Math – Third Grade Monday, May 18 – Friday, May 22 Collecting and Displaying Data

PURPOSE- Geometry and Measurement Word Problems

• I can draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. (3.MD.B.3) *

• I can solve one and two-step “how many more” and “how many less” problems using information in a scaled bar graph. (3.MD.B.3) *

• I can generate measurement data using rulers marked with halves and fourths of an inch. (3.MD.B.4) *

• I can show measurement data by making a line plot where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. (3.MD.B.4) * *New Learning

WATCH The following videos may be viewed before Practice, Discuss, or Product to support learning or after to extend learning.

• Monday: Creating a Scaled Picture Graph • Tuesday/Wednesday: Creating Picture and Bar Graphs • Thursday: Construct and read a ruler marked with halves and fourths of an inch. • Thursday: Measuring Objects to the nearest quarter inch • Thursday: Collecting Data with a ruler then displaying on a line plot

PRACTICE These lessons combine students’ knowledge of graphs and data collecting with creating graphs, placing data on a line plot, and answering one and two-step word problems. Go to WATCH section to find videos to support understanding and application.

Daily Problem Sets Monday: Module 6 Problem Set 2 Tuesday: Module 6 Problem Set 3 Wednesday: Module 6 Problem Set 4 Thursday: Module 6 Problem Set 7 Friday: Module 6 Problem Set 9 Choosing the Best Graph (Click “Sing Karaoke”) Daily Math Practice and Review Daily Math Answer Key Screen-Free Activities: A variety of activities to get away from the computers and have fun while learning! Tally, Set, Go! Survey Says Measure Up Leafy Lines

Optional Zearn Lessons: Mission 6 Lessons 1-9 (Use student log in information to access through Moodle. Please reach out to your school/teacher for support and guidance if needed)

DISCUSS Choose a question to answer each day to enforce deep understanding of this week’s concepts and skills.

• Monday: Reisha played in three basketball games. She scored 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 does it take to represent the points she scored in all three games? (12+8+16=36 36 divided by 2 is 18 It takes a total of 18 units to represent the points scored in all three games)

• Tuesday: 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 2 ½ inches on his growth chart for the week. Is her partner right? Why or why not? (Her partner is accurate because for every 4 quarter inches you would have one whole inch. 8 quarter inches would equal to 2 inches, and then two more quarter inches would be a half inch totaling 2 ½ inches in plant growth).

• Wednesday: Mrs. Byrne’s class is studying worms. They measure the lengths of the worms

to the nearest quarter inch. The length of the shortest worm is 3 ¾ inches. The length of the longest worm is 5 2

4 inches. Kathleen says they need 8 quarter-inch intervals to plot the

lengths of the worms on a line plot. Is she right? Why or why not? (No, she is not right because you would need only 7 quarter-inch intervals.)

• Thursday: What does the number of X’s on a Line Plot tell you? Why is it important to have a key with some graphs? Do all graphs need a key? Explain why or why not. (The number of X’s on a line plot indicate the quantity of objects or items being represented in the graph. A key is needed to tell or show the quantity or how many is represented in a symbol or picture. Not all graphs need a key. If you understand the range represented within the interval, you could determine the quantity of each symbol or picture.)

• Friday: You have just measured a set of data and plan to make a line plot to display it. The smallest measurement in your set of data is 2 inches and the largest is 4 inches. If you label your horizontal scale in fourths of an inch, how many tick marks will you need to correctly label your graph? (9 tick marks would be needed to show the range from 2 inches to 4 inches partitioning each inch into fourths of an inch including your beginning and end points.)

PRODUCT Test knowledge and skill application with these activities.

Tuesday: Creating Bar Graphs Wednesday: Reading Bar Graphs Study Jams Monday: Picture Graphs (Click Test Yourself) Tuesday/Wednesday: Bar Graphs (Click Test Yourself) Thursday: Line Plots (Click Test Yourself)

Daily Math Activities

Week of: May 18th- May 22nd

Monday, May 18, 2020 Problem Solving

Danielle combines her savings from March and April to buy books for her friends. Each book costs $9. How many books can she buy?

Daily Practice 10 x 4 =______ 3 x 10 = ______ 6 x 10 = ______ 7 x 4 = ______ 10 x 9 = ______ 8 x 7 = ______ 10 x 11 = ______ 6 x 9 = ______ 8 x 3 = ______ 5 x 10 = ______

Tuesday, May 19, 2020 Problem Solving

a. How many students are in Ms. Leal’s class? How do you know?

b. Ms. Leal says that for the class picture students in the back row must be at least 42 ½ inches tall. How many students should be in the back row?

c. How many students in Ms. Leal’s class are exactly 41 inches tall?

Daily Practice

Write >, <, or = to make the sentence true.

3 eighths ______ 5 eighths

4 fourths ______ 2 fourths

6 halves ______ 3 wholes

5 thirds ______ 5 sixths

1 whole ______ 6 sixths

*Circle the fractions greater than one whole. Draw a box around the fractions equal to one whole.

Wednesday, May 20, 2020 Problem Solving Malcolm earns $33 for good grades. He buys a book for $8 and a birthday present for his brother. He has $13 left to save. How much does the birthday present cost?

Daily Practice Find the rule for each pattern then

complete the patterns.

Rule: ________ 4, 8, ______, 16, 20, 24, ______

Rule: _______

107, _____, 113, 116, 119, _____

Rule: _______ 48, 24, 12, 6, ______

Thursday, May 21, 2020 Problem Solving Ms. Hollmann’s class goes on a field trip to the planetarium with Mr. Fiore’s class. The number of students in each class is shown in the picture graphs below.

Daily Practice 634 + 199 = _______ 358 + 217 = _______ 712 – 644 = _______ 800 – 88 = _______ 30 tens + 4 ones = _______ 21 tens – 63 ones = ______ 53 tens – 14 tens = _______

a. How many fewer boys are on the trip than girls?

b. It costs $2 for each student to attend the field trip. How much money does it cost for all students to attend?

Friday, May 22, 2020 Problem Solving **Use the picture graphs from Thursday to answer this question. ** The cafeteria in the planetarium has 9 tables with 8 seats at each table. Counting students and teachers, how many empty seats should there be when the 2 classes eat lunch?

Daily Practice Use the Distributive Property to

solve. 13 x 4 = __________________ 5 x 16 = __________________ 17 x 7 = __________________

Daily Math Activities KEY

Week of: May 18th- May 22nd

Monday, May 18, 2020 Problem Solving

Danielle combines her savings from March and April to buy books for her friends. Each book costs $9. How many books can she buy? $36 + $27 = $63 Danielle’s March and April savings is $63 altogether. $63 ÷ 9 = 7 She can buy 7 books.

Daily Practice 10 x 4 = 40 3 x 10 = 30 6 x 10 = 60 7 x 4 = 28 10 x 9 = 90 8 x 7 = 56 10 x 11 = 110 6 x 9 = 54 8 x 3 = 24 5 x 10 = 50

Tuesday, May 19, 2020 Problem Solving

a. How many students are in Ms. Leal’s class? How do you know? There are 20 students in Ms. Leal’s class. I know because I counted all of the X’s on the line plot.

b. Ms. Leal says that for the class picture students in the back row must be at least 42 ½ inches tall. How many students should be in the back row?

There should be 9 students on the back row. c. How many students in Ms. Leal’s class are exactly 41 inches

tall? 4 students are exactly 41 inches tall.

Daily Practice

Write >, <, or = to make the sentence true.

3 eighths < 5 eighths

4 fourths > 2 fourths

6 halves = 3 wholes

5 thirds > 5 sixths

1 whole = 6 sixths

*Circle the fractions greater than one whole. Draw a box around the fractions equal to one whole.

Wednesday, May 20, 2020 Problem Solving Malcolm earns $33 for good grades. He buys a book for $8 and a birthday present for his brother. He has $13 left to save. How much does the birthday present cost? $33-$13 = $20 Malcolm spent $20. $20-$8 = $12 The birthday present costs $12.

Daily Practice Find the rule for each pattern then

complete the patterns.

Rule: add 4 4, 8,12, 16, 20, 24, 28

Rule: add 3

107, 110, 113, 116, 119, 122

Rule: divide in half 48, 24, 12, 6, 3

Thursday, May 21, 2020 Problem Solving Ms. Hollmann’s class goes on a field trip to the planetarium with Mr. Fiore’s class. The number of students in each class is shown in the picture graphs below.

Daily Practice 634 + 199 = 833 358 + 217 = 575 712 – 644 = 68 800 – 88 = 712 30 tens + 4 ones = 34 21 tens – 63 ones = 147 53 tens – 14 tens = 390

a. How many fewer boys are on the trip than girls?

Boys: 13 + 14 = 27 Girls: 17 + 15 = 32 32 – 27 = 5 There are 5 fewer boys than girls.

b. It costs $2 for each student to attend the field trip. How much money does it cost for all students to attend?

27 + 32 = 59 There are 59 total students. 59 x $2 = $118 It costs $118 for all students to attend.

Friday, May 22, 2020 Problem Solving **Use the picture graphs from Thursday to answer this question. ** The cafeteria in the planetarium has 9 tables with 8 seats at each table. Counting students and teachers, how many empty seats should there be when the 2 classes eat lunch? 59 students + 2 teachers = 61 people altogether. 9 x 8 = 72 seats in the cafeteria 72 – 61 = 11 There should be 11 empty seats.

Daily Practice Use the Distributive Property to

solve. 13 x 4 = (10 + 3) x 4 = (10 x 4) + (3 x 4) = 40 + 12 = 52 5 x 16 = 5 x (10 + 6) = (5 x 10) + (5 x 6) = 50 + 30 = 80 17 x 7 = (10 + 7) x 7 = (10 x 7) + (7 x 7) = 70 + 49 = 119

Screen-Free Activities Activity #1 Tally, Set, Go!

Choose several members of your household to challenge. On an indoor or outdoor basketball goal, each person will get one minute to make as many shots as they can. Create a chart like the one below with each person’s name. Mark a tally for each shot made. Use the tally chart to create a picture graph based on the data. Then use the picture graph to create a vertical bar graph. If you do not have a basketball goal or ball, use a laundry basket as your goal and a crumpled up piece of paper as your designated ball.

Name # of shots made

Activity #2 Survey Says

Use the survey below to find out what the most popular choices are in your home. When the surveys are completed, draw a scaled bar graph to display the data for each category (5 total graphs). Think about how you could create a graph that shows what the most common choice of all categories is among your household members. *hint (Line Plot)

Survey Question Choices

Favorite Color?

Red

Blue

Green

Favorite Food?

Pizza

Chicken Nuggets

Cheeseburger

Favorite Pet?

Cat

Dog

Rabbit

Favorite Sport?

Basketball

Football

Baseball

Favorite Subject?

Math

Reading

Science

Activity #3 Measure Up

Materials: ruler template, scissors, pencil

Directions:

1. Cut out and label your ruler to show all half-inch and quarter-inch measures.

2. Use your ruler to measure ten objects around your home to the nearest quarter-inch.

3. Sketch and label each object you measure.

4. Number the objects in order from shortest to longest.

Activity #4 Leafy Lines

Collect 10-20 leaves from outside. Measure each leaf to the nearest fourth of an inch. Draw a Line Plot to display the data you collected. What is the most and least common leaf size around your home?

*Ruler Template

Problem Set 2 Name Date

1. Find the total number of stamps each student has. Draw tape diagrams with a unit size of 4 to show the number of stamps each student has. The first one has been done for you.

2. Explain how you can create vertical tape diagrams to show this data.

Tanisha:

Raquel:

Anna:

Dana: 4 4 4 4

Dana

Tanisha

Raquel

Anna

Each represents 1 stamp.

3. Complete the vertical tape diagrams below using the data from Problem 1.

c. What is a good title for the vertical tape diagrams?

d. How many total units of 4 are in the vertical tape diagrams in Problem 3(a)?

e. How many total units of 8 are in the vertical tape diagrams in Problem 3(b)?

f. Compare your answers to parts (d) and (e). Why does the number of units change?

g. Mattaeus looks at the vertical tape diagrams in Problem 3(b) and finds the total number of Anna’s and Raquel’s stamps by writing the equation 7 × 8 = 56. Explain his thinking.

Tanisha Raquel Anna Dana

4

4

4

4

Tanisha Raquel Anna Dana

8

8

a. b.

Problem Set 3

Name Date

1. This table shows the number of students in each class.

Use the table to color the bar graph. The first one has been done for you.

a. What is the value of each square in the bar graph?

b. Write a number sentence to find how many total students are enrolled in classes.

c. How many fewer students are in sports than in chorus and baking combined? Write a number sentence to show your thinking.

Number of Students in Each Class Class Number of Students

Baking 9 Sports 16 Chorus 13 Drama 18

Months

February

Amount

Saved in Dollars

2. This bar graph shows Kyle’s savings from February to June. Use a straightedge to help you read the graph.

a. How much money did Kyle save in May?

b. In which months did Kyle save less than $35?

c. How much more did Kyle save in June than April? Write a number sentence to show your thinking.

d. The money Kyle saved in was half the money he saved in .

3. Complete the table below to show the same data given in the bar graph in Problem 2.

Amount in Dollars

0

5

10

15

20

25

30

35

40

45

50

February March April May June

Month

Kyle’s Savings

This bar graph shows the number of minutes Charlotte read from Monday through Friday.

4. Use the graph’s lines as a ruler to draw in the intervals on the number line shown above. Then plot and label a point for each day on the number line.

5. Use the graph or number line to answer the following questions.

a. On which days did Charlotte read for the same number of minutes? How many minutes did Charlotte read on these days?

b. How many more minutes did Charlotte read on Wednesday than on Friday?

Monday

Tuesday

Wednesday

Thursday

Friday

10 20 30 40 50 60 70 Number of Minutes

Day

Charlotte’s Reading Minutes

0

Problem Set 4

Name Date

1. The chart below shows the number of magazines sold by each student.

Student Ben

Rachel

Jeff

Stanley

Debbie

Magazines Sold

300

250

100

450

600

a. Use the chart to draw a bar graph below. Create an appropriate scale for the graph.

b. Explain why you chose the scale for the graph.

c. How many fewer magazines did Debbie sell than Ben and Stanley combined?

d. How many more magazines did Debbie and Jeff sell than Ben and Rachel?

Magazines Sold

Number of Magazines Sold by Third-Grade Students

Student

2. The bar graph shows the number of visitors to a carnival from Monday through Friday.

a. How many fewer visitors were there on the least busy day than on the busiest day?

b. How many more visitors attended the carnival on Monday and Tuesday combined than on Thursday and Friday combined?

Number of Visitors

0

50

100

150

200

250

300

350

400

450

500

Monday Tuesday Wednesday Thursday Friday

Carnival Visitors

Day

Problem Set 7

Name Date

Mrs. Weisse’s class grows beans for a science experiment. The students measure the heights of their bean plants to the nearest 1

4 inch and record the measurements as shown below.

Heights of Bean Plants (in Inches)

214

234

314

134

134

134

3 212

314

212

2 214

3 214

3

212

314

134

234

2

a. Use the data to complete the line plot below.

b. How many bean plants are at least 2 14 inches tall?

2𝟑𝟑𝟒𝟒 3 3𝟏𝟏

𝟒𝟒 2𝟏𝟏

𝟐𝟐 2𝟏𝟏

𝟒𝟒 2 1𝟑𝟑

𝟒𝟒

Title: __________________________________________________________

Label: _______________________________ X =

c. How many bean plants are taller than 2 34 inches?

d. What is the most frequent measurement? How many bean plants were plotted for this measurement?

e. George says that most of the bean plants are at least 3 inches tall. Is he right? Explain your answer.

f. Savannah was absent the day the class measured the heights of their bean plants. When she returns, her plant

measures 2 24 inches tall. Can Savannah plot the height of her bean plant on the class line plot? Why or why

not?

Problem Set 9

Name Date

1. Four children went apple picking. The chart shows the number of apples the children picked.

Name Number of Apples Picked

Stewart 16

Roxanne ______

Trisha 12

Philip 20

Total: 72

a. Find the number of apples Roxanne picked to complete the chart.

b. Create a picture graph below using the data in the table.

2. Use the chart or graph to answer the following questions. a. How many more apples did Stewart and Roxanne pick than Philip and Trisha?

b. Trisha and Stewart combine their apples to make apples pies. Each pie takes 7 apples. How many pies can they make?

Num

ber o

f App

les P

icke

d

= ______ Apples Apples Picked

Child

3. Ms. Pacho’s science class measured the lengths of blades of grass from their school field to the nearest

14 inch. The lengths are shown below.

Lengths of Blades of Grass (in Inches)

214

234

314

3 212

234

234

334

2 234

3 34

3 14

3 212

314

214

234

3

314

214

334

3 314

234

Make a line plot of the grass data. Explain your choice of scale.

a. How many blades of grass were measured? Explain how you know.

b. What was the length measured most frequently on the line plot? How many blades of grass had this length?

c. How many more blades of grass measured 2 34 inches than both 3 3

4 inches and 2 inches combined?