Teacher Lesson Plans Common Core State Standards Daily Lessons for Classroom Instruction

 
Teacher Lesson Plans Common Core State Standards Daily Lessons for Classroom Instruction
Fourth
                                                                            Edition

                                      Common Core State Standards

                        Teacher Lesson Plans
                                                 Volume 1
                                  Daily Lessons for Classroom Instruction

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Teacher Lesson Plans Common Core State Standards Daily Lessons for Classroom Instruction
Volume 1: Table of Contents
                                  Unit 1:         Sampling and Classifying

                                  Lesson 1:       First Names ........................................................................................ 1
                                  Lesson 2: Number Line Target .......................................................................... 12
                                  Lesson 3: Kind of Bean ..................................................................................... 18
                                  Lesson 4: Who Is Right? ................................................................................... 28
                                  Lesson 5: Using Picture Graphs ....................................................................... 33

                                  Unit 2: Strategies

                                  Lesson 1:       Addition Strategies ........................................................................... 39
                                  Lesson 2: Strategies for Making Tens............................................................... 47
                                  Lesson 3: Spinning Sums.................................................................................. 55
                                  Lesson 4: Magic Squares.................................................................................. 66
                                  Lesson 5: Subtraction Facts Strategies............................................................ 77
                                  Lesson 6: Spinning Differences ........................................................................ 84
                                  Lesson 7:       Workshop: Reasoning from Known Facts ........................................ 90
                                  Lesson 8: Assessing the Subtraction Facts...................................................... 98

                                  Unit 3: Exploring Multiplication

                                  Lesson 1:       T-Shirt Factory Problems................................................................ 105
                                  Lesson 2: In Twos, Threes, and More ............................................................. 112
                                  Lesson 3: Multiplication Stories...................................................................... 121
                                  Lesson 4: Making Teams................................................................................. 128
                                  Lesson 5: Multiples on the Calendar .............................................................. 135
                                  Lesson 6: Workshop: Multiplication and Division Stories .............................. 145

                                                                                                                                         TLP • Grade 3        v

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Teacher Lesson Plans Common Core State Standards Daily Lessons for Classroom Instruction
Unit 4: Place Value Concepts

                       Lesson 1:      Tens and Ones ................................................................................ 151
                       Lesson 2: Hundreds, Tens, and Ones ............................................................. 158
                       Lesson 3: Thousands, Hundreds, Tens, and Ones.......................................... 168
                       Lesson 4: Comparing and Writing Numbers ................................................... 182
                       Lesson 5: Base-Ten Hoppers .......................................................................... 189
                       Lesson 6: Workshop: Place Value................................................................... 196
                       Lesson 7:      Number Sense with Dollars and Cents........................................... 204

                       Unit 5: Area of Different Shapes

                       Lesson 1:      Time to the Nearest Five Minutes................................................... 210
                       Lesson 2: Measuring Area .............................................................................. 227
                       Lesson 3: Boo the Blob................................................................................... 233
                       Lesson 4: Which Picks Up More? ................................................................... 240
                       Lesson 5: The Haunted House ........................................................................ 256
                       Lesson 6: Joe the Goldfish ............................................................................. 262
                       Lesson 7:      Using Number Sense at the Book Sale .......................................... 271

       vi           TLP • Grade 3

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Unit 6: Adding Larger Numbers

                                  Lesson 1:       500 Hats.......................................................................................... 276
                                  Lesson 2: The Coat of Many Bits .................................................................... 285
                                  Lesson 3: Close Enough! ................................................................................ 294
                                  Lesson 4: Addition Review.............................................................................. 305
                                  Lesson 5: Addition with Larger Numbers ....................................................... 320
                                  Lesson 6: Workshop: Addition ........................................................................ 338

                                  Unit 7: Subtracting Larger Numbers

                                  Lesson 1:       Time Again...................................................................................... 347
                                  Lesson 2: Field Trip ......................................................................................... 354
                                  Lesson 3: Subtracting with Base-Ten Pieces ................................................. 360
                                  Lesson 4: Paper-and-Pencil Subtraction ........................................................ 367
                                  Lesson 5: Workshop: Subtraction................................................................... 378
                                  Lesson 6: Leonardo the Traveler..................................................................... 388
                                  Lesson 7:       Addition and Subtraction: Practice and Estimation ....................... 401
                                  Lesson 8: Class Party ..................................................................................... 408

                                                                                                                                         TLP • Grade 3      vii

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Volume 2: Table of Contents
                       Unit 8: Multiplication Patterns

                       Lesson 1:      Lizardland Problems....................................................................... 420
                       Lesson 2: Constant Hoppers .......................................................................... 429
                       Lesson 3: Handy Facts ................................................................................... 436
                       Lesson 4: Multiplication and Rectangles........................................................ 447
                       Lesson 5: Completing the Table ..................................................................... 461
                       Lesson 6: Division in Lizardland ..................................................................... 476
                       Lesson 7:      Stencilrama..................................................................................... 484
                       Lesson 8: Multiplication Number Sentences .................................................. 502
                       Lesson 9: Multiples of Tens and Hundreds..................................................... 521
                       Lesson 10: Workshop: Strategies for Multiplication Facts ............................... 527
                       Lesson 11: Midyear Test Review....................................................................... 537

                       Unit 9: Parts and Wholes

                       Lesson 1:      Kid Fractions .................................................................................. 543
                       Lesson 2: Circle Pieces: Red, Pink, Yellow, Blue............................................ 551
                       Lesson 3: Circle Pieces: Red, Pink, Orange, Aqua ......................................... 565
                       Lesson 4: Folding Fractions............................................................................ 576
                       Lesson 5: Circles, Fraction Strips, and Number Lines ................................... 589
                       Lesson 6: Comparing Fractions ...................................................................... 597
                       Lesson 7:      Workshop: Fractions ...................................................................... 609

       viii         TLP • Grade 3

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Unit 10: Exploring Multiplication and Division

                                  Lesson 1:       Lemonade Stand ............................................................................ 625
                                  Lesson 2: Operations on a Number Line ........................................................ 635
                                  Lesson 3: Birthday Party................................................................................. 641
                                  Lesson 4: Money Jar ....................................................................................... 647
                                  Lesson 5: Mr. Green’s Giant Gumball Jamboree............................................. 654
                                  Lesson 6: Walking Around Shapes ................................................................. 665
                                  Lesson 7:       Katie’s Job ...................................................................................... 680

                                  Unit 11: Analyzing Shapes

                                  Lesson 1:       Just Passing Time .......................................................................... 692
                                  Lesson 2: Tangrams ........................................................................................ 697
                                  Lesson 3: Tangram Puzzles ............................................................................ 706
                                  Lesson 4: Building with Triangles ................................................................... 714
                                  Lesson 5: Sorting Shapes ............................................................................... 725
                                  Lesson 6: 3-D Shapes ..................................................................................... 736
                                  Lesson 7:       Skeletons of 3-D Shapes ................................................................ 744
                                  Lesson 8: 3-D to 2-D ....................................................................................... 752
                                  Lesson 9: Sorting 3-D Shapes ........................................................................ 767

                                                                                                                                         TLP • Grade 3       ix

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Unit 12: Measurement and Patterns

                       Lesson 1:       Using Coordinates .......................................................................... 777
                       Lesson 2: Using Maps..................................................................................... 785
                       Lesson 3: Making Predictions from Best-Fit Lines ......................................... 794
                       Lesson 4: Measuring Mass ............................................................................. 803
                       Lesson 5: Mass vs. Number............................................................................ 816
                       Lesson 6: More Patterns in Data .................................................................... 827

                       Unit 13: Multiplication, Division, and Volume

                       Lesson 1:       Break-Apart Products with Larger Numbers .................................. 837
                       Lesson 2: More Multiplication Stories ............................................................ 848
                       Lesson 3: Multiplication Models and Strategies............................................. 860
                       Lesson 4: Solving Problems with Multiplication and Division ........................ 871
                       Lesson 5: Earning Money................................................................................ 880
                       Lesson 6: Elixir of Youth ................................................................................. 891
                       Lesson 7:       Measuring Volume of Containers ................................................... 903
                       Lesson 8: Fill It Up .......................................................................................... 914
                       Lesson 9: Measuring Volume of Solid Objects ............................................... 926
                       Lesson 10: End-of-Year Test ............................................................................. 935

       x            TLP • Grade 3

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UNIT 1

                    Lesson
                                 First Names
                        1        Estimated Class Sessions: 3
                                                                                                       3.MD.B Represent and interpret data.
                                                                                                       (3.MD.B.3)
                                                                                                       MP1. Make sense of problems and
                                                                                                       persevere in solving them.
                               This teacher-guided lab is an exploration of the lengths of students’   MP2. Reason quantitatively.
                               first names. The class collects and organizes data in a table and       MP4. Model with mathematics.
                                                                                                       MP5. Use appropriate tools strategically.
                               graph so students can make predictions and generalizations about
                               a population; specifically, the length of first names.

                               Content in this Lesson
                               • Identifying variables of an investigation.
                               • Collecting, organizing, and graphing data.
                               • Reading a table or bar graph to find information about a data set [E3].
                               • Making predictions and generalizations about a population from a sample using
                                 data tables and graphs [E4].

                               Assessment in this Lesson
                               Assessment                        Expectation Assessed
                               Lisa’s Class Graph with           E3. Read a table or scaled graph to find information about a data set.
                               Feedback Box                      E4. Make predictions and generalizations about a population from a
                               Teacher Guide – digital               sample using data tables and graphs.

                               Vocabulary in this Lesson
                               • data table                                        •   prediction
                               • frequency                                         •   variable
                               • horizontal axis                                   •   vertical axis
                               • most common number

                 First Names                                                                  TLP • Grade 3 • Unit 1 • Lesson 1                       1

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UNIT 1

                                 Materials List

                              Materials                         Daily Practice
                                                                                        Lesson             Homework              Assessment
                              for Students                      and Problems
                                                  Student                        • First Names
                                                  Guide                            Pages 2–6
                                                                                 • First Names Data   • Family Names
                              Student Books

                                                                                   Table and Graph      Data Table
                                                                                   Page 3               Page 5
                                                  Student
                                                                                                      • Family Names Graph
                                                  Activity
                                                                                                        Page 7
                                                  Book
                                                                                                      • Careless Professor
                                                                                                        Peabody
                                                                                                        Page 9
                                                             • DPP Items A–F                                                 • Lisa’s Class Graph
                              Teacher Resources

                                                             • Clock                                                           1 each per student
                                                  Teacher
                                                  Guide –
                                                  digital

                         Supplies for Students
                         • self-adhesive note

                         Materials for the Teacher
                         • Display of First Names Data Table and Graph page (Student Activity Book) Page 3
                         • Display of Clock Master (Teacher Guide)
                         • chart paper
                         • Unit 1 Assessment Record

                         Materials Preparation
                         Create a Class Data Table. Create a table on chart paper to collect student data. See Figures 2 and 3.

                         Create a Class Graph. Prepare to make a large class graph on chart paper. See Figure 4.

                         Professor Peabody’s Broken Clock. Use the Clock Master to make Professor Peabody’s broken
                         clock for DPP item E. Cut out and attach only the hour hand with a brad.

       2            TLP • Grade 3 • Unit 1 • Lesson 1                                                                                    First Names

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Teacher Planning Notes

                 First Names                            TLP • Grade 3 • Unit 1 • Lesson 1     3

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Lesson                                                                                                             Developing the Lesson
                     1                        First Names

               Elizabeth and Miguel like to play computer games. One day, they were playing
               Math-o-Rama. They tried to type their first names, but the game let them type only
               five letters.
                                                                                                                      Introduce the First Names Investigation. The First Names
                                                                                                                      pages in the Student Guide provide the setting for this investigation:
                                                                                                                      finding the most common numbers of letters in students’ names in
                                                                                                                      order to write a letter to a computer game company.
                                                                         Letters in First Name

               What number of letters should players be
                                                                                                                        TIMS Tip         !
               able to type for their names? Elizabeth
               and Miguel asked their classmates to help
                                                                                                                        This investigation can also be introduced by reading the book
               them find out. Students wrote their first
               names on small slips of paper. Then they                                                                 Tikki Tikki Tembo by Arlene Mosel, the story of a Chinese boy
                                                                                                                        who has a very long name that causes several misadventures.
               wrote the number of letters in their names.
               They put the information in a data table.
               Here is the data that Elizabeth and
               Miguel recorded.

                                                                                                                      To start the discussion, ask:

                                                                                                                      X What data would help us decide how many letters the
                                                                                                                        game company should allow children to type when they
           2       SG • Grade 3 • Unit 1 • Lesson 1                                                 First Names
                                                                                                                        enter their first names? (the number of letters in students’
                                                                                                                        first names)
       Student Guide — Page 2                                                                                         The answers to the following discussion questions are based on the
                                                                                                                      table on the First Names page in the Student Guide.

                                                                                                                      X Number of Letters in First Name will be one of the variables
                                                                                                                        of the investigation. Who has the largest number of letters
                                                                                                                        in their name in the class? (Christopher)
                  Elizabeth and Miguel made a graph of their data.

                                                     Frequency of Letters in First Name                               X Who has the smallest number of letters, the shortest name?
                                                                                                                        (The shortest name in the class has 4 letters. Five students have
                                                                                                                        4 letters in their name: Dana, Seth, Katy, Ivan, and Eric.)
                         Number of Students

                                                                                                                      X What number of letters do you think is most common?
                                 S

                                                              Dana
                                                             #L = 4

                                                                                                                        (seven) Why? (There are more students in the class (10) that have
                                                               Eric
                                                             #L = 4
                                                              Ivan
                                                             #L = 4
                                                              Katy
                                                             #L = 4
                                                              Seth                      Elizabeth
                                                                                                                        7 letters in their names than any other number of letters.)
                                                             #L = 4                       #L = 9

                                                                     L
                                                                                                                      X What might influence the length of a name? (Possible
                                                       Number of Letters in First Name
                                                                                                                        response: The length of a name might be different if you are using
                  “Can you see a pattern?” asked Miguel.
                  “Yes,” said Elizabeth. “No one has a first name with one, two, or three letters.”
                                                                                                                        nicknames instead of names given at birth.)
                  “That is right!” said Miguel. “And only two kids have more than seven letters in their

                                                                                                                      Your students will probably give a variety of responses to the last
                  first name.”
                  You will carry out an investigation called First Names. You will collect data with
                  your class and graph it. First, you will find the number of letters in your classmates’
                  first names. Then, you will look for patterns in the data. Later, you will use the                  question. It should become obvious that a definition of “length of
                  information to write a letter to a game company about the number of letters that a
                  computer game should allow for a player’s name.                                                     name” must be agreed upon. While a study of first and last names is
                                                                                                                      feasible, it is more straightforward to focus on the number of letters in
                  What first names will your class use? Some children in your class might use
                  shortened names, like “Bob” for “Robert.” Others might have two-part names, like
                  “Mary Pat.” Some children might even use nicknames, like “Digger.”
                  Discuss and decide with your class what you mean by “first name.”                                   a first name.

                                                                                                                      Define the Variables. Have the class discuss and choose a
                                                                                                                      definition of the variable Number of Letters in First Name. It is
                  First Names                                              SG • Grade 3 • Unit 1 • Lesson 1       3
                                                                                                                      important that the definition be explicit enough to handle all the
                                                                                                                      names in the class, including two-part first names such as Mary Pat.
       Student Guide — Page 3                                                                                         Students should realize that agreeing on a definition is like agreeing
                                                                                                                      on rules for a game. The rules themselves are less important than
                                                                                                                      everyone agreeing on the same rules. The class may decide to allow
                                                                                                                      nicknames or they may agree to use only the names given at birth as
                                                                                                                      data. Either rule is valid as long as it is used consistently.
       4                           TLP • Grade 3 • Unit 1 • Lesson 1

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You must also establish a notation for the variable Number of Letters
                 in First Name. Here again, agreeing is more important than what is
                 agreed upon. We use L to stand for Number of Letters in First Name.
                                                                                                                                         Content Note
                 The class can either follow our notation or make up their own.                                                          A variable in an experiment is an attribute or quantity
                                                                                                                                         that changes or varies. Every experiment has at
                 Collect the Data. The next step is to gather the data. To do this,                                                      least two main variables. In this lab, the two main
                 students write their first names on self-adhesive notes, count the                                                      variables are the Number of Letters in First Name
                 letters, and show L by writing “L 5 _____” below their names as                                                         and the Number of Students. A second definition for
                 shown in Figure 1.                                                                                                      the term is a symbol that can stand for a variable.
                                                                                                                                         In the Lesson Guide, we have chosen to use L to
                                             JASON                                                                                       stand for Number of Letters in First Name and S for
                                                                        SETH                                                             Number of Students. In this lesson, it is important
                                              L=5
                                                                        L=4                                                              to model the correct use of the term variable during
                                         MELISSA                                                                                         class discussions while accepting students’ language
                                                 JORDAN                                                                                  in discussions.
                                          L=7
                                                  L=6

                 Figure 1: Sample notes showing a first name and the number of
                 letters method

                 An efficient way to collect this data is to draw a data table on chart
                                                                                                                                         TIMS Tip                      !
                                                                                                                                         Since both variables are numerical (Number of Letters
                 paper and have students arrange their self-adhesive notes on it.                                                        and Number of Students), it is best to avoid using N to
                 See Figure 2.                                                                                                           stand for either variable.

                                        L
                               Number of Letters                Names of Students
                                 in First Name

                                        1
                                                                                                                                                          Collect
                                        2                                                                                                    Write your first name and the number of letters in your name on a slip of
                                                                                                                                             paper like those below. Discuss with your class what the variable L stands
                                                                                                                                             for. Put the class data in a table like the one below.

                                        3                                                                                                                                           Letters in First Name

                                                          Seth                                 Ivan             Eric
                                                                          Katy
                                        4                 L=4

                                                         Dana
                                                                          L=4                  L=4              L=4

                                                         L=4

                                                        Jamie            Peter          Colin             Aesis              Brian

                                        5
                                                        L=5              L=5            L=5               L=5                L=5

                                                                Jason             Jason
                                                                L=5               L=5

                                                     Joseph         Andrew            Jordan          Merley        Darius

                                        6            L=6

                                                      Amanda
                                                                    L=6

                                                                         Miguel
                                                                                      L=6

                                                                                       Samuel
                                                                                                      L=6           L=6

                                                       L=6               L=6           L=6
                                                                                                                                             Discuss with your class how you might make the table easier to read. Then
                                                       Zachary          Kristin        Anthony         Melissa       Kenneth                 copy the class data onto the data table on the First Names Data Table and
                                        7                                                                                                    Graph page in the Student Activity Book.
                                                        L=7             L=7             L=7            L=7            L=7

                                                         Kathryn            Jeffrey        Melissa             Nicolas       Natasha
                                                          L=7                L=7            L=7                 L=7           L=7

                                                                                                                                                          Graph
                                        8
                                                                                                                                             Discuss with your class how to make a class graph of your data. Which
                                                     Elizabeth                                                                               variable will you graph on the horizontal axis ( )? Which variable will you
                                        9                                                                                                    graph on the vertical axis ( )?
                                                      L=9

                                                                                                                                             Use the data table to make a bar graph on the First Names Data Table and
                                                                                                                                             Graph page.

                                        10

                                                      Christopher                                                                        4       SG • Grade 3 • Unit 1 • Lesson 1                              First Names
                                        11             L = 11

                                                                                                                                       Student Guide — Page 4
                 Figure 2: A sample data table

                                                                                                                                             TLP • Grade 3 • Unit 1 • Lesson 1                                                 5

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!
                                                                                                                                   Organize the Data. Once you have the raw data, use the following
           TIMS Tip                                                                                                                prompt to begin a discussion:

           Save the class graph for use in Unit 3 Lesson 1                                                                         X What do you notice about our data table? What patterns do
           T-Shirt Factory Problems. Students solve problems                                                                         you see? (Students may notice that no one has a first name with
           that involve the number of letters in their names.                                                                        only one letter, that many people have first names that have five or
                                                                                                                                     six letters, or that there are few very long or very short names.)

                                                                                                                                   After a general discussion, pose specific questions that can be
                                                                                                                                   answered directly from the raw data. In your questions, try to use
                                                                                                                                   “number of letters” to familiarize students with variable terminology:

                                                                                                                                   X Who has the longest name? What is the number of letters
                                                                                                                                     in that name?
                                                                                                                                   X Who has the shortest name? What is the number of letters
                                                                                                                                     in that name?
                                                                                                                                   X Does anyone have a first name with eight letters?
                                                                                                                                   X How many students have first names with six letters?
                                                                                                                                     five letters?
                                                                                                                                   X What number of letters is most common in first names?
                                                                                                                                   X Do more than half the students have names with either six
                                                                                                                                     or seven letters?

                                                                                                                                   Adding a third column to the table with the total number of names in
                                                                                                                                   each row will clarify the data. See Figure 3. Review the titles of the
                          L
           Number of Letters in First Name     Names of Students
                                                                                                                       S
                                                                                                              Number of Students
                                                                                                                                   first two columns and the information contained in them. Ask:
                          1                                                                                           0
                                                                                                                                   X What information will we put in the third column? (The
                          2                                                                                           0              number of students with each number of letters.)
                          3                                                                                           0            X What title should we give it? Why? (Number of Students works
                                              Seth
                                                           Katy             Ivan            Eric
                                                                                                                                     best. Titling the column “Students” insufficiently describes how the
                          4                   L=4                                           L=4
                                                                                                                       5
                                                                                                                                     information in that column differs from that in the second column.)
                                                           L=4              L=4

                                               Dana
                                               L=4

                                              Jamie       Peter         Colin          Aesis       Brian

                          5                                                                                            7
                                                                                                                                   X Would N for Number of Students be a good choice to
                                              L=5         L=5           L=5            L=5         L=5

                                                 Jason             Jason
                                                 L=5               L=5

                          6
                                             Joseph
                                             L=6

                                             Amanda
                                                        Andrew
                                                        L=6

                                                          Miguel
                                                                   Jordan
                                                                   L=6

                                                                        Samuel
                                                                                   Merley
                                                                                   L=6
                                                                                               Darius
                                                                                               L=6
                                                                                                                      8              represent this variable? Why or why not? (N might seem
                                                                                                                                     logical because it is the first letter of the word number, but this
                                              L=6         L=6           L=6

                                             Zachary     Kristin       Anthony       Melissa       Kenneth

                          7
                                                                        L=7
                                                                                                                      10
                                              L=7        L=7                         L=7            L=7

                                              Kathryn
                                               L=7
                                                             Jeffrey
                                                              L=7
                                                                           Melissa
                                                                            L=7
                                                                                         Nicolas
                                                                                          L=7
                                                                                                    Natasha
                                                                                                     L=7                             would be confusing because N could also refer to “Number of
                                                                                                                                     Letters in First Name.”)

       Figure 3: A portion of a modified data table                                                                                When the data table is complete, ask students to work with a partner
                                                                                                                                   to answer the following questions using the added information:

                                                                                                                                   X If you add all the numbers in the last column, what should
                                                                                                                                     they total? What does that number represent? (The sum
                                                                                                                                     should equal the number of students in the class. Finding the sum
                                                                                                                                     and comparing it to the class size is one way to check to see if the
                                                                                                                                     data gathering is accurate.)
                                                                                                                                   X Do more than half the students have names with either five
                                                                                                                                     or six letters? (This is a multistep problem that can be solved
                                                                                                                                     different ways. Possible response: First I would add the number
                                                                                                                                     of students with either 5 or 6 letters, and then I would add the
                                                                                                                                     number of students for all the other number of letters. I can then
                                                                                                                                     compare my two answers to see if the number of students with 5
                                                                                                                                     or 6 letters is more than half.)
       6                TLP • Grade 3 • Unit 1 • Lesson 1

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Graph the Data. Now that there are two variables, Number of
                 Letters in First Name (L) and Number of Students (S ), a graph can
                 be made. The class makes one poster-size graph, and each student
                 makes a graph using the First Names Data Table and Graph page

                                                                                                                                                                                                                                                                      Frequency of Letters in First Name

                                                                                                                                                                                                                                                                                                                                                                               10 11
                 in the Student Activity Book. Ask students to record the Number of

                                                                                                                                                                          First Names Data Table and Graph

                                                                                                                                                                                                                                                                                                                                                                               9
                 Students (S ) in the table. Introduce the graph by drawing attention to

                                                                                                                                                                                                                                                                                                                                                                               8
                                                                                                                                                                                                                                                                                                                                                                               7
                 the elements of a graph, such as the vertical and horizontal axes and

                                                                                                                                                                                                                                                                                                                                                                               6
                                                                                                                                                                   Date
                 the labels for these axes using a display of the First Names Data Table

                                                                                                                                                                                                                                                                                                                                                                               5
                                                                                                                                                                                                                                                                                                                                                                               4
                 and Graph page.

                                                                                                                                                                                                                                                                                                                                                                               3
                                                                                                                                                                                                                                                                                                                                                                               2
                                                                                                                                                                                                                                                                                                                                                                               1
                 One way to make a class graph is simply to move the self-adhesive

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                                                                                                                                                                                                                                                                                                                                                                         1
                                                                                                                                                                                                                                                                                                                                                                             0
                                                                                                                                                                                                             Complete the table. Use the table to make a bar graph.
                 notes onto a labeled graph on a piece of chart paper. Place the self-
                                                                                                                                                                                                                                                                                                                               Number of Students
                                                                                                                                                                                                                                                                                                                                       S

                 adhesive notes on the vertical grid lines rather than in the spaces

                                                                                                                                                                                                                                                                      Frequency of Letters in First Name
                 between them so there will be less confusion later when students
                 make point graphs. Figure 4 shows a graph of the data presented in

                                                                                                                   Copyright © Kendall Hunt Publishing Company
                 Figures 2 and 3.

                 Help students read the graph by asking:

                                                                                                                                                                                                                                                                                                                           11
                                                                                                                                                                                                                                                                                                                           10
                                                                                                                                                                                                                                                                                                                            1
                                                                                                                                                                                                                                                                                                                            2
                                                                                                                                                                                                                                                                                                                            3
                                                                                                                                                                                                                                                                                                                            4
                                                                                                                                                                                                                                                                                                                            5
                                                                                                                                                                                                                                                                                                                            6
                                                                                                                                                                                                                                                                                                                            7
                                                                                                                                                                                                                                                                                                                            8
                                                                                                                                                                                                                                                                                                                            9
                 X Which numbers show the number of letters in the
                   names—those on the horizontal axis or those on the

                                                                                                                                                                   Name
                   vertical axis? (horizontal axis)                                                                                                              First Names                                                                                                                                                                 SAB • Grade 3 • Unit 1 • Lesson 1         3

                 X What do the numbers on the vertical axis show?
                   (Number of Students)                                                                       Student Activity Book — Page 3

                                                                                  Frequency of Letters in First Name
                                                                10                                                                                                            Natasha
                                                                                                                                                                               L=7
                                                                9                                                                                                                   Nicolas
                                                                                                                                                                                     L=7
                                                                8                                                Samuel                                                             Melissa
                                           Number of Students

                                                                                                                 L=6                                                                 L=7
                                                                7                                     Jason      Miguel                                                              Jeffrey
                                                                                                      L=5        L=6                                                                  L=7
                                                                6                                     Jason     Amanda                                                            Kathryn
                                                                                                      L=5        L=6                                                               L=7
                                                                5
                                                   S

                                                                                           Dana       Brian      Darius                                                           Kenneth
                                                                                           #L
                                                                                           L ==44     L=5        L=6                                                                L=7
                                                                4                            Eric
                                                                                             Eric     Aesis      Merley                                                            Melissa
                                                                                           #L
                                                                                            L == 44   L=5        L=6                                                               L=7
                                                                3                           Ivan
                                                                                             Ivan     Colin     Jordan                                                            Anthony
                                                                                           #L
                                                                                            L == 44   L=5       #L
                                                                                                                L ==66                                                             L=7
                                                                2                           Katy      Peter      Andrew                                                                   Kristin
                                                                                           #L
                                                                                           L ==44     L=5        L=6                                                                      L=7
                                                                 1                          Seth
                                                                                            Seth      Jamie      Joseph                                                                Zachary                                                                                                                                   Elizabeth                               Christopher
                                                                                           #L
                                                                                            L == 44   L=5         L=6                                                                   L=7                                                                                                                                        L=9                                       L = 11

                                                                0
                                                                     1   2        3          4          5                    6                                                                      7                                                                                                           8                        9               10                    11
                                                                                                    L
                                                                                      Number of Letters in First Name

                                                                                                              Figure 4: Graphing the data on a bar graph

                                                                                                                  TLP • Grade 3 • Unit 1 • Lesson 1                                                                                                                                                                                                                                        7

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Explore the Data. At this point, you have two representations of
                                                                                                                               the same data: a data table and a graph. Questions 1–5 of the
                              Explore                                                                                          Explore section in the Student Guide can be answered by reading
                Use your data to answer the following questions about the first names in
                                                                                                                               either the data table or graph. Encouraging multiple solutions lets
                your class.
                    1. How many letters are in the longest name?
                                                                                                                               every student access the problem in different ways and using different
                    2. How many letters are in the shortest name?                                                              representations. Point out that solutions by different methods should
                    3. What is the most common number of letters?
                    4. How many students have names with four letters?
                                                                                                                               agree. If a graph shows that ten people have names with seven
                    5. How many students have names with five letters?                                                         letters and a data table shows that there are only nine such names,
                                                                                                                               something is wrong. Ask groups to show how they used each tool to
                              Discuss                                                                                          answer Questions 1–5.
                Discuss the following questions with your group. Be prepared to discuss
                your answers with the class.
                                                                                                                               Assign Questions 6–13 in the Student Guide. These questions
                    6. Compare the graph and the data table. How are they alike?
                       How are they different?                                                                                 ask students to extend their interpretation of the data and to make
                    7. What is the shape of the graph? Why does it have this shape?
                    8. Which bars are the same height? Why?
                                                                                                                               predictions. Ask small groups of students to prepare to share their
                    9. Why aren’t there bars above every number on the horizontal axis?
                       What does this mean?
                                                                                                                               solutions to one or more problems with the whole class.

                                                                                                                               Question 6 asks students to compare the graph and the data table.
                                                                                                                               The graph and the data table contain the same information in different
                                                                                                                               forms. Both show the number of students who have a given number
                                                                                                                               of letters in their first names. The data table shows the Number of
                                                                                                                               Letters in First Name in the first column and the Number of Students
                First Names                                         SG • Grade 3 • Unit 1 • Lesson 1   5
                                                                                                                               with those numbers of letters in the second column. The graph shows
                                                                                                                               the Number of Letters in First Name on the horizontal axis and the
       Student Guide — Page 5                                                                                                  Number of Students on the vertical axis. The height of each bar shows
                                                                                                                               the number of students for a given number of letters.

           Content Note
           Interpreting data in tables and                                                         Teacher: How do you know? Where did you              Teacher: Seven what?
           graphs. Students often have problems                                                    look to find that answer?                            Linda: Seven letters.
           distinguishing between variables in an                                                  Maya: I looked at the numbers at the bottom of       Teacher: How do you know?
           investigation, especially when both of the                                              the graph and went across and saw that the last
                                                                                                                                                        Linda: Because I picked seven and went across
                                                                                                   one that went up to a line was 11.
           main variables are numerical. Discussing                                                                                                     and because I looked and seven was the tallest
                                                                                                   Teacher: What do the numbers that go                 bar.
           the Explore questions will help students
                                                                                                   along the bottom of the graph tell you?
           learn to interpret the graph and data table                                             [Maya looks confused.] Are they the Number
                                                                                                                                                        Teacher: How many students have seven
           correctly. Students need to understand                                                                                                       letters in their names? How do you know?
                                                                                                   of Letters or Number of Students?
                                                                                                                                                        Where do you look to find out? Come and
           when they are talking about Number of                                                   Jackie: Number of Letters in our names.              show us.
           Letters and when they are talking about                                                 Teacher: How many letters are in the                 Linda: Ten students. You look at the data table
           Number of Students. The following                                                       shortest name? Where can you look to find            and look for the most number of students, and
           sample dialog of a class discussing                                                     the answer?                                          you see it’s ten, and you go over here, and you
           Questions 1–4 is based on the data in                                                   Jacob: Four letters. I looked at the numbers at      see that it is seven letters.
           Figures 3 and 4. Student responses are                                                  the bottom of the graph.                             Teacher: How many students have names
           adapted from a video of a classroom                                                     Teacher: How did you know it was the                 with six letters in their names? How do you
           discussion.                                                                             shortest?                                            know?
                                                                                                   Jacob: Because you look on the graph or the          Keenya: You look at the graph where it says
           Teacher: How many letters are in the                                                    table. Nobody has one, two, or three letters in      Letters and go to where the 6 bar stops, then go
           longest name?                                                                           their names. Then five people have four letters.     up to see the number is 8.
           Maya: There are 11.                                                                     Teacher: What is the most common number              Teacher: Where do you go to see the
           Teacher: Eleven what?                                                                   of letters in our names? What is the most            number 8? What does it tell you?
           Maya: 11 letters.                                                                       common name length?                                  Keenya: You go to the left where it says Number
                                                                                                   Linda: The number seven.                             of Students.

                                                                                                                               Here are some sample student responses to this question taken from
       8                 TLP • Grade 3 • Unit 1 • Lesson 1

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a video of students working in groups:

                 Group A                                                                        You make predictions every day. Predictions are statements based on what you
                                                                                                know and the patterns you see.
                 “They are alike because they give the same information. They are               When the temperature is cold and you see big, dark clouds in the sky, you might
                                                                                                predict snowy weather. If you have a bag with more red jelly beans than any other
                 different because one has rows of numbers and one has bars with                color, you might predict that the next bean you pull from the bag will be red.
                                                                                                People look at patterns to see what is most likely to happen. Then they make
                 numbers and letters.”                                                          predictions based on that information.
                                                                                                  10. Pretend a new student is coming to class. What can you predict about the
                                                                                                      length of his or her name? Explain your thinking.
                 Group B                                                                          11. How would the graph change if you added all the third-grade classes in
                                                                                                      your school?
                 “They are alike because the graph and the data table have the same
                 data. They have the same stuff in them. They are different because of
                 the different ways of showing the data.”

                 Question 7 asks students to discuss the shape of the graph. While
                 students may describe the shape as stair steps or as a mountain, it is
                 more important to recognize why the bars form that shape. The bars
                 represent the number of students with very short names on the left               12. Elizabeth and Miguel are discussing Question 11. Do you agree with
                                                                                                      Elizabeth or Miguel? Explain your thinking.
                 and very long names on the right. These names are not as common                  13. How would the graph change if everyone in class added two names from
                                                                                                      their family? Discuss.
                 as names with five, six, or seven letters. The tall bars in the middle           14. What number of letters should computer games allow for first names?

                 represent the length of the most common names. Possible answers
                                                                                                      Write a letter to the TIMS Game Company to let them know. Describe
                                                                                                      the investigation you did. Include the results that helped you reach
                                                                                                      your decision.
                 for Questions 8–13 are in the answer key.

                                                                                            6       SG • Grade 3 • Unit 1 • Lesson 1                                    First Names

                              Summarizing the Lesson                                      Student Guide — Page 6

                 To bring the ideas of the lesson together, ask students to review the
                 first two pages in the Student Guide. In a class discussion, ask them
                 to compare Elizabeth and Miguel’s data to your class data. Ask:

                 X What is the most common number of letters in Elizabeth
                   and Miguel’s data? How do you know? (Possible responses:
                   Seven letters because it looks like the most names in the seven
                   row of the data table. The tallest bar is for seven letters on the
                   bar graph.)
                 X Is it easier to tell how many students have seven letters in
                   their names from Elizabeth and Miguel’s data table or their
                   graph? Why do you think so? (Possible response: The graph is
                   easier because it is easy to pick out the tallest bar and then look
                   where it stops on the left. If the bar reaches ten, then the number
                   is ten.)
                 X What do you think they should do to their data table to
                   make it easier to read? (Possible response: They should add a
                   third column and count the names.)
                 X What should the title of the third column be?
                   (Number of Students)

                                                                                                TLP • Grade 3 • Unit 1 • Lesson 1                                                       9

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X Look at Miguel and Elizabeth’s graph and our class graph.
                                                           Name                                                         Date
                                                                                                                                                               How are they alike? How are they different? (Answers will
                                                                                   Family Names Data Table                                                     vary. However, students should notice where the tall bars and
                                                                                                                                                               short bars are located on each graph. There will likely be very
                                                                                  Homework
                                                                                                                                                               short bars for the longest and shortest names. The tall bars will
                                                              Dear Family Member:
                                                              Help your child collect at least ten first names from your immediate or extended family.         likely center around five, six, or seven letters. Students may also
                                                              Count the number of letters in each name. Write each family member’s first name in the
                                                              Names of Family Members column next to the corresponding number of letters in the                compare the most common number of letters for Elizabeth and
                                                              name. For example, “James” would be written in the row with “5.”
                                                              Thank you for your cooperation.                                                                  Miguel’s data (seven) to the most common number of letters in the
                                                           Collect at least ten first names from your family. Count the number of                               class data.)
                                                           letters in each name. Write each name in the corresponding row.

                                                                                     L
                                                                            Number of Letters
                                                                                                                                                             Refer students to and discuss Question 14 in the Student Guide. This
                                                                                                              Names of Family Members
                                                                              in First Name                                                                  question returns to Elizabeth and Miguel’s original question about a
                                                                                        1
                                                                                        2
                                                                                                                                                             computer game, “What number of letters should players be able to
                                                                                        3                                                                    type for their names?” Students should consider both the range of the
                                                                                        4                                                                    numbers of letters in the names as well as the most common number
                                                                                        5
             Copyright © Kendall Hunt Publishing Company

                                                                                        6                                                                    of letters.
                                                                                        7
                                                                                        8                                                                    Distribute the Lisa’s Class Graph Assessment Master from the
                                                                                        9
                                                                                       10
                                                                                                                                                             Teacher Guide. Ask students to complete Questions 1–5 using the
                                                                                       11                                                                    graph at the top of the first page.
                                                           First Names                                              SAB • Grade 3 • Unit 1 • Lesson 1    5

       Student Activity Book — Page 5
                                                                                                                                                               Ongoing Assessment
                                                                                                                                                               Use the Lisa’s Class Graph Assessment Master and the
                                                                                                                                                               Feedback Box from the Teacher Guide to assess students’
                                                                                                                                                               abilities to describe a data set by interpreting a graph [E3] and
                                                                                                                                                               to make predictions and generalizations about a population using
                                                           Name                                                         Date
                                                                                                                                                               a graph [E4].
                                                                                       Family Names Graph
                                                                                  Homework
                                                              Dear Family Member:
                                                              In class, we collected data on the number of letters in our first names. We displayed
                                                              this data in a bar graph. Now, your child is using the data from your Family Names Data

                                                                                                                                                                          Homework and Practice
                                                              Table to create a new bar graph. Ask your child how this graph compares to the graph
                                                              made in school.
                                                              Thank you for your help.

                                                           Graph the data from your Family Names Data Table. Use the dotted
                                                           lines to help you draw the bars.

                                                                                                        Family Names
                                                                                                                                                             X Assign the Family Names Data Table and Family Names Graph
                                                                                                                                                               pages in the Student Activity Book after completing the lab in
                                                                                  11
                                                                                  10                                                                           class. There are two parts to the assignment that can be done
                                                                                  9
                                                                                                                                                               on successive nights. Using the Family Names Data Table, each
                                                               Number of People

                                                                                  8
                                                                                  7
                                                                                  6
                                                                                                                                                               student collects family first names. On the second evening, he
                                                                      P

                                                                                                                                                               or she graphs the data on the Family Names Graph. Students
             Copyright © Kendall Hunt Publishing Company

                                                                                  5
                                                                                  4
                                                                                  3                                                                            can also write about how their family graphs compare with the
                                                                                  2
                                                                                  1
                                                                                                                                                               class graph.
                                                                                  0
                                                                                        1   2   3   4     5
                                                                                                           L
                                                                                                                6     7      8     9    10    11
                                                                                                                                                             X Assign the Careless Professor Peabody page in the Student Activity
                                                                                                    Number of Letters                                          Book. This page provides practice reading a bar graph.
                                                           First Names                                              SAB • Grade 3 • Unit 1 • Lesson 1    7   X Assign DPP items A–F. Bits A and C involve partitioning numbers
                                                                                                                                                               and Task B asks students to write a story for a number sentence.
                                                                                                                                                               DPP Bit E and Task F provide practice with telling time.
       Student Activity Book — Page 7
                                                                                                                                                             Math Facts. DPP Task D asks students to analyze an incorrect
                                                                                                                                                             solution to a subtraction math fact question.

       10                                                                 TLP • Grade 3 • Unit 1 • Lesson 1

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Extensions

                                                                                                                                                                                                                                                                                                                                                                                         11
                                                                                                                                                                                                                                                                                          Frequency of Letters in First Name

                                                                                                                                                                                                                                                                                                                                                                                         10
                 X Explore the number of letters in full names. (This variable must

                                                                                                                                                                                                                                                                                                                                                                                         9
                                                                                                                                                                                             Professor Peabody lost his First Names data table. Use the graph to make a new data table.
                   be defined by the group.) The distribution of Number of Letters (L)

                                                                                                                                                                                                                                                                                                                                                                                         8

                                                                                                                                                                                                                                                                                                                                                                                          Number of Letters
                                                                                                                                                                                                                                                                                                                                                                                         7
                   for full names will be shifted to the right on the graph and will be

                                                                                                                                                                Careless Professor Peabody

                                                                                                                                                                                                                                                                                                                                                                                         6
                                                                                                                                                                                                                                                                                                                                                                                                 L
                   more spread out than the first names distribution, allowing some

                                                                                                                                                                                                                                                                                                                                                                                         5
                                                                                                                                              Date

                                                                                                                                                                                                                                                                                                                                                                                         4
                   interesting comparisons.

                                                                                                                                                                                                                                                                                                                                                                                         3
                                                                                                                                                     Homework

                                                                                                                                                                                                                                                                                                                                                                                         2
                 X The class might change the definition of name length. For

                                                                                                                                                                                                                                                                                                                                                                                         1
                   example, they could count the number of syllables or the number

                                                                                                                                                                                                                                                                                                                                11

                                                                                                                                                                                                                                                                                                                                     10

                                                                                                                                                                                                                                                                                                                                             9

                                                                                                                                                                                                                                                                                                                                                 8

                                                                                                                                                                                                                                                                                                                                                     7

                                                                                                                                                                                                                                                                                                                                                          6

                                                                                                                                                                                                                                                                                                                                                              5

                                                                                                                                                                                                                                                                                                                                                                   4

                                                                                                                                                                                                                                                                                                                                                                        3

                                                                                                                                                                                                                                                                                                                                                                            2

                                                                                                                                                                                                                                                                                                                                                                                 1

                                                                                                                                                                                                                                                                                                                                                                                     0
                                                                                                                                                                                                                                                                                                                                                 Number of Students

                   of vowels instead of the number of letters.
                                                                                                                                                                                                                                                                                                                                                         S

                 X The class can collect additional first names from, for example,
                   another third-grade class. They can add these names to those

                                                                                                                                                                                                                                                                                          Frequency of Letters in First Name
                   already collected, or they could treat them separately.

                                                                                                                                                                                                                                                                                                                               of Students
                                                                                              Copyright © Kendall Hunt Publishing Company

                                                                                                                                                                                                                                                                                                                                 Number
                                                                                                                                                                                                                                                                                                                                     S
                 The following question explores what might happen if geographic
                 location or culture were changed:

                                                                                                                                                                                                                                                                                                                               of Letters
                                                                                                                                                                                                                                                                                                                                Number

                                                                                                                                                                                                                                                                                                                                                                                   10
                                                                                                                                                                                                                                                                                                                                                                                         11
                                                                                                                                                                                                                                                                                                                                             1
                                                                                                                                                                                                                                                                                                                                                 2
                                                                                                                                                                                                                                                                                                                                                     3
                                                                                                                                                                                                                                                                                                                                                         4
                                                                                                                                                                                                                                                                                                                                                              5
                                                                                                                                                                                                                                                                                                                                                                  6
                                                                                                                                                                                                                                                                                                                                                                       7
                                                                                                                                                                                                                                                                                                                                                                           8
                                                                                                                                                                                                                                                                                                                                                                               9
                                                                                                                                                                                                                                                                                                                                   L
                 X The Tikki Tikki Tembo story gives one interpretation of why

                                                                                                                                              Name
                   Chinese names are shorter than names in other cultures.
                                                                                                                                                                                                                                                                                                                                                                                                     9
                   How might the graph be different for a third-grade class in
                                                                                                                                            First Names                                                                                                                                                                                              SAB • Grade 3 • Unit 1 • Lesson 1

                   China? Draw the new graph.
                                                                                          Student Activity Book — Page 9

                                                                                              TLP • Grade 3 • Unit 1 • Lesson 1                                                                                                                                                                                                                                                                               11

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Lesson
                               Number Line Target
             2                 Estimated Class Sessions: 1
                                                                                               3.NBT.A Use place value understanding
                                                                                               and properties of operations to perform
                                                                                               multi-digit arithmetic. (3.NBT.A.2)
                                                                                               MP2. Reason quantitatively.
                         This lesson introduces students to the class number line and their    MP6. Attend to precision.
                         desk number line. These tools will be used by the class throughout
                         the year. Students discuss the similarities and differences between
                         the class number line and their desk number line. They play a
                         game to practice addition and keep score using a number line.

                         Content in this Lesson
                         • Practicing addition.
                         • Representing whole number sums on a number line [E6].

                         Assessment in this Lesson
                           Assessment                        Expectation Assessed
                           Observe                           E6. Represent whole number sums on number lines.
                           Number Line Target Game
                           Student Activity Book
                           Page 11

       12           TLP • Grade 3 • Unit 1 • Lesson 2                                                              Number Line Target

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Materials List

                               Materials                          Daily Practice
                                                                                          Lesson               Homework           Assessment
                               for Students                       and Problems
                                                                                   • Number Line Target
                                                    Student                          Page 7
                                                    Guide
                                Student Books

                                                                                   • Number Line                              • Number Line
                                                                                     Target Game                                Target Game
                                                    Student
                                                                                     Page 11                                    Page 11
                                                    Activity
                                                                                   • Number Line Target
                                                    Book
                                                                                     Game Boards
                                                                                     Page 12
                                                               • DPP Items G–H     • Number Line Target   • Home Practice
                                Teacher Resources

                                                                                     Game Boards            Parts 1–2
                                                    Teacher                          optional
                                                    Guide –                        • Number Lines 0–30
                                                    digital                          2 per student
                                                                                   • Number Lines 0–100
                                                                                     2 per student

                               Supplies for Students
                               • desk number line (0–100)

                               Supplies for Student Pairs
                               • scrap paper
                               • paper clips, centimeter connecting cubes, or beans to use as markers

                               Materials for the Teacher
                               • Display of Number Line Target Game Boards (Student Activity Book) Page 12
                               • class number line (0–130)
                               • Unit 1 Assessment Record

                               Materials Preparation
                               Number Lines. Display the class number line (0–130) where all students can see it and can reach it
                               with a pointer. Tape a number line (0–100) on each student’s desk for use throughout the year.

                               Number Line Target Game Learning Center. Place scrap paper, game markers, and the game
                               directions in a learning center to provide targeted practice. Laminate copies of the Number Line
                               Target Game Boards Master so students can record the moves in a round with a non-permanent
                               marker then wipe them clean for the new round (optional).

                 Number Line Target                                                                       TLP • Grade 3 • Unit 1 • Lesson 2     13

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Teacher Planning Notes

       14           TLP • Grade 3 • Unit 1 • Lesson 2      Number Line Target

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Before the Lesson

                 Prepare to display and discuss DPP item G: Skip Counting on the
                 Number Line.

                                Developing the Lesson

                 Part 1. Introduce the Number Line
                 Compare Number Lines. Direct students’ attention to the class
                                                                                          TIMS Tip                                                                                                                                                                          !
                                                                                          Use a pointer or meterstick if the class number line is
                 number line and the number lines on their desk. Use the following        hanging higher than can be easily reached.
                 discussion prompts to compare them:

                 X Tell me what you see when you look at the class number
                   line. (It is a line and it has all the numbers from 0 to 130. The
                   numbers are written below dots or points.)
                 X Describe what you see when you look at the number lines
                   on your desk. (It is a line and it has all the fives and tens from
                   0 to 100. The numbers are written below marks on the line. The
                   biggest marks are for the tens; there are medium marks for the
                   fives, and smaller marks for the rest of the numbers.)
                 X How are the two number lines the same? How are they
                   different? (Possible responses: They are both lines with numbers
                   in order. The class number line goes up to 130 and my desk

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    3. Take turns covering numbers. The winner covers the number that makes the sum equal to or greater than the
                   number line goes only to 100. The class number line has dots and

                                                                                                                                                                                                                                                                                                                                                                                                                                                                      2. Player 1 covers a number and then Player 2 covers a number. Players track the sum of the covered numbers
                                                                                                                                                                             This game is for two players. The object of the game is to be the player that covers the sum equal to or
                   all the numbers are written below the dots. The desk number line

                                                                                                                                                                                                                                                                                                                                                              1. Player 1 chooses a target number. Start with a small number, such as 20, and play on Game Board 1.
                   has only the fives and tens written under marks. The numbers for

                                                                                                                                                                                                                                                                                              30
                   the tens are darker than the numbers for the fives.)

                                                                                                                                                                                                                                                                                              26 27 28 29
                 X Are all the other counting numbers represented on your
                                                                                                                                                   Number Line Target Game

                                                                                                                                                                                                                                                                                              25
                   desk number line? If so, how? (Possible responses: The
                                                                                                                                            Date

                                                                                                                                                                                                                                                                                              21 22 23 24

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   Play the game using Game Board 2 with a larger target number, such as 100.
                   numbers are not written, but there are little marks for them. You
                   have to think about what numbers go where for the numbers

                                                                                                                                                                                                                                                                                              20

                                                                                                                                                                                                                                                                                                            • game markers
                                                                                                                                                                                                                                                                                        +8

                                                                                                                                                                                                                                                                                              16 17 18 19
                   that are not fives or tens because they are not written below the
                   little marks.)                                                                                                                                                                                                                                                             15
                                                                                                                                                                                                                                                                                              11 12 13 14

                 X Is 28 on your number lines? If so, how can you find it?
                                                                                                                                                                                                                                                                                                            Materials: • Number Line Target Game Boards
                                                                                                                                                                                                                                                                                        +4

                   (Possible response: Yes, just go three marks past 25.)
                                                                                                                                                                                                                                                                                              10

                 X Show me 28 on your desk number line. How should I count
                                                                                                                                                                                                                                                                                              9
                                                                                            Copyright © Kendall Hunt Publishing Company

                                                                                                                                                                             greater than the target number.

                                                                                                                                                                                                                                                                                        +6

                                                                                                                                                                                                                                                                                              8

                   from 25? (Start at 25. Then on 26, say 26, then 27, 28.)
                                                                                                                                                                                                                                                                                                                                                                                                                                                                         using the number line.
                                                                                                                                                                                                                                                                                              7
                                                                                                                                                                                                                                                                                              6

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       target number.
                                                                                                                                                                                                                                                                                              5

                 Ask a student to point to 28 on the class number line and compare
                                                                                                                                                                                                                                                                                              4
                                                                                                                                                                                                                                                                                        +5

                                                                                                                                                                                                                                                                                              3
                                                                                                                                                                                                                                                                                              2

                 the location of where he or she is pointing to 28 on his or her desk
                                                                                                                                                                                                                                                                                                                                                          Directions
                                                                                                                                                                                                                                                                                              1

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   Variation
                                                                                                                                                                                                                                                                                              0

                 number lines.
                                                                                                                                            Name

                                                                                                                                          Number Line Target                                                                                                                                 SAB • Grade 3 • Unit 1 • Lesson 2                                                                                                                                                                                                                                                                                                                                                                                                                         11

                 Skip Counting on the Number Line. Display and discuss DPP
                 item G. As the class works through the questions, have one student
                 model on the class number line while students use their desk           Student Activity Book — Page 11
                 number lines.

                                                                                            TLP • Grade 3 • Unit 1 • Lesson 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   15

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Part 2. Play Number Line Target
                                                                                                                                                                                                               Model the Game. Display the game markers and Game Board 1

                                                                                                                              100
                                                                                                                 30
                                                                               30
                                                                                                                                                                                                               of the Number Line Target Game Boards page in the Student Activity

                                                                   9

                                                                               26 27 28 29

                                                                                                                              95
                                                                                                                                                                                                               Book. Referring to the rules on the Number Line Target Game page

                                                                                                                              90
                                                                                                                 30
                                                                   8
                                                                                                                                                                                                               in the Student Activity Book, demonstrate how to play Number Line
                   Number Line Target Game Boards

                                                                                                                              85
                                                                               25
                                                                                                                                                                                                               Target. Start by circling a target number, such as 20, on the number

                                                                                                                              80
                                                                               21 22 23 24

                                                                                                                 20
                                                                   7
                                                                                                                                                                                                               line. Working with a volunteer, alternate choosing and covering

                                                                                                                              75
            Date

                                                                                                                              70
                                                                                                                                                                                                               numbers on the game board and showing the sum of the numbers

                                                                                                                 20
                                                                   6

                                                                               20

                                                                                                                              65
                                                                                                                                                                                                               covered on the number line. A completed number line for a game with
                                                                               16 17 18 19

                                                                                                                              60
                                                                                                                                                                                                               a target number of 20 is shown in Figure 1. Player A covered a 9,
                                                                                                                 10
                                                                   5

                                                                                                                              55
                                                                                                                                                                                                               Player B covered a 3, and then Player A covered an 8.
                                                                               15

                                                                                                                              50
                                                                                                                 10
                                                                               11 12 13 14
                                                                   4

                                                                                                                              45
                                                                                                                                                                                                               The winner is the player who covers the number that makes the sum
                                                                                                                              40
                                                                                                                              35
                                                                                                                                                                                                               equal to or greater than the target number. Therefore, each player
                                                                   3

                                                                                                                 5
                                                                               10

                                                                                                                                                                                                               should carefully select numbers so that his or her opponent will not be
                                                                               9

                                                                                                                              30
                                                                               8

                                                                                                                                              Copyright © Kendall Hunt Publishing Company
                                                                                                                              25

                                                                                                                                                                                                               able to reach or exceed the target number.
                                                                   2

                                                                                                                 5
                                                                               7

                                                                                                                              20
                                                                               6
                                                                               5

                                                                                                                              15

                                                                                                                                                                                                               Play the Game. Organize the class into pairs to play a few rounds
                                                                   1

                                                                                                                 0
                                                                               4
                                                    Game Board 1

                                                                                                  Game Board 2
                                                                               3

                                                                                                                              10

                                                                                                                                                                                                               with Game Board 1. Students can record their moves on a copy of
                                                                               2

                                                                                                                              5
                                                                               1

                                                                                                                                                                                                               the Number Lines 0–30 Master or they can sketch a number line on
                                                                   0

                                                                                                                 0
                                                                               0

                                                                                                                              0
            Name

            12                  SAB • Grade 3 • Unit 1 • Lesson 2                                                        Number Line Target
                                                                                                                                                                                                               scrap paper. As students play, check to see that they recorded their
                                                                                                                                                                                                               moves correctly. After they have learned to record their moves using
                                                                                                                                                                                                               pencil and paper, they can play by simply moving a marker on the
       Student Activity Book — Page 12                                                                                                                                                                         number line on the game board.

          TIMS Tip                                                     !                                                                                                                                       Once students have played the game a few times with Game Board
                                                                                                                                                                                                               1, tell them to play the game with Game Board 2. Students can first
                                                                                                                                                                                                               record their moves on the Number Lines 0-100 Master or sketch
          Laminate the Number Line Target Game Boards so
                                                                                                                                                                                                               number lines showing only the fives and tens from 0 to 100. When
          students can record their number line moves with a
                                                                                                                                                                                                               students are comfortable recording their moves, they can use a
          non-permanent marker then wipe them clean for the
                                                                                                                                                                                                               marker to track the sums on their desk number lines.
          next round.

                                                                                                                                                                                                                 Meeting Individual Needs
          Ongoing Assessment                                                                                                                                                                                     Students can think of adding as hopping on the number line.
                                                                                                                                                                                                                 To solve a problem such as 5 plus 3 they start at 5, then make
          Observe students as they are playing the Number                                                                                                                                                        3 hops to 8. A common mistake is to include the starting point
          Line Target Game. Note their ability to add whole                                                                                                                                                      when they count hops, saying “5, 6, 7” and landing on 7 as the
          numbers using a number line [E6]. Put the Number                                                                                                                                                       answer. Remind them that to solve 5 1 3, they should start at 5,
          Line Target Game in a learning center to provide                                                                                                                                                       then hop one move to 6, a second move to 7, and a third move
          targeted practice.                                                                                                                                                                                     to 8.

                                                                                             +9                                               +3                                                               +8

                                                    0              1   2   3       4         5                   6   7    8         9   10                                                  11 12 13 14   15   16 17 18 19     20   21 22 23 24    25   26 27 28 29    30

       Figure 1: Keeping track of sums for the game with a
       target of 20

       16                                           TLP • Grade 3 • Unit 1 • Lesson 2

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Summarizing the Lesson                                           Lesson

                                                                                                  2                Number Line Target

                                                                                             Play Number Line Target with a partner. Directions and game board are in the
                 Play a game of Number Line Target with a student and ask him or             Student Activity Book.

                 her to explain his or her choices of numbers. Discuss strategies for
                 moving on the number line. Use prompts similar to the following:

                 If a student chooses 20 when the sum is at 30, ask:

                 X How can you move 20 on the number line without counting
                   each one? (Possible response: I count two more tens, 40, 50.)
                                                                                                    Game Board 1

                                                                                                       0               1            2           3           4            5            6          7            8         9
                                                                                                                           +9                        +4

                 If a student chooses 30 when the marker is on 25, ask:                                0   1   2   3   4   5    6   7   8   9   10   11 12 13 14   15   16 17 18 19   20   21 22 23 24   25   26 27 28 29   30

                                                                                             Jerome and Tanya are playing a game called Number Line Target. They are trying

                 X How can you move 30 on the number line without counting
                                                                                             to reach or go over the target number of 20 by moving on the number line. Jerome
                                                                                             started the game by covering 9 on the game board. He showed his move on the
                                                                                             number line. Tanya decided to cover the number 4 on the game board. The sum
                   each one? (Possible response: I count by tens starting at 25. I           of 9 and 4 is 13. She added her move to Jerome’s on the number line and landed
                                                                                             on 13. Jerome studied the number line.
                   know that they will all end in 5, so 35, 45, 55.)                             1. What number should Jerome choose next to reach or go over the target?
                                                                                                    Explain your thinking.
                                                                                                 2. Jerome decides to cover 2 on his next move. Does he reach or go over
                 Refer students to the vignette on the Number Line Target page in the               his target?
                                                                                                 3. If Jerome covers 2 on his move, what number should Tanya cover to reach
                 Student Guide. After describing the game plays between Tanya and                   or go over the target? Explain.

                 Jerome, ask student pairs to discuss Questions 1–3.
                                                                                             Number Line Target                                                                       SG • Grade 3 • Unit 1 • Lesson 2           7

                                                                                        Student Guide — Page 7
                               Homework and Practice

                 X Students can take home the Number Line Target Game Board
                   and related directions from the Student Activity Book and play the
                   game with their families.
                 X Assign Home Practice Parts 1 and 2.
                 X Assign DPP items G and H. DPP Bit G and Task H develop
                   number sense.

                 Math Facts. Home Practice Parts 1 and 2 provide practice with
                 addition and subtraction math facts.

                                           Extension

                 Place the Number Line Target Game in a center for students to play
                 using one of the following game board variations:

                 X Create a game board without twos and threes. After playing, ask
                   students to name a few sums that cannot be made with these
                   numbers missing.
                 X Create a game board with only even numbers and ask students to
                   describe the patterns they notice in the sums.
                 X Create a game board with only odd numbers and ask students to        Teacher Guide — Home Practice Parts 1 and 2
                   describe the patterns they notice in the sums.

                                                                                           TLP • Grade 3 • Unit 1 • Lesson 2                                                                                                         17

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Lesson
                               Kind of Bean
             3                 Estimated Class Sessions: 3
                                                                                                    3.MD.B Represent and interpret data.
                                                                                                    (3.MD.B.3)
                                                                                                    3.NBT.A Use place value understanding
                                                                                                    and properties of operations to perform
                         Students make predictions and generalizations about a population           multi-digit arithmetic. (3.NBT.A.2)
                                                                                                    MP1. Make sense of problems and
                         by studying a sample. In the Kind of Bean Lab, students take a             persevere in solving them.
                         scoopful of dry beans from a population of beans. After students           MP2. Reason quantitatively.
                         sort and count the beans, they record, organize, graph, and                MP3. Construct viable arguments and
                                                                                                    critique the reasoning of others.
                         analyze their data.
                                                                                                    MP4. Model with mathematics.
                                                                                                    MP7. Look for and make sense of
                         Content in this Lesson                                                     structure.

                         • Representing and using variables of an investigation [E1].
                         • Drawing scaled bar graphs from a table [E2].
                         • Reading a table or scaled graph to find information about a data set [E3].
                         • Making predictions and generalizations about a population from a sample using
                               data tables and graphs [E4].
                         •     Communicating reasoning and solutions verbally and in writing [MPE5].
                         •     Representing whole number sums on number lines [E6].

                         Assessment in this Lesson
                                                                                                Math Practices
                           Assessment                  Expectation Assessed
                                                                                                Expectation Assessed
                           Kind of Bean Lab Picture    E1. Represent the variables and
                           Student Activity Book           procedures of an investigation in
                           Page 13                         a drawing.
                           Kind of Bean Lab Graph      E2. Draw scaled bar and picture
                           Student Activity Book           graphs from a table.
                           Page 14
                           Kind of Bean Lab            E2. Draw scaled bar and picture          MPE5. Show my work. I show
                           Check-In:                       graphs from a table.                       or tell how I arrived at
                           Questions 7–11              E3. Read a table or scaled graph to            my answer so someone
                           with Feedback Boxes             find information about a data set.         else can understand
                           Student Activity Book                                                      my thinking.
                                                       E4. Make predictions and
                           Pages 16–19
                                                           generalizations about a
                                                           population from a sample using
                                                           data tables and graphs.
                           DPP Item L Playing          E6. Represent whole number sums
                           Number Line Target              on number lines.
                           Teacher Guide – digital

       18           TLP • Grade 3 • Unit 1 • Lesson 3                                                                             Kind of Bean

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Vocabulary in this Lesson
                                • certain event       • likely event                                    •   scaled graph                •   variable
                                • horizontal axis     • population                                      •   unlikely event              •   vertical axis
                                • impossible event    • sample                                          •   value

                                      Materials List

                                Materials                         Daily Practice
                                                                                          Lesson                 Homework             Assessment
                                for Students                      and Problems
                                                                                   • Kind of Bean
                                                    Student                          Pages 8–11
                                                    Guide                          • Math Practices
                                                                                     Reference
                                                                                   • Kind of Bean Lab       • Toni’s Candy Grab   • Kind of Bean Lab
                                    Student Books

                                                                                     Pages 13–19              Page 21               Picture
                                                                                                                                    Page 13
                                                                                                                                  • Kind of Bean Lab
                                                    Student
                                                                                                                                    Graph
                                                    Activity
                                                                                                                                    Page 14
                                                    Book
                                                                                                                                  • Kind of Bean Lab
                                                                                                                                    Check-In:
                                                                                                                                    Questions 7–11
                                                                                                                                    Pages 16–19
                                                               • DPP Items I–N                                                    • DPP Item L
                                Resources

                                                    Teacher
                                 Teacher

                                                                                                                                    Playing Number Line
                                                    Guide –                                                                         Target
                                                    digital

                                Supplies for Student Groups
                                • small container such as a margarine tub or yogurt cup

                                Materials for the Teacher
                                • Display of the Kind of Bean Lab Graph                        •    3 kinds of beans. See Materials Preparation.
                                        (Student Activity Book) Page 14                        •    self-adhesive notes
                                •       large container of mixed beans                         •    Unit 1 Assessment Record
                                •       1
                                        4 –cup scoop or 4-oz. paper cup

                                Materials Preparation
                                Create a Bean Population. Create a bean population by selecting three different types of beans.
                                Label a large container “bean population.” Fill a large container with the three types of beans and mix
                                them thoroughly. Students should not be told this recipe. Each type of bean should be approximately
                                the same size, and each type should be easily distinguishable from the others. It is important that the
                                mixture have one type of bean that is most common, e.g., 1 pound of red beans, 2 pounds of navy
                                beans, and 4 pounds of pinto beans.

                 Kind of Bean                                                                               TLP • Grade 3 • Unit 1 • Lesson 3                19

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Lesson                                                                                                       Developing the Lesson
                    3            Kind of Bean

               Sampling a Population
                                                       What is a population?                                    Part 1. Analyze Population Problems
                                                       A population is a group or collection of
                                                       things. The population of your city or town              Use Sampling and the TIMS Laboratory Method to Study
                                                       is the group of people who live there.
                                                       Sometimes, a population is too big to
                                                                                                                Populations. This lab involves learning about a population through
                                                       study or too hard to count. Then you
                                                       study a sample of the population. A                      sampling. Students will sample a collection of three types of beans to
                                                       sample is a smaller group or part of the
                                                       whole population.                                        model sampling an animal population. Begin by discussing important
                                                                                                                applications such as estimating wildlife populations. Explain that
                                                                                                                sampling may be applied to situations closer to students’ lives. For
               Say you want to learn about the population of pets in
               your town. You can begin by counting the number of
                                                                                                                example, they can estimate the number of squirrels, pigeons, cats, or
               dogs, cats, birds, and other pets on your block.
                                                                                                                dogs in their neighborhoods.
               Using this information, you can predict the kinds of
               pets that people have in your town.

                                                                                                                Use the Kind of Bean pages in the Student Guide to depict the use
                                                                                                                of the sampling process and the four steps of the lab method to
                                                             You can also use your data to predict
                                                                                                                investigate a population. These pages illustrate an important point:
                                                             which pet is the most common in your
                                                             town or neighborhood.                              Even when a population cannot be directly studied, we can still draw
                                                                                                                some conclusions about that population by sampling it and doing
                                                                                                                some clever thinking.

           8       SG • Grade 3 • Unit 1 • Lesson 3                                          Kind of Bean

       Student Guide — Page 8
                                                                                                                  Content Note
                                                                                                                  Meanings of “Population.” The word population has more
                                                                                                                  than one meaning. In statistics (and in this lesson), a population
                                                                                                                  is the group of people or things being studied, such as the group
                                                                                                                  of people who live in a particular city or animals in the rain forest.
                                                                                                                  Students may be more familiar with the use of population to
                  A Sample of Animals                                                                             mean the number of people who live in a country, city, or other
                  Betty Robinson and her scientist parents are studying animals in the Amazon Rain
                  Forest. The population of animals in the rain forest is very large, so Betty and her
                  parents study a sample of the animals. They have chosen a small area of the forest
                                                                                                                  region, such as the population of Seattle.
                  to investigate. They identify the types of animals they see in this area and count the
                  number of each type of animal. The two main variables in their experiment are the
                  type of animal and the number of each type.

                                                                                                                Represent Sample Population Data. Questions 1–3 discuss
                                                                                                                the variables in the scientists’ investigation of animals in the rain
                                                                                                                forest. Identifying the variables is an important part of any experiment.
                                                                                                                Questions 4–5 help students distinguish between the variables
                                                                                                                and the values of those variables. In the Robinsons’ experiment,
                                                                                                                the values of the variable Type of Animal are the names of the
                                                                                                                animals they chose to study: spider monkeys, squirrels, river otters,
                  They use the TIMS Laboratory Method
                                                                      Number of Each Animal Type                armadillos, and jaguars. The values of the variable Number of Animals
                  to help them solve problems. First, they
                  draw a picture of the steps they will
                  follow in the experiment.
                                                                                                                are the numbers of the animals they counted while conducting
                  Then, they collect and organize the                                                           the experiment. These are recorded in the second column of the
                  data in a data table.
                  Next, they graph their data.                                                                  data table.
                  Finally, they analyze and discuss
                  their results.
                  When you have a problem, you, too,
                                                                                                                Question 6 asks students to examine the vertical axis and the way
                  can use the tools of science to solve
                  it. We call these tools of science the                                                        it is scaled. Make sure students understand that there are values
                  TIMS Laboratory Method.
                                                                                                                between each of the points on the vertical axis. For example, the
                  Kind of Bean                                          SG • Grade 3 • Unit 1 • Lesson 3    9
                                                                                                                bar representing 230 Spider Monkeys stops slightly above the
                                                                                                                value of 225.
       Student Guide — Page 9

       20                   TLP • Grade 3 • Unit 1 • Lesson 3

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