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Activity 1

20 mins

Nuevo año escolar

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

MLR6 Three Reads

First time implementing?

Learn how to use instructional routines to facilitate problem-based learning!

Materials

None

Activity Narrative

The purpose of this activity is to introduce the Three Reads math language routine and to solve a two-step “how many fewer?” problem using data presented in a scaled bar graph. The Three Reads routine prompts students to read a problem three times, each for a different purpose. This process supports students in making sense of the problem (MP1).

Because the graph in this activity uses a scale of 5, students may read the data value for nervous as 22, 23, or 25, even though the exact value is 23. For this reason, students’ answers may vary by 1 or 2.

Launch

Groups of 2

MLR6 Three Reads

“Dejen sus libros de trabajo cerrados” // “Keep your books closed.”
Display only the graph, without revealing the question.
“Vamos a leer esta gráfica 3 veces” // “We are going to read this graph 3 times.”
1st read: “Durante un momento, lean los datos que se muestran en esta gráfica” // “Take a moment to read the data displayed by this graph”
“¿De qué trata esta gráfica?” // “What is this graph about?” (It’s about how students are feeling about the new year.)
1 minute: partner discussion
Listen for and clarify any questions about the context.
2nd read: “Lean e interpreten la gráfica por segunda vez. ¿Qué cantidades están representadas? ¿Qué se puede contar o medir en esta situación?” // “Read and interpret the graph a second time. What quantities are represented? What can be counted or measured in this situation?” (The numbers of students who chose each feeling are represented. We can count the number of students in each category.)
30 seconds: quiet think time
2 minutes: partner discussion
Record quantities on a display for all to see.
Reveal the question.
3rd read: Read the question aloud.
“¿Qué estrategias podemos usar para resolver este problema?” // “What are some strategies we can use to solve this problem?” (We can use the bar graph to find the numbers. We can add to find how many students are nervous or curious. We can subtract how many students are nervous or curious from the number of students that are excited.)
30 seconds: quiet think time
1–2 minutes: partner discussion

Activity

5–7 minutes: partner work time
Monitor for students who:
- Add and then subtract .
- Subtract and then subtract .
- Subtract and then subtract .

Activity Synthesis

Have 1–2 selected students share their solution and strategy.
Display the steps of Three Reads routine and keep displayed for the next activity.
“¿Cómo les ayudó leer tres veces el problema a darle sentido?” // “How did reading the problem three times help you make sense of the problem?” (I was more comfortable with the problem each time I read it. It made more sense every time I read the problem. I noticed different details each time I read it.)

Activity 2

15 mins

Usemos gráficas de barras para resolver problemas

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

First time implementing?

Learn how to use instructional routines to facilitate problem-based learning!

Materials

None

Activity Narrative

The purpose of this activity is for students to practice the Three Reads math language routine on their own and use data presented in a scaled bar graph to solve a two-step “how many more?” problem. Because the graph has a scale of 10, students need to estimate values that do not show an exact multiple of 10. As a result, answers may vary slightly. Accept all answers that align to reasonable estimates.

The Three Reads routine has students read a problem three times for different purposes. This process helps students make sense of the problem and persevere in solving it (MP1).

MLR8 Discussion Supports. Synthesis: Some students may benefit from the opportunity to rehearse what they will say with a partner before they share with the whole class.
Advances: Listening, Speaking

Engagement: Provide Access by Recruiting Interest. Provide choice. Invite students to decide which problem to start with or decide the order to complete the task.
Supports accessibility for: Social-Emotional Functioning

Launch

Groups of 2
“¿Qué tipos de plantas ven cuando van de camino a casa desde la escuela?” // “What types of plants do you see on your way home from school?” (trees, bushes, flowers, vines)
Share responses.

Activity

Display the graph.
“Trabajen individualmente para resolver los problemas usando la gráfica. Si les ayuda, pueden usar la rutina ‘Tres lecturas’” // “Work independently to use the graph to solve the problems. You can use the Three Reads routine if it’s helpful to you."
7–10 minutes: independent work time
Monitor for students who solve the one-step problems by:
- Using the bars on the graph to count up to or back from one number to another.
- Using equations to show adding or subtracting by place value.
Monitor for students who solve the two-step problems by:
- Adding two numbers then subtracting the sum from another number.
- Subtracting a number, then subtracting again from the difference.

Student Task Statement

La gráfica de barras muestra cuántos árboles de cada tipo vio Clare camino a casa. Usa la gráfica para responder las preguntas. Muestra cómo pensaste. Usa expresiones o ecuaciones.

Bar graph. Trees I saw on the way home. Horizontal axis labeled oak, pine, maple, fir. Vertical axis from 0 to 100 by 10s. Height of bar: oak, 29, pine, 82, maple, 15, fir, 58.

¿Cuántos pinos más que abetos vio Clare?
¿Cuántos pinos más que robles o arces vio Clare?
¿Cuántos robles menos que pinos vio Clare?
¿Cuántos arces o robles menos que abetos vio Clare?

Activity Synthesis

Invite 1–2 students to share the method, including any expressions or equations they used to solve the first problem.
“¿En qué se parecen estos métodos? ¿En qué son diferentes?” // “How are these methods the same? How are they different?” (Each way found the same number of trees. Some people subtracted the number of pine trees from fir trees. Some counted up from the number of pine trees to the number of fir trees. )
Invite 2–3 students to share the expressions or equations they used to solve the last problem.
“¿En qué se parecen estos métodos? ¿En qué son diferentes?” // “How are these methods the same? How are they different?” (Each way found the same number of trees. Each way used subtraction. Some people added the maple and oak trees together and then subtracted it from the number of fir trees. Some people subtracted the number of maple trees from fir trees and then subtracted the number of oak trees. )

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Lesson 8

Más preguntas sobre gráficas de barras con escala

Warm-up

Conversación numérica: Sumas repetidas

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

Nuevo año escolar

Standards Alignment

3.MD.B.3

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Activity Synthesis

Activity 2

Usemos gráficas de barras para resolver problemas

Standards Alignment

3.MD.B.3

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Lesson Synthesis

Student Section Summary

Have a correction or suggestion?

Standards Alignment

2.OA.C.4

3.MD.B.3

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Student Response

Advancing Student Thinking

Are You Ready for More?