mathematical practices (mp) pockets, teeth, and favorite ... · 1.4 “favorite things” skip this...

Unit 4Common Core

I N V E S T I G AT I O N 1

Working with Categorical DataDay Session Common Core Adaptation Common Core Standards

1 1.1 Guess My Rule with People

MP1, MP2, MP42.OA.2, 2.NBT.5

SESSION FOllOw-upDaily Practice and Homework

Family letter: Make and send home copies of C34–C35, Family Letter, as a replacement for M1–M2, Family Letter.

2 1.2 Guess My Rule with Yekttis

MP1, MP2, MP32.NBT.2, 2.NBT.5, 2.G.1

3 1.3A Guess My Rule with Two Rules

See p. CC28. MP2, MP3, MP42.MD.7, 2.G.1

1.3 Guess My Rule with Two Rules

Skip this session.

4 1.4A Bar Graphs See p. CC35. MP5, MP72.OA.2, 2.MD.10

1.4 “Favorite Things” Skip this session.

1.5 Organizing “Favorite Things” Data

Skip this session.

1.6 Sharing “Favorite Things” Data

Skip this session.

5 1.7 Assessment: Favorite Foods and Plus 10 Combinations

MP42.NBT.5, 2.MD.10

Mathematical practices (MP)

Domains• Operations and Algebraic Thinking (OA)• Number and Operations in Base Ten (NBT)•Measurement and Data (MD)• Geometry (G)

Pockets, Teeth, and Favorite Things

CC26 uNIT 4 pockets, Teeth, and Favorite Things

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I N V E S T I G AT I O N 2

Pocket and Teeth DataDay Session Common Core Adaptation Common Core Standards

6 2.1 Pocket Towers MP22.OA.2, 2.NBT.2SESSION FOllOw-up

Daily PracticeHomework: Students sort and represent animal data using Student Activity Book pages 18A–18B or C41–C42 (Sorting and Representing Data).

7 2.2 Pocket Data Representations

MP32.OA.2, 2.MD.7

8 2.3 How Many Teeth Have You Lost?

MP22.NBT.5, 2.MD.10

9 2.4 Collecting Teeth Data From Other Classes

MP22.NBT.2, 2.MD.8

10 2.5 Representing Teeth Data From Other Classes

MP32.MD.7, 2.MD.10

11 2.6 Comparing Teeth Data MP22.NBT.5, 2.MD.8, 2.MD.10

12 2.7 Mystery Teeth Data MP2, MP72.NBT.5, 2.MD.8

13 2.8 End-of-Unit Assessment MP2, MP32.MD.7ASSESSMENT ACTIVITY

End-of-Unit AssessmentAs part of the End-of-Unit Assessment, include C43 to assess the subtraction facts related to near doubles combinations. You may want to give this part of the assessment to 5–6 students at a time so that you can observe how fluently they are able to complete this assessment sheet and then record the information on C44, Assessment Checklist.

SESSION FOllOw-upDaily Practice

Daily practice: In addition to Student Activity Book page 34, students complete Student Activity Book page 35 or C45 (What Do You Collect?) for reinforcement of this unit’s content.

Instructional plan CC27

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VocabularyVenn diagram

s e s s i o n 1 . 3 A

Classroom RoutinesWhat Time Is It?: Counting the Minutes Using The Clock (M43) students divide a clock in half by drawing a line from the 12 to the 6. Students then count the number of minutes on each half and on the clock as a whole. Show the transparency of The Clock (T36), and discuss why 30 minutes is half an hour.

ActiVity

Introducing Venn Diagrams 15 Min clAss

•SmallYekttiCardsandYekttiWordCards(fromSession1.2)

•Chartpaperoryarnloops

ActiVity

Yektti Guess My Rule with Two Rules 30 Min groups

•YekttiCardsandYekttiWordCards(fromSession1.2)

•Chartpaperoryarn

Discussion

What’s Your Favorite Weekend Activity? 15 Min clAss

•c36, Bar graph (Vertical) Makeonecopy.•Self-sticknotes;chartpaper•Chartsshowing“Whatisyourfavoriteweekend

activity?”and“HowcanweorganizetheFavoriteWeekendActivitydata?”(fromSession 1.2)

session Follow-up

Daily Practice •Student Activity Book,p.4•Student Math Handbook,pp.105–108

today’s plan Materials

Guess My Rule with Two RulesMath Focus points

Sorting a set of data by two attributes at one time

Using a Venn diagram to represent a sorted set of data

Sorting the same set of data in different ways

Describing what the data show about the group surveyed

cc28 inVestigAtion 1 working with categorical Data

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M43

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The Clock

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Sessions 1.3, 1.6, 2.2, 2.5, 2.8 Unit 4

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1 Activity 2 Activity 3 Discussion 4 Session Follow-Up

A c t i v i t y

Introducing Venn DiagramsclASS15 Min

Ask students to gather around you on the floor or at a table where you have placed a sheet of chart paper with two non-intersecting circles on it. Alternatively, you can use two separate yarn loops.

Play Guess My Rule with the class, using a set of Small Yektti Cards and Yektti Word Cards from the previous session. For this game, choose 2 Word Cards.

• Spread out the Small Yektti Cards face up.

• Choose two Word Cards (e.g., “hexagon” and “3 antennae”).

• Place one Word Card, face down, in each circle.

• Place one Yektti Card that fits each rule, face up, in each circle, and two Yektti Cards that do not fit the rule outside the circles.

Students play Guess My Rule with small Yektti Cards.

Students specify in which circle they think a card belongs. Have them place Yekttis that they think do not fit either rule in a visible space outside the circles. If a student places a card that does not fit the rule of the specified circle, you might say this:

• That Yektti does not fit the rule of the circle you chose, but it does fit the rule of the other circle.

• That Yektti doesn’t fit the rule of the circle you chose, and it does not fit the rule of the other circle, so I’ll place it outside both of the circles.

▲ Resource Masters, M43; t36

Session 1.3A Guess My Rule with two Rules cc29

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Professional Development1 DialogueBox: This Yektti Fits in Both

Groups, Unit 4 p. 135

Differentiation2 EnglishLanguageLearners In order to

understand and discuss Venn diagrams, English Language Learners must be familiar with words that describe position, such as left, right, middle, inside, and outside. You can teach these words with a physical demonstration. Place two large, overlapping circles of yarn (or two overlapping hula-hoops) on the floor, and demonstrate various positions in relation to them. I’m standing outside the circles. Now I’m standing inside the left circle. [Tia], please stand inside the right circle. [Juan], please stand in the middle, inside both circles. Now let’s all step outside the circles. Repeat the demonstration using other students. Then have students take turns telling each other where to stand in relation to the circles.

Students may have a card with a Yektti that has both attributes. If they are uncertain where to place the card, encourage them to suggest ways to address the situation. 1

How should we show when a card fits both rules?

Some students might suggest creating a third circle or they might suggest placing the cards so that they touch both circles. Follow through with their suggestions.

When students guess the mystery rules, turn over the Word Cards and continue to sort the remaining cards.

When the game is over, display a second sheet of chart paper, one with overlapping circles (or overlap the yarn loops).

These overlapping circles make a Venn diagram. 2 A Venn diagram is a picture that mathematicians use to show things that belong in more than one group. The place in the middle is inside both circles, so it fits both rules. If we look at the Yekttis in the game we just played, which ones belong in the middle?

After students sort all the cards, ask them to describe what they see.

• Which Yekttis can go only in the left circle? How did you figure that out?

• Which can go only in the right circle?

• Which go in the middle?

• Which Yekttis can’t go in either of the circles? How do you know?

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A c t i v i t y

Yektti Guess My Rule with Two Rules

groUpS30Min

Students form groups of three or four to play Guess My Rule with Yekttis, using two mystery rules. Each group will use a sheet of chart paper with a Venn diagram or two overlapping yarn loops on it. Each person in the group will have a chance to select the mystery rules by choosing two Yektti Word Cards and placing them face down, one in each circle.

As you circulate, remind students that the middle section of the diagram is really inside both circles and is the place for Yekttis that fit both rules. Sometimes no Yekttis will fit in the middle (e.g., when students choose “triangle head” and “hexagonal head” as rules). Point out that these are still legitimate rules.

Many analytical skills are used in this game. You may notice the following:

• Students may be able to place the cards accurately but may not be able to verbalize the description of each group.

• Students may be able to describe the groups after they have been formed, but they may not be as good at using evidence to classify the cards during the course of the game.

• Students may have difficulty recognizing which cards fit both rules and may put those cards in one of the one-rule sections.

The more students work with sorting a set by two attributes, the more familiar they will become with these ideas.

ongoing ASSeSSMent: obser ving Student s at Work

As students play Yektti Guess My Rule with Two Rules, observe how they sort sets of data by using two attributes.

• Do students sort the Yektti cards according to the chosen rules?

• Are students able to identify when a Yektti fits both rules and place it appropriately?

• Do students use the Yekttis that are already sorted as evidence to help them choose the next card?

Session 1.3A guess My rule with two rules cc31

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DiFFerentiAtion: Suppor ting the range of Lear ner s

Some students may find playing Guess My Rule challenging enough with one rule. These students can continue playing with only one rule.

Some students may benefit from looking more closely at each circle in the Venn diagram. For example, if the rules are “square” and “2 antennae,” you might cover up the “square” part of the circle and direct students to look at the whole circle for “2 antennae.”

• What is the same about all of the cards in the circle? (They all have 2 antennae.)

• What is different about the ones in the middle? (They have 2 antennae and they are square.)

Next, cover up the area for “2 antennae” and look at the whole circle for “square.” Ask the same questions. This may help students see the purpose of the overlap and the relationships between the different parts.

Students place cards that fit both rules in the overlap of the two circles.

D i S c U S S i o n

What’s Your Favorite Weekend Activity?

cLASS15 Min

Math Focus Points for Discussion Sorting the same set of data in different ways

Describing what the data show about the group surveyed

cc32 inveStigAtion 1 Working with categorical Data

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C36 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 2


Unit 4 Session 1.3A

Bar Graph (Vertical)Title:

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Post the charts, “What is your favorite weekend activity?” and “How can we organize the Favorite Weekend Activity data?” from Session 1.2. Choose one of the ways that students suggested organizing the data that has at least two categories.

A few days ago you took a survey on your favorite weekend activities, and these were your responses. [Point to the self-stick notes on the chart paper titled “What is your favorite weekend activity?] We talked about organizing the data in a few different ways so we could learn more about the types of activities that are your favorites. One person suggested organizing the data into [outdoor] activities and [indoor] activities. Let’s try that.

Write “Outdoor Activities” and “Indoor Activities” on the posted charts.

Now, let’s sort our data into these two groups.

Place the weekend activity self-stick notes from Session 1.2 under the categories in which students decide they belong.

What is your favorite weekend activity? Outdoor Activities Indoor Activities

Students may disagree on where to place certain activities, or they may think some belong in more than one category. For example, students may say that basketball can be played indoors and outdoors. Together, decide where to put that piece of data. If they think it belongs equally in both, they may decide to put it between the two categories.

After students sort the data, display a new sheet of chart paper titled “What We Learned,” and ask the following questions:

What does looking at the data sorted in this way show us about students’ favorite weekend activities? What can we say about the data?

▲ Resource Masters, C36

Session 1.3A Guess My Rule with Two Rules CC33

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4

Story ProblemsSolve each problem. Show your work. Write an equation.

1. Franco had 27 pennies. He found 13 more pennies when he was cleaning his closet. How many pennies does he have?

2. Kira had 21 party hats. She bought 17 more for her party. How many party hats does Kira have now?

NOTE Students solve two story problems about combining two quantities.

59, 60, 61

Unit 4 Session 1.3

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Write students’ observations. They will probably talk about how many more activities there were in one category rather than the other.

What We Learned

Outdoors/Indoors More people like to do outdoor activities.

When sorting the Weekend Activity data into more than two categories, organize the self-stick notes into columns labeled with the categories being used (i.e., alone, with 1 person, small group, team). Discuss the number of pieces of data in each column. 3 4

Finally, display a copy of Bar Graph (Vertical) (C36). Explain to students that this data can also be represented on a bar graph. Ask students to help you transfer the information on the chart to the bar graph.

Ask students if they enjoy a weekend activity that they do alone. Shade in that number of squares to show that group of data.

Before shading in the next “bar,” explain to students that when making a bar graph, some space should be left between each bar. As students direct you, shade in the remaining bars to represent the remaining data. Label each bar, and have students choose a title for the graph. Ask students to describe the data that is represented on the bar graph. 5

S e S S i o n F o l l o w - U p

Daily Practice Daily Practice: For reinforcement of this unit’s content,

have students complete Student Activity Book page 4.

Student Math Handbook: Students and families may use Student Math Handbook pages 105–108 for reference and review. See pages 145–146 in the back of this unit.

▲ Student Activity Book, Unit 4, p. 4

professional Development 3 Dialogue Box: What’s Your Favorite

Weekend Activity?, Unit 4 p. 137

Teaching note 4 Save the Charts Save all charts for the

next session.

Math note5 Bar Graphs Bar graphs can be used to

represent categorical or numerical data. They can either be vertical or horizontal with one axis showing the categories or values and the other showing the number of times (or frequency) each value occurs. The bars are separated from each other to show that each bar represents one category or value. The light grids on C36 and C37 assist students in making accurate bars. Eventually they will use a bar without any grids, instead relying on the frequency scale.

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Vocabularybar graph

s e s s i o n 1 . 4 A

Classroom RoutinesQuick Images: Strips and Singles Using Stickers: Strips and Singles (T38–T39), display 25 with 2 strips and 5 singles. Follow the basic Quick Images activity. Have pairs discuss how they determined the amount of squares. Repeat with the numbers 36 and 47. As a class, find 25, 36, and 47 on the number line and 100 chart and discuss what is the same and what is different about them.

Today’s Plan MaterialsAcTiViTy

Guess My Rule with People: Multiple Categories 25 Min clAss PAirs

•12”×18”paper;stick-ondots,self-sticknotes,cubes,andothermaterialsformakingrepresentations

AcTiViTy

Making a Bar Graph with Guess My Rule Data 20 Min clAss indiViduAls

•c36 or c37, Bar Graph Makecopies.(1perstudent)

•MaterialsfromActivity1

AcTiViTy

Introducing Subtraction Cards Related to Near Doubles Combinations

15 Min clAss

•c38–c39, subtraction cards, set 5 Makecopiesandcutapart.(1setperstudent)

•c40, Practicing with subtraction cardsMakecopies.(asneeded)

•Envelopeslabeled“SubtractionFactsIKnow”and“SubtractionFactsIAmStillWorkingOn”

session FolloW-uP

Daily Practice and Homework

•Student Activity Book,pp.5–6•M45, circle for Guess My Rule Makecopies.

(1perstudent)•M46, Venn diagram for Guess My Rule

Makecopies.(1perstudent)

Bar GraphsMath Focus Points

Representing a set of data sorted into categories

Representing data using a bar graph

Reading and interpreting information represented on a bar graph

Developing fluency with subtraction facts related to near doubles combinations

session 1.4A Bar Graphs cc35

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1 Activity 2 Activity 3 Activity 4 Session Follow-Up

Math Note1 SortingGroups When students played

Guess My Rule with People in Session 1.1, they dealt with just two groups—those who fit the rule and those who did not. In some cases, the students in the latter category could not be described in any other way. For example, with the rule “wearing a watch,” students either are or are not wearing a watch. The group without watches cannot be categorized further. In contrast, the students in the group “not wearing shirts with stripes” could further be described in other categories relating to shirts (shirts with writing, one-color shirts, shirts with designs, and so on).

Differentiation2 EnglishLanguageLearners Some

students may need additional support in understanding the various categories (e.g., plain, checks, stripes). You might label simple drawings of the different kinds of shirts to which students can refer.

A C T I V I T Y

Guess My Rule with People: Multiple Categories

pAIrSClASS25 MIN

Students play Guess My Rule to sort people into two categories. They look more closely at one category and see whether they can further sort people into more specific groups. 1

Briefly play a round of Guess My Rule with People. Choose a rule, such as “wearing a striped shirt/not wearing a striped shirt” or “wearing white shoes/not wearing white shoes,” that will create a “does not fit the rule” group that students can further separate into more specific categories. Make sure that all students are sorted into those who fit the rule and those who do not. Record the results. 2

Today, we found out that [4 people are wearing striped shirts and 18 are not]. This gives us some information about the type of shirt worn by [4] students in our class. But we still don’t know much about the shirts worn by students in the other group—just that they are not striped. What are some other categories we could use to further describe their shirts?

List students’ ideas. After you decide on the categories, record how many students fit in each one.

Guess My Rule Data: Shirts

Stripes 4

Checks 2

Pictures 2

Writing 5

Pictures and writing 4

Plain 5

Have students work in pairs to make a representation of this set of data. They can use connecting cubes, stick-on dots, self-stick notes, or drawings. If there are some overlapping data, students will have to decide how to show that piece of data fits into more than one category.

CC36 INVeSTIgATIoN 1 Working with Categorical Data

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Unit 4 Session 1.4A

Bar Graph (Horizontal)

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▲ Resource Masters, C37

OngOing ASSeSSMent: Obser ving Student s at Work

Studentsrepresentasetofdatathathasbeensortedintomultiplecategories.

• Arestudentsabletomakearepresentationthatshowsallthecategories? Doesitclearlyshoweachcategory?

• Dostudentslabeleachcategory?

• Ifthereareoverlappingdata,howdostudentsrepresentthem?

Students use connecting cubes to make a representation of the data.

A C t i V i t Y

Making a Bar Graph with Guess My Rule Data

indiVidUAlSClASS20 Min

Students use the set of Guess My Rule data generated in Activity 1 and represent this set of data on a bar graph. Refer to the data chart that lists the categories and number of people in each category. Display a copy of C36 or C37. 3

Another way that we can represent data is on a bar graph. At the top of the graph there is a place for the title. What would the title of this graph be? [Jana] suggested Types of Shirts. On a vertical bar graph, there are places for each category along the bottom of the graph. What are the categories for our data?

Record a few (but not all) of the categories. Then direct students’ attention to the numbers along the vertical axis.

teaching note3 C36orC37? Select either the vertical

(C36) or horizontal (C37) bar graph, depending on the number of categories into which you have sorted your data.

Session 1.4A Bar graphs CC37

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Unit 4 Session 1.4A

Practicing with Subtraction CardsChoose 6 Subtraction Card problems from your “working on” pile, and write these on the blank cards below. Practice these subtraction facts.

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Addition Clue:

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Addition Clue:

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Addition Clue:

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Unit 4 Session 1.4A

Subtraction Cards: Set 5 (page 2 of 2)

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Unit 4 Session 1.4A


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What do you think these numbers are for?

Choose one category of data and demonstrate how to transfer the data from the chart onto the bar graph.

We have labeled this category [striped] shirts, so I’m going to transfer the data about [4] people wearing [striped] shirts onto the bar graph. I’ll shade in [4] blocks on the graph.

Distribute a copy of C36 (or C37) to each student. Explain that students should represent the class set of data on the bar graph. They can either use the chart as a reference, or they can use the representations they made in the previous activity. Remind them to include a title on their bar graph.

OngOing ASSeSSment: Obser ving Student s at Work

StudentsrepresentGuess My Ruledataonabargraph.

• Arestudentsabletolabelthetitleandcategories?

• Dotheyaccuratelytransferthedatafromthechart,ortheirownrepresentation,tothebargraph?

• Dotheyunderstandthatthenumberontheverticalaxisshouldcorrespondwiththenumberofpiecesofdataineachcategory?

Once students have transferred the data, ask questions about the data. After each question, ask students to look at the representation they made in Activity 1 and check whether or not the data are the same.

Ask about the categories:

How many different [types of shirts] are represented on this graph?

Ask about the number of pieces of data in each category:

How many people had pictures on their shirts? How many people wore plain shirts?

Ask students to compare categories:

Did more people wear striped shirts or shirts with writing?

And to combine categories:

If we added the number of people with striped shirts and the number of people with writing on their shirts, how many people would that be?

Finally, ask students how they could figure out how many people were represented on the bar graph.

▲ Resource masters, C38–C40

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Homework


Guess My Rule Play several games of Guess My Rule with a family member or a friend.

1. Collect 20 small objects around your home, for example, a pencil, scissors, a paper clip, a stone, a self-stick note, a penny, and other objects.

2. Choose a rule that fits some of the objects.3. Put two objects that fit your rule in the circle. Put two

objects that do not fit your rule outside the circle.4. Your partner does not guess your rule yet. Your

partner chooses an object and puts it where he or she thinks it belongs.

5. Tell your partner whether he or she is correct. You should put any misplaced objects where they belong.

6. Repeat steps 4 and 5 until almost all the objects are placed in the circle or outside the circle.

7. Then your partner guesses your rule.8. Now it is your partner’s turn to choose a rule and

you play again.

What rules did you use when you played?

1.

2.

3.

4.

NOTE Students have been playing the game “Guess My Rule” with their class. For homework, students play

“Guess My Rule” with a family member or a friend. You can play with one rule using the circle or with two rules using the Venn diagram.

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Unit 4 Session 1.4

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5Session 1.4 Unit 4

Sticker Station ProblemsSolve each problem. Show your work. Write an equation.

1. Franco went to Sticker Station. He bought 2 strips of 10 and 6 singles of frog stickers. He also bought 5 strips of 10 and 2 singles of butterfly stickers. How many stickers did Franco buy?

2. Sally also went to Sticker Station. She bought 3 strips of 10 and 5 singles of skateboard stickers. She also bought 4 strips of 10 and 3 singles of snowman stickers. How many stickers did Sally buy?

NOTE Students use what they know about groups of 10s and 1s to solve story problems.

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How can you figure out the total number of people who are represented on this bar graph? What information on the graph would help you answer this question?

Students might say:

“I would count up all of the squares that are colored in. That would give the number of people.”

“Take the number for each group, and add those up. That will equal the number of people that you collected data from.”

A c t i v i t y

Introducing Subtraction Cards Related to Near Doubles Combinations

clASS15 Min

The next set of Subtraction Cards: Set 5 is introduced in this unit. Explain to students that this set of fact cards is related to the near doubles combinations that students worked on, and were assessed, in the previous unit. 4

Distribute a set of Subtraction Cards: Set 5 (C38–C39) to each student. Students should initial the back of each card but not write the answer. Each student should review this new set of cards and sort them into two piles, Subtraction Facts I Know and Subtraction Facts I Am Still Working On. As with previous sets of fact cards, they write an addition clue for those facts they are not yet fluent with, and place their cards in the appropriate envelopes along with Sets 1, 2, 3, and 4. 5 6

S e S S i o n F o l l o w - U p

Daily Practice and Homework DailyPractice: For reinforcement of this unit’s content,

have students complete Student Activity Book page 5.

Homework: Using the directions on Student Activity Book page 6, students play Guess My Rule at home with a family member or friend, using objects they find at home, and record the rules they used. Send home copies of Circle for Guess My Rule (M45) and Venn Diagram for Guess My Rule (M46) to help students sort their objects.

teaching note4 IntroducingSubtractionCards Session

1.1A in Grade 2 Unit 2 provides a model for introducing and working with sets of subtraction cards. Refer to this session if you feel your students need an introduction to this set of subtraction fact cards.

5 SubtractionFactsRelatedtoNearDoublesCombinations Throughout this unit and in subsequent units, students should continue to practice the subtraction facts in their “working on” piles. This practice can be assigned as additional homework, a Math Workshop activity, or something students work on when they have a few minutes after completing another activity. Practicing with Subtraction Cards (C40) allows you to individualize this practice according to student needs at any time during this unit.

6 AssessingSubtractionFactsThis set of subtraction facts is assessed in Session 2.8 as part of the End-of-Unit Assessment.

▲ Student Activity Book, Unit 4, pp. 5–6

Session 1.4A Bar Graphs cc39

INV12_TE02_U04_S1.4A.indd 39 6/16/11 9:16 AM

C34 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 2Unit 4 Session 1.1

DateNameFamily LetterPockets, Teeth, and Favorite Things

(continued)

About the Mathematics in This Unit (page 1 of 2)

Dear Family,

Our class is starting a new unit in math about data—the facts or information

we collect about people and things in our world. Children will be posing questions,

collecting and sorting information, and making representations of data as a way of

sharing their findings with others.

Throughout this unit, students will be working toward these goals:

Benchmarks/Goals examples

Use a Venn diagram to sort data by two attributes.

Animals with Fur Pets

lionwolf

squirrel

fishparakeet

dogcat

alligatoreagles

Identify categories for a set of categorical data and organize the data into chosen categories.

What is your favorite food?

pizza ice cream

cereal chicken grapes

pancakes sandwich spaghetti cookies

Breakfast Food

Lunch Food Dinner Food

Snack Food

INV12_BLM02_U4.indd 34 6/14/11 8:41 AM


DateNameFamily LetterPockets, Teeth, and Favorite Things

Benchmarks/Goals examples

Order and represent a set of numerical data.

How many pets do you have?

X

X X

X X X X X

X X X X X X X X

0 1 2 3 4 5 6 7 8

Describe a numerical data set, including the highest and lowest values and the mode.

The most pets anyone has is 8.

The fewest pets anyone has is 0.

The most common number of pets people have is 1.

Read and interpret a variety of representations of numerical and categorical data.

“In the graph above, the four Xs above the 1 show me that 4 people in our class have 1 pet each.”

“There are no Xs above the 7, so no one in our class has 7 pets.”

Compare two sets of numerical data.

More people in the third-grade class have 2 pets than in our class. The most number of pets that people have in our class is 8 and the most number of pets in the third-grade class is 5.

Demonstrate fluency with +10 combinations.

10 + 0 = 10 10 + 1 = 11 10 + 10 = 200 + 10 = 10 1 + 10 = 11

Demonstrate fluency with subtraction facts related to near doubles combinations.

9 – 4 = 5 13 – 7 = 69 – 5 = 4 13 – 6 = 7

Please look for more information and activities about data to be sent home soon.

About the Mathematics in This Unit (page 2 of 2)

INV12_BLM02_U4.indd 35 6/14/11 8:40 AM



Unit 4 Session 1.3A

Bar Graph (Vertical)Title:

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

0

INV12_BLM02_U4.indd 36 6/14/11 8:40 AM



Unit 4 Session 1.4A

Bar Graph (Horizontal)

0

1 2

3 4

5 6

7 8

9 10

11

12 1

3 14

15

16 1

7 18

19

20

Title

:

INV12_BLM02_U4.indd 37 6/14/11 8:40 AM



Unit 4 Session 1.4A


7 − 3

Clue:

7 − 4

Clue:

9 − 4

Clue:

9 − 5

Clue:

11 − 5

Clue:

11 − 6

Clue:

13 − 6

Clue:

13 − 7

Clue:

INV12_BLM02_U4.indd 38 5/2/11 2:13 PM



Unit 4 Session 1.4A


15 − 7

Clue:

15 − 8

Clue:

17 − 8

Clue:

17 − 9

Clue:

19 − 9

Clue:

19 − 10

Clue:

INV12_BLM02_U4.indd 39 5/2/11 2:13 PM



Unit 4 Session 1.4A

Practicing with Subtraction CardsChoose 6 Subtraction Card problems from your “working on” pile, and write these on the blank cards below. Practice these subtraction facts.

− =

Addition Clue:

− =

Addition Clue:

− =

Addition Clue:

− =

Addition Clue:

− =

Addition Clue:

− =

Addition Clue:

INV12_BLM02_U4.indd 40 5/19/11 4:53 PM



DateName

note Students sort and organize a set of data and then make a bar graph.

106, 107, 109

Unit 4 Session 2.1

Homework

Sorting and Representing Data (page 1 of 2)Can you help Mr. Murphy’s class sort the animals they saw at the zoo into those that fly and those that do not fly?

bat rabbit woodpecker penguin frog

lamb owl turtle butterfly eagle

dragonfly pig cockroach horse cricket

Animals That Fly Animals That Do Not Fly

INV12_BLM02_U4.indd 41 6/23/11 11:38 AM



DateName

Unit 4 Session 2.1

Homework

Sorting and Representing Data (page 2 of 2)Complete the bar graph with the data about the zoo animals.

Title:

109876543210

1.How many animals fly?

2.Do more animals fly or not fly?

3.How many pieces of data are represented on your bar graph?

INV12_BLM02_U4.indd 42 6/23/11 11:39 AM



End-of-Unit Assessment (page 4 of 4)

Subtraction Facts Related to Near Doubles Combinations

7 − 3 = 11 − 6 = 19 − 10 =

11 − 5 = 9 − 5 = 19 − 9 =

15 − 7 = 7 − 4 = 13 − 6 =

9 − 4 = 17 − 9 = 15 − 8 =

17 − 8 = 13 − 7 =

INV12_BLM02_U4.indd 43 5/19/11 4:54 PM


Ass

essm

ent C

heck

list:

Subt

ract

ion

Fact

sR

elat

ed to

Nea

r Dou

bles

Com

bina

tions

Stud

ent

7 ∙

37

∙ 4

9 ∙

4

9 ∙

511

∙ 5

11

∙ 6

13 ∙

6

13 ∙

715

∙ 7

15

∙ 8

17 ∙

8

17 ∙

919

∙ 9

19 ∙

10

INV12_BLM02_U4.indd 44 5/19/11 6:40 PM



DateNameDaily Practice

Unit 4 Session 2.8

note Students read and interpret data from a bar graph.

What Do You Collect?Use the bar graph to answer the questions below.

0Stamps Rocks Shells Glass Animals

123456789

10What Do You Collect?

Num

ber o

f Stu

dent

s

Collections1.How many students collect rocks?

2.How many students collect glass animals?

3.Compare the number of students who collect shells to the number of students who collect rocks.

a. Which is more?

b. How many more?

4.How many students are represented on this graph? Show how to figure this out.

INV12_BLM02_U4.indd 45 6/20/11 5:03 PM


FechaNombre

Unidad 4 Sesión 1.1

Bolsillos, dientes y cosas favoritas

(continúa)

Sobre las Matemáticas de esta unidad (página 1 de 2)

Estimada familia:

Nuestra clase está empezando una nueva unidad de Matemáticas sobre datos,

es decir, hechos o información que reunimos sobre las personas y las cosas de

nuestro mundo. Los niños harán preguntas, reunirán y clasificarán información, y

harán representaciones de datos como una manera de comentar sus hallazgos con

los demás.

A lo largo de esta unidad los niños trabajarán para lograr los siguientes

objetivos:

PUNTOS DE REFERENCIA/OBJETIVOS

EJEMPLOS

Usar un diagrama de Venn para clasificar datos según dos atributos.

Animales con pelo Mascotas

leónlobo

ardilla

pezperiquito

perrogato

caimánáguilas

Identificar categorías para un conjunto de datos categóricos y organizar los datos en categorías establecidas.

¿Cuál es tu comida favorita?

pizza helado

cereal pollo uvas

panqueque sándwich espaguetis galletitas

Comida para el desayuno

Comida para el almuerzo

Comida para la cena

Comida para la merienda

Carta a la familia HOGAR

INV12_SP_BLM02_U4.indd 34 6/29/11 4:50 PM


FechaNombre



PUNTOS DE REFERENCIA/OBJETIVOS EJEMPLOS

Ordenar y representar un conjunto de datos numéricos.

¿Cuántas mascotas tienes?

X

X X

X X X X X

X X X X X X X X

0 1 2 3 4 5 6 7 8

Describir un conjunto de datos numéricos, incluyendo los valores máximos y mínimos, y la moda.

La mayor cantidad de mascotas que alguien tiene es 8.La menor cantidad de mascotas que alguien tiene es 0.El número más común de mascotas que la gente tiene es 1.

Leer e interpretar una variedad de representaciones de datos numéricos y categóricos.

“En la gráfica de arriba, las cuatro X que están arriba del 1 me indican que 4 personas de nuestra clase tienen 1 mascota cada una”.“No hay ninguna X arriba del 7, por tanto nadie de nuestra clase tiene 7 mascotas”.

Comparar dos conjuntos de datos numéricos.

Comparada con nuestra clase, en la clase de tercer grado hay más personas que tienen 2 mascotas. El mayor número de mascotas que la gente de nuestra clase tiene es 8 y el mayor número de mascotas en la clase de tercer grado es 5.

Demostrar habilidad en el manejo de combinaciones de + 10.

10 + 0 = 10 10 + 1 = 11 10 + 10 = 200 + 10 = 10 1 + 10 = 11

Demostrar habilidad en el manejo de operaciones de resta relacionadas con combinaciones de casi dobles.

9 – 4 = 5 13 – 7 = 69 – 5 = 4 13 – 6 = 7

Por favor, lea la información y las actividades sobre datos que se le enviarán a

casa próximamente.

Sobre las Matemáticas de esta unidad (página 2 de 2)

Carta a la familia HOGAR




FechaNombre

Unidad 4 Sesión 1.3A

Gráfica de barras (Vertical)Título:

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

0




FechaNombre


Gráfica de barras (Horizontal)

0

12

34

56

78

910

11

121

314

15

161

718

19

20

Títu

lo:




FechaNombre


Tarjetas de resta: Grupo 5 (página 1 de 2)

7 − 3

Pista:

7 − 4

Pista:

9 − 4

Pista:

9 − 5

Pista:

11 − 5

Pista:

11 − 6

Pista:

13 − 6

Pista:

13 − 7

Pista:




FechaNombre


Tarjetas de resta: Grupo 5 (página 2 de 2)

15 − 7

Pista:

15 − 8

Pista:

17 − 8

Pista:

17 − 9

Pista:

19 − 9

Pista:

19 − 10

Pista:




FechaNombre


Practicar con tarjetas de restaEscoge 6 problemas de tarjetas de resta de la pila con la cual estás trabajando y escríbelos en las tarjetas en blanco de abajo. Practica estas operaciones de resta.

− =

Pista para la suma:

− =

Pista para la suma:

− =

Pista para la suma:

− =

Pista para la suma:

− =

Pista para la suma:

− =

Pista para la suma:



FechaNombreBolsillos, dientes y cosas favoritas

Clasificar y representar datos (página 1 de 2)

¿Puedes ayudar a la clase del señor Murphy a clasificar los animales que vieron en el zoológico entre aquellos que vuelan y aquellos que no vuelan?

murciélago conejopájaro

carpintero pingüino rana

cordero búho tortuga mariposa águila

libélula cerdo cucaracha caballo grillo

Animales que vuelan Animales que no vuelan

Tarea

notA Los niños clasifican y organizan un conjunto de datos y luego hacen una gráfica de barras.

106, 107, 109




FechaNombreBolsillos, dientes y cosas favoritas Tarea


Clasificar y representar datos (página 2 de 2)Completa la gráfica de barras con los datos de los animales del zoológico.

Título:

109876543210

1. ¿Cuántos animales vuelan?

2. ¿Hay más animales que vuelan o que no vuelan?

3. ¿Cuántos datos están representados en tu gráfica de barras?



FechaNombre



Evaluación final de la unidad (página 4 de 4)

Operaciones de resta relacionadas con combinaciones de casi dobles

7 − 3 = 11 − 6 = 19 − 10 =

11 − 5 = 9 − 5 = 19 − 9 =

15 − 7 = 7 − 4 = 13 − 6 =

9 − 4 = 17 − 9 = 15 − 8 =

17 − 8 = 13 − 7 =


C44 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 2Unidad 4 Sesión 2.8

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FechaNombrePráctica diaria Bolsillos, dientes y cosas favoritas

¿Qué coleccionas? Usa la gráfica de barras para responder a las preguntas de abajo.

0Sellos Rocas Conchas Animales de

cristal

123456789

10¿Qué coleccionas?

Can

tidad

de

niño

s

Colecciones

1. ¿Cuántos niños coleccionan rocas?

2. ¿Cuántos niños coleccionan animales de cristal?

3. Compara la cantidad de niños que coleccionan conchas con la cantidad de niños que coleccionan rocas.

a. ¿De cuál hay más?

b. ¿Cuántos más?

4. ¿Cuántos niños están representados en esta gráfica?Muestra cómo lo averiguaste.


notA Los niños leen e interpretan datos de una gráfica de barras.


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