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Lesson Plan

9. Solve problems with self-created scaled graphs (A)

teaches Common Core State Standards 5.9C http://ritter.tea.state.tx.us/rules/tac/chapter111/index.html
teaches Common Core State Standards 3.8A http://ritter.tea.state.tx.us/rules/tac/chapter111/index.html
teaches Common Core State Standards 3.8B http://ritter.tea.state.tx.us/rules/tac/chapter111/index.html
teaches Common Core State Standards 3.DA.1 http://www.doe.in.gov/standards/mathematics
teaches Common Core State Standards CCSS.Math.Content.3.MD.B.3 http://corestandards.org/Math/Content/3/MD/B/3
teaches Common Core State Standards CCSS.Math.Practice.MP3 http://corestandards.org/Math/Practice/MP3
teaches Common Core State Standards MAFS.3.MD.2.3 http://www.cpalms.org/Public/search/Standard
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Lesson objective: Solve problems with self-created scaled graphs.

This lesson provides an opportunity for students to apply their knowledge and understanding of interpreting bar graphs to a real-life situation. Students are asked to use data to prove or disprove predictions about plant germination in relation to plant maturation.

Key Concept students will use: 

  • Picture graphs and bar graphs can have scales other than one.

Skills students will use:

  • Exploring equal groups as a foundation for multiplication and division (Grade 3, Unit 1)
  • Multiplying one-digit numbers by multiples of 10 
  • Finding, extending, and explaining patterns

Students engage in Mathematical Practice 3 (Construct viable arguments and critique the reasoning of others) as they explore different ways to approach and solve the task of discovering if predictions are correct about the relationship between the number of days for germination and maturation.

Key vocabulary: 

  • data
  • graph
  • scale

 

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Investigating patterns in number and operations

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