Math Unit 3: Data/Graphing
Standards:
· M3D1. Students will create and interpret simple tables and graphs.
· Solve problems by organizing and displaying data in charts, tables, and graphs. (ITBS)
· Construct and interpret line plot graphs, pictographs, Venn diagrams, and bar graphs using scale increments of 1, 2, 5, and 10. (ITBS) (Note: you are teaching line plots, NOT line graphs!)
· M4D1.a Construct and interpret line graphs, line plot graphs, pictographs, Venn diagrams, and bar graphs. (Note: Advanced students are adding line graphs to their instruction). (ITBS)
· D1a.The student understands that information and data can be organized and displayed in different types of charts, tables, and graphs.
· D1b.The student understands that diagrams and graphs provide information about the data.
· M4D1.aThe student understands that different types of graphs and charts display quantitative information to give the reader a snapshot of the information.
Essential Questions:
- How do you create a bar graph or table?
- Why would you organize data in different ways?
- How do you display collected data?
- What parts are needed to make a complete chart, table, or graph? (title, labels, etc.)
- How do I decide what increment scale to use for a bar graph?
- How do you interpret data in a graph?
- How can I show data using a line plot graph?
- How do I decide what symbol to use when constructing a pictograph?
- How do I use a Venn diagram to compare data?
This is an 8 day unit. We will test next Wednesday, December 7th.
LA: Note: Green group: use username "bellagamba" for spelling city
Green:
Why Mosquitoes Buzz in People’s Ears
Spelling
started
card
park
smart
star
shark
mark
barber
party
pardon
bark
tart
carpet
farther
barn
Vocabulary
satisfied - having one’s needs or desires fulfilled
duty – job or responsibility
council – meeting called to find answers
mischief – behavior that causes problems for others
nonsense – words or ideas that are foolish and have no real meaning
tidbit – small piece of somethin
Pink:
Time for Kids
Spelling Words
weighs
ceiling
field
reindeer
freight
eighteen
neighbor
receive
weird
chief
believe
seize
either
fierce
relief
windshield
pierce
thief
achieve
eighth
Vocabulary Words
pondering - to consider carefully
guardianship - one who legally cares for a person or the property of another
spectators - a person who watches an event but does not take part in it
vibrant - energetic; bright
statistics - a collection or set of numbers, facts, or other data
proficient - very skillful through training or practice; expert
gaze - a long steady look
sodium - a soft, light, silver-white metallic chemical element; a component found in common salt
Science Unit 3:
Minerals, Rocks, and Soil -
Standards
explain the difference in rocks and minerals
recognize the physical attributes of rocks and minerals using observation (shape, color, texture)
compare similarities/differences of texture, particle size, and color in top soils (such as clay, loam or potting soil, and sand)
determine how water and wind can change rocks and soil over time using observation and research
Essential Questions
How are rocks and minerals alike and/or different?
Why is soil important?
How does water and wind affect rocks and soil?
It will be a ten day unit, we will test next Friday, December 9.
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