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=enerateVand Analyze Categorical

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Focus Standard:

Draw a scaled pictui.e graph and a scalecj bargraph to represent a data set with se\Jeral

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categories. Solv6 one~ and two~step "how many more" and "how many less" problems
using information presented in scaled bar graphs. For exomp/e, dJ-c}w a borgrop" J.r}
which eclch square in the bclrgraph might represent 5 pets.

Instructional Days:

:oherence -Links from:

G2-M7

Problem Solving with Length, Money, and Data

G3-M1

Properties of Multiplication and Division and Solving Problems with Units of 2-5 and 10

-Links to:

G4-M2

Unit Conversions and Problem Solv.ing vyith Metric Measurement

G4-in 7

Exploring Measurement with Multiplication

rawing on prior knowledge from Grade 2, students generate categorical data from community-buildi.ng
=tivities. ln Lesson 1, they organize the data and then represent it in a variety of ways, e.g., tally marks,
aphs with one-to-one correspondence, ortables. By the end of the lesson, students show data as picture
-aphs where each picture has a value greaterthan 1.

:udents rotate tape diagrams vertically in Lesson 2. These rotated tape diagrams with units of values other
lan 1 helptransition students toward creating scaled bargraphs in Lesson 3. Bar and picture graphs are

troduced in Grade 2; however, Grade 3 addsthe complexitythat one unit-one picture or unit on the barn have a whole numbervalue greaterthan 1. Students practice familiar skip-counting and multiplication

rategies with rotated tape diagrams to bridge understanding that these same strategies can be applied to
roblem solving with bar graphs.

i Lesson 3, students construct the scale on the vertical axis ofa bargraph. One rotated tape becomes one
Iron the bargraph. Aswith the unitofa tapediagram, one unitofa bargraph can have a valuegreater
lan 1. Students create number lines with intervals appropriate to the data.

3sson 4 provides an opportunity for students to analyze graphs and to solve more sophisticated one-and
vo-step problems, including comparison problems. This work highlights Mathematical Practice 2 as students

!-contextualize their humerical work to interpret its meaning as data.

:OMMON
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Date:

engage ny

Generate and Analyze Categorical Data

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In Lessons 4 and 5, students count by sixes and sevens, composing upto and then overthe next ten.
Forexample, students might count 6,12,18, and then mentally add 18 + 2 +4 to make 24. This skip-counting
method utilizes make ten strategies from Grades 1 and 2. Initially, students use number bonds to decompose
and identifyappropriate number pairs. ln the example above,18 needs 2 moreto make 20. The next six can
be decomposed as 2 and 4. Eventually, students are ableto use mental math asthey manipulate numbers
and skip-count to multiply. Although a formal.Introduction to the associative property comes in Topic C,
these lessons preview the concept using addition:

6+6=

6+4+2

18+6=18+2+4

36+6=36+4+2

48+6=48+2+4

Lesson 6 builds on Lesson 2 with aformal re-introduction of the distributive property using the 5 + n pattern
to multiplyand divide. Students understandthat multiplesof6can bethoughtofas (5 + 1) x nto makes and
1 moregroups, or6groupsofn.

Sim.ilarly, multiples of7 can bethoughtofas (5 + 2) x nto make 5 and

2 more groups, or7 groups ofn. ln div.Ision, students decompose the dividend using a multiple of5 and then
add the quotients of the smaller division facts to find the quotient of the larger unknown divis.Ion fact.
For example:

54+6=(30+6)+(24+6)

=5+4
=9

Use of the 5 +n pattern as a strategy builds on concepts in Lessons 2, 4, and 5. It also facilitates mental math,
particularly usi'ng units of 6.

ln Lesson 7, students usetape diagrams to analyze multiplication and division word problems and to
determine the unknown. This is thef.irst time they solve problems using new units, with a letterto represent
theunknown.

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Objective 1: Count by units of 6 to multiply and divide using number bonds to decompose.
(Lesson4)

Objective 2: Count by units of 7 to multiply and divide using number bonds to decompose.
(Lessons)

Objective 3: Use the distributive property as a strategy to multiply and divide using units of 6 and 7.
(Lesson6)

Objective 4: Interpret the unknown in multiplicat.Ion and division to model and solve problems using
units of6 and 7.
(Lesson7)

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Multiplicatiori aiid D`ivision using unitsof6 and 7

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Objective 1: Generate and organize data.

(Lesson 1)

Objective 2: Rotate tape diagrams vertically.

(Lesson 2)

Objective 3: Create scaled bargraphs.

(Lesson 3)

Objective 4: Solve one-and two-step problems involving graphs.

(Lesson 4)

COMMON

ORr

Topic A:

Date :

@ 20i4 Common i~,`.re, !nc. Some rights reser`.ec}. commcmcore.org

Gerierate and Analyze Categorical Data

engage ny

4/8/ 16

(CC) I:+'4L`[4J1|

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.O Unoorted.License.

6.A.2