generating and analyzing categorical and measurement data. By the end of the module, students are working with a mixture of scaled picture graphs, bar graphs, and line plots to problem solve using both categorical and measurement data.

Topic A: Generate and Analyze Categorical Data

Topic B: Generate and Analyze Measurement Data

Advanced Preparation:

- Bar graph
- Grid paper
- Line plot
- Picture graph
- Rulers (measuring in inches, half inches, and quarter inches)
- Sentence strips
- Tape diagram

Module 7: Collecting and Displaying Data

This 40-day final module of the year offers students intensive practice with word problems, as well as hands-on investigation experiences with geometry and perimeter. The module begins with solving one- and two-step word problems based on a variety of topics studied throughout the year, using all four operations. Next students explore geometry. Students tessellate to bridge geometry experience with the study of perimeter. Line plots, familiar from Module 6, help students draw conclusions about perimeter and area measurements. Students solve word problems involving area and perimeter using all four operations. The module concludes with a set of engaging lessons that briefly review the fundamental Grade 3 concepts of fractions, multiplication, and division.

Topic A: Solving Word Problems

Topic B: Attributes of Two-dimensional Figures

Topic C: Problem Solving with Perimeter

Topic D: Recording Perimeter and Area Data on Line Plots

Topic E: Problem Solving with Perimeter and Area

Advanced Preparation:

- Cardstock (for making student copies of templates)
- Circular objects (a variety of sizes for students to measure)
- Grid paper
- Index cards (to use as right angle tools)
- Pattern blocks
- Rulers (measuring to the nearest quarter inch, constructed by students in Module 6)
- String
- Square tiles
- Tangrams (see the example illustrated in the Module Overview narrative)
- Tetrominoes (see the example illustrated in the Module Overview narrative)

Module Tip Sheet for Parents

These documents provide parents an opportunity to see what their children are learning in the current module including:

- Standards
- Key vocabulary
- Example Problems
- Pictorial Models
- Ideas for how to can help children at home
- Coherence of learning with past and future modules

For guides in Spanish, go here

Week 1: April 16

Notes:

Lesson 2 - In this lesson, students are rotating their tape diagrams vertically. During the Concept Development, recognize all true expressions, particularly those that apply the distributive property. Students working below grade level and others may benefit from more scaffolded instruction for constructing and solving equations for three addends and the total points.

Lesson 3 - Scaffolding reading the graphs in the Problem Set may benefit students in this lesson. Consider: facilitating a guided practice of estimating and accurately determining challenging bar values, starting with smaller numbers and labeled increments and gradually increasing the challenging, allowing students to record the value inside of the bar—in increments as a tape diagram or as a whole—until they become proficient.

Lesson 4 - Consider scaffolding partner talking during Concept Development with sentence frames. In the Problem Set, notice (a) may be the first time your students create a bar graph without the scaffold of a grid. Bring this to students’ attention, and quickly review how the bars should be created.

Week 2: April 23

Assessment:

Biweekly 1: Lesson 6 Exit Ticket

Standards Addressed in Week's Lessons

Topic B

3.MD.3

3.MD.4

Notes:

Lesson 5 - This lesson involves students creating rulers to be able to produce measurement data. Take note of materials that need to be prepared for students: 1" × 6" strip of yellow construction paper, colored pencils or markers (black, red, and blue), ruler, lined paper (Template), 1 straw pre-cut (vary incremental lengths lengths among students),

Lesson 6 - The Application Problem here reviews the relationship between quarter, half, and whole inches from Lesson 5. Students can choose to draw their own rulers or use the rulers they made from Lesson 5 to solve the problem. Students working below grade level may benefit from modifications to Problem 2 of the Problem Set that make the data easier to discern. Consider the following: enlarge the Lengths of Worms line plot, have students label the column totals, and/or draw rectangles around data in each column.

Lesson 7 - For students working above grade level, challenge students during the Concept Development to offer two other representations of the data (e.g., picture graph, bar graph, tape diagram, tally chart). Have students compare and list the advantages of using a line plot.

Lesson 8 - The word "interval" has already been introduced in Module 2, but the vocabulary will need to be reinforced in this lesson prior to or during the Application Problem. Use drawings, gestures, and examples to explain the meaning of interval. Link vocabulary to synonyms they may be more familiar with, such as space, period, distance, and gap (on the number line).

OMIT LESSON 9 for pacing considerations. This lesson is a problem solving lesson involving categorical and measurement data. Be sure to embed problem solving practice with both types of data into prior lessons.

Week 3: April 30

Assessment:

End-of-Module Assessment

Standards Addressed in Week's Lessons

Topic A

3.OA.8

Standards Assessed in Assessments

End-of-Module

3.MD.3

3.MD.4

Notes:

Administer End-of-Module Assessment first this week.

Lesson 1 - Students solve word problems using a variable to represent the unknown. Consider changing the context of the first problem in the Concept Development if you think another story might be more engaging for your students. During the Concept Development, consider using the Problem Set in a clear plastic sleeve instead of the white boards so students can easily share work.

Lesson 2 - This lesson includes guided practice with strategies for problem solving in word problems (continuing from Lesson 1). This lesson emphasizes the use of modeling through the Read-Draw-Write (RDW) process and revisit models such as tape diagrams and number bonds. Students flexibly use a letter to represent the unknown as they solve, which they will need in Topics C and D.

Lesson 3 - This lesson increases student independence with word problems. Students work together or on their own to develop solution paths, share strategies and solutions, and engage in a peer review and critique. Student presentation and review protocols are incorporated into this lesson.

Week 4: May 7

Notes:

Lesson 4 - Students learn that different shapes (e.g., squares, rectangles, and rhombuses) have shared attributes that can fall within a larger category (parallelograms, quadrilaterals, and trapezoids). They explore these new, larger categories and understand how shapes can be decomposed. This lesson includes student discussion: differences between shapes.

Lesson 5 - Students use their understanding of the attributes of quadrilaterals to compare other polygons. They look for shared attributes and learn to recognize polygons with sides that are equal—regular polygons—which helps lay a foundation for problem solving with perimeter in later topics.

Lesson 6 - Students draw shapes based on given attributes. For example, students may be asked to draw a quadrilateral with at least two right angles and talk about which shapes are possibilities. They also draw quadrilaterals that do not fit any subcategories.

Lesson 7 - Students work with tetrominoes. They use grid paper to construct a set and then reason about how to create larger shapes, such as rectangles, using them. This develops spatial structuring skills by way of manipulating and composing shapes.

OMIT LESSONS 8 & 9 - Move Lessons 8 and 9 to art class or to another time of day. At this level, the use of tangrams is quite similar to that of Grade 2.

Standards Addressed in Week's Lessons

Topic B

3.G.1

Week 5: May 14

Notes:

Lesson 10 - Students decompose a quadrilateral. They rearrange the parts to form a new shape. They then use the new shape to tile, tracing its perimeter until a new larger shape (the complete tessellation) is formed.

OMIT LESSON 11 - Tessellating helps students understand that perimeter is not just a property of shapes with straight sides. Lesson 16 revisits this idea.

Lesson 12 - Students measure side lengths and calculate perimeters. They measure the side lengths of polygons (in whole number units) using rulers and then use these side lengths to determine perimeter. Students attend to units as they solve and discuss the efficiency of strategies for adding side lengths.

Lesson 13 - This lesson builds in complexity from Lesson 12. Students are given pictorial models, including the side lengths of polygons, from which they determine the perimeter.

Lesson 14 - This lesson includes complex problem solving. Students determine the perimeter of a figure when whole number side length measurements are unknown. Students use their knowledge of attributes of shapes to fill in unknown information and then calculate the perimeter.

Week 6: May 21

Module

Topic

Notes:

Lesson 15 - Students apply their basic understanding of perimeter to real-world contexts. They explore how perimeter is used in everyday life and develop strategies for calculating perimeters using known information.

Lesson 16 - This lesson's Find the Perimeter white board fluency reviews Lesson 15. For the Concept Development, the white string in the materials list is used in both parts of this lesson. Be sure to cut the string so it is long enough to go around the item with the greatest perimeter in Part 2.

Lesson 17 - Suggestions for showing how to decompose composite figures to find area: mark ticks to show equal sides. If technology is available, consider using color to highlight the two rectangles. Alternate between a one-colored composite figure and the two-colored rectangles.

Mid-Module Assessment after Lesson 17.

Assessment:

Mid-Module Assessment

Biweekly 3: Lesson 17 Exit Ticket

Standards Addressed in Week's Lessons

Topic C

3.MD.8

3.G.1

Standards Assessed in Assessments

Mid-Module

3.MD.8

3.G.1

Week 7: May 28

Module

Topic

Notes:

Lesson 18 - Suggested scaffold for Concept Development: provide a word bank and allow students to discuss their thoughts before writing on their Problem Sets. Here is a possible sentence starter: “To find the perimeter, we need to know…” Possible words for the word bank: length, width, rectangle, area, and perimeter.

Lesson 19 - Possible extension after Concept Development for students working above grade-level: ask students to find and then plot data for numbers greater than 18 unit squares. Note: the Exit Ticket mirrors the first page of the Problem Set in this lesson.

Lesson 20 - This lesson includes two strategies for finding the length and width of a rectangle when the perimeter is known. One strategy is written into the vignette, and the other is explained after the vignette. Before delivering the lesson, read through both, and decide which is most appropriate for the class. Depending on the class, both may be taught.

Standards Addressed in Week's Lessons

Topic D

3.MD.4

3.MD.8

3.G.1

Week 8: June 4

Module

Notes:

Lesson 21 - Prioritize questions 1 and 3 in the Student Debrief, allowing students to share with an elbow partner before whole-group.

OMIT LESSON 22- This lesson culminates Topic D by having students record data collected from Lessons 20 and 21 on a line plot. Although it deepens understanding of concepts explored in earlier lessons, no new material is presented.

Lesson 23 - In this problem-solving lesson, instead of the typical Concept Development, students work in pairs or independently to solve the six problems on the Problem Set. The teacher facilitates conversation and may provide structure for problem solving using Steps 1–3 (on the next page). Specific information about each problem follows and can be used to facilitate conversation.

OMIT LESSONS 24–27, which guide students through a multi-day art project involving perimeter and area, for pacing considerations.

Lesson 28 - This lesson builds on the learning from Lesson 23 (students working in partners to solve a variety of perimeter word problems) and the in-depth work on area from Module 4.

Lesson 29 - This lesson has students solve area and perimeter problems for composite figures. Suggested scaffolds for students working below grade level: break the word problems into smaller steps. For Problem 3, for example, ask, “What is the length of one of the small rectangles? What is the perimeter of one of the small rectangles? What is the perimeter of the new, larger rectangle?”

Standards Addressed in Week's Lessons

Topic D

3.MD.4

3.MD.8

Topic E

3.MD.8

3.G.1

Week 9: June 11

Assessment:

End-of-Module

ANet

Standards Addressed in Week's Lessons

Topic E

3.MD.8

3.G.1

Standards Assessed in Assessments

End-of-Module:

3.OA.8

3.MD.4

3.MD.8

3.G.1

ANet:

Major

3.NF.3

Supporting

3.G.1

3.MD.3

3.MD.4

Additional

3.MD.8

Review

3.MD.7

3.NF.1

3.OA.8

Notes:

Lesson 30 - This two-part Concept Development starts with students analyzing sample student work, and moves to students analyzing work from a presenting peer. Consider preparing presenters in advance if pacing is an issue. For the sample work analysis, consider giving sentence stems to help students construct their responses (possibly remove after Student A). [Student A drew a ____ and labeled… He wrote the equation ____, which makes sense because … He found the length of the rope by… He subtracted ___ because...]

OMIT LESSONS 31, 32 and 34 - While these lessons provide a review of important Grade 3 material including fluency and fractions, they have been omitted for pacing considerations. Be sure, however, to notice the resources for summer practice included in Lesson 34

Lesson 33 - This is the only end-of-year review included, due to pacing considerations. This lesson reviews the fundamental fluencies of the grade level. Instead of a Concept Development, the bulk of this lesson includes mixed review games and then students are given a chance to reflect and self-assess their own fluency.

Administer End-of-Module Assessment after Lesson 33.

One day provided this week for ANet