Holyoke Public Schools Mathematics Curriculum Map Grade 3. Surveys and Line Plots

Transcription

1 Hlyke Public Schls Mathematics Curriculum Map Grade 3 Surveys and Line Plts

2 Table f Cntents Curriculum Map Outline...4 Mathematic Evidence f Learning Artifacts.5 Prbing Questins fr Accuntable Talk...6 Additinal Prbing Questins...7 Gals, Cntent Standards, & Perfrmance Standards... 8 End-f-Unit Prject Preview.9 Investigatins End-f Unit Prject On-Demand Assessments.15 HPS Mathematics Scring Rubric 22 Surveys and Line Plts HPS-3

3 GOALS: Curriculum Maps 1. T ensure that students are expsed t a rigrus curriculum in every schl and every grade. 2. T have cnsistent instructin and assessment district wide. 3. T prepare students fr the MCAS test. 4. T explain what is expected t be cvered in each CMP r Investigatins Unit. EXPECTATIONS: The district s expectatin is fr students t successfully meet the Massachusetts Mathematics Standards. In rder t help facilitate this, teachers are required t fllw the curriculum maps. The successful implementatin f these maps requires teachers t thrughly read each lessn in the TE and wrk thrugh the prject and prblems in the map and the text prir t planning their lessns. Wrk shuld be kept in the binder with the curriculum map. Wrking thrugh the math is an essential part f lessn planning, as it helps the teacher t better understand the cncept being taught and the students pssible misunderstandings. FEEDBACK TO STUDENTS: Feedback needs t happen daily in the classrm. There are many ways t give feedback. Cnferencing, bservatins, questins asked during yur pening, wrk time and clsing are all frms f feedback. MAP COMPONENTS: 1. GENERAL PROBING QUESTIONS 2. UNIT SPECIFIC PROBING QUESTIONS 3. GOALS OF UNIT, CONTENT STANDARDS, & PERFORMANCE STANDARDS 4. PROJECT- t be dne at end f unit and kept in the prtfli. STUDENT MASTER fr prject 5. INVESTIGATIONS: NOTEBOOK - includes: 3 Ring Binder, Bund Ntebk, Prtfli ACCOUNTABLE TALK using prbing questins 5. ON-DEMAND ASSESSMENTS - t be dne during teaching f unit. STUDENT MASTERS- fr n-demand assessments. Surveys and Line Plts HPS-4

4 Mathematics Evidence f Learning Artifacts Artifact K Ring Binder (3R)* Student Wrk 1 Vcabulary Student sheets 1 All wrk shuld be dated and listed by investigatin Math bks Vcabulary Cre Prblems 1 Lab sheets All wrk shuld be dated and listed by investigatin Marble Ntebk (MNB) Jurnal entries 2 Table f Cntents Prblem f the day Jurnal entries Class wrk All wrk shuld be dated and listed by investigatin in the Table f Cntents Table f Cntents Wrk time Jurnal entries All wrk shuld be dated and listed by investigatin in the Table f Cntents Prtfli 3 (P) On-demand tasks Prjects Teacher anecdtal ntes On-demand tasks Reflectins Prjects On-demand tasks Reflectins Prjects All wrk shuld be dated and listed by investigatin All wrk shuld be dated and listed by investigatin * Flders may be used in place f binders fr these grade levels 1 Send hme at the end f each unit 2 Use grade level math jurnals 3 All dcuments shuld be kept fr the entire year Surveys and Line Plts HPS-5

5 Surveys and Line Plts Prbing Questins fr Accuntable Talk As students prgress thrugh this unit, they shuld be asked the fllwing questins t assess their knwledge abut prblem situatins that invlve data. Why is the key (legend) f a graph imprtant? Hw can yu describe the data in the graph? What is typical abut the data? What are sme imprtant things t remember when cllecting data? Classrm Rutines and Ten Minute Math Cntinue Frm Last Unit Classrm Rutines: What s the Temperature: Sessin 1.1 Ten Minute Math: Mre r Less? New t this Unit Ten Minute Math: Guess My Rule: Sessin 1.3 Ten Minute Math: Tday s Number: 1.6 Grade 3 begins Ten Minute Math activities. Ten Minute Math activities and Classrm Rutines ffer practice and review f key cncepts at each grade level. After their initial intrductin, these shrt activities, designed t take n lnger than 10 minutes, supprt and balance the indepth wrk f each curriculum unit. Implementing Investigatins in Grade 3: Please review pages 24, 26-29, 35, 36, fr the 3 Ten Minute Math activities in this unit and pg fr Classrm Rutines: What s the Temperature. Surveys and Line Plts HPS-6

6 Additinal Prbing Questins fr Accuntable Talk The teacher s rle in prbing fr understanding is t ask questins that will: Clarify student understanding Get at the bjective f the lessn G deeper int the mathematics Uncver miscnceptins and misunderstandings Cmpare and cntrast The students rle is t be an active participant by: Explaining their strategies Asking clarifying questins t teacher and ther students Being active listeners Using the language f mathematics When prbing fr understanding the teacher and students can use ne r mre f these suggested questins: Why are yu using < >? What are the ways yu culd < >? What else d yu knw? Hw d yu knw that? Can yu shw that? What cnventin did yu use here? What can yu d if yu d nt knw? What standard des this wrk apply t? Is this always true? Hw des this cnnect t ther mathematics we have learned? What is the same and what are the differences between < >? Can yu back that up? Where is the math in yur sketch? What des the answer mean? Des the answer make sense? Culd yu have used anther peratin t slve this task? Can yu give examples? Can yu say it anther way? What s the math? Tell me abut the task in yur wn wrds? What are yu trying t find? Hw did yu make yur estimate? Will yur answer be an ver-estimate r an under-estimate? Why? I nticed that yu used <.> t help yu understand the task. Can yu shw us what yu did and tell us hw it helped yu? Where d yu see < > in yur <mdel, diagram, number line, chart, etc.>? Hw can we see < > in yur <mdel, diagram, number line, chart, etc.>? Yu have used a representatin that is different frm thers that I ve seen. Can yu shw us yur <mdel, diagram, number line, chart, etc.>, and tell us hw it helped yu? Hw did yu decide t slve the task? Why did yu chse that methd? Did yu try any methd that didn t wrk? Tell us what yu tried. Why didn t it wrk? Wuld it ever wrk? Surveys and Line Plts HPS-7

7 Gals, Cntent Standards, & Perfrmance Standards Unit Gals: Organize, represent, and describe categrical data, chsing categries that help make sense f the data. Interpret a bar graph. Make a line plt fr a set f numerical data. Make a line plt fr a set f numerical data. Describe the shape f the data fr a numerical data set, including where data are cncentrated, where there are few data, what the lwest and highest values are, what the mde is, and where there is an utlier. Summarize a set f data, describing cncentratins f data and what thse cncentratins mean in terms f the situatin the data represent. Math Cntent Standards: (3.D.1) Cllect and rganize data using bservatins, measurements, surveys, r experiments, and identify apprpriate ways t display the data. (3.D.2) Match representatins f a data set in the frms f tables, line plts, pictgraphs, tallies, r bar graphs with the actual data set. (3.D.3) Cnstruct and draw cnclusins frm representatins f data sets in the frms f tables, line plts, pictgraphs, tallies and bar graphs. (3.M.1) Demnstrate an understanding f the attributes f length, area, and weight, and select the apprpriate type f unit fr measuring each attribute using bth the U.S. Custmary (English) and metric systems. (3.M.2) Carry ut simple unit cnversins within a system f measurement, e.g., hurs t minutes, cents t dllars, yards t feet r inches, etc. (3.M.5) Identify and use apprpriate metric and US Custmary (English) units and tls (e.g., ruler, scale, thermmeter, clck) t estimate, measure, and slve prblems invlving length, area, weight, temperature, and time. Perfrmance Standards: (M4a) Cllects and rganizes data t answer a questin r test a hypthesis by cmparing sets f data. (M4b) Displays data in line plts, graphs, tables and charts. (M4c) Makes statements and draws simple cnclusins based n data (M4d) Gathers data abut an entire grup r by sampling grup members t understand the cncept f sample, i.e., that a large sample leads t mre reliable infrmatin, e.g., when flipping cins. (M2g) Uses basic ways f estimating and measuring the size f figures and bjects in the real wrld, including length, width, perimeter, and area. (M2i) Carries ut simple unit cnversins, such as between cm and m, and between hurs and minutes. Surveys and Line Plts HPS-8

8 UNIT: Surveys and Line Plts End-f-Unit Prject GRADE: 3 End-f-Unit Prject (P) Resurces Binder, End-f-Unit Assessment, M20 Student wrk shuld be placed in prtfli (P). *Please refer t the sectin in the Teacher s Unit Guide entitled, Prfessinal Develpment fr benchmark criteria and examples f student wrk fr this prject. The prject is the culminating assessment which will allw students t apply what they learned data. It is written in MCAS frm t give students the experience f answering an pen-respnse questin. Surveys and Line Plts HPS-9

9 UNIT: SURVEYS AND LINE PLOTS Investigatin 1 ( ) DAYS: 8 GRADE: 3 Evidence f Learning Artifacts Jurnal and Reflectin questins shuld be psted and referred t at the beginning f the apprpriate Investigatin. Jurnal and Reflectin entries need t be dne in class as part f the clsure and assessment Accuntable Talk T prmte learning, explre slutins, and justify reasning, cnversatins between students and students r students and teacher must be accuntable accuntable t the learning cmmunity, t the mathematics discipline, and t rigrus thinking. (3R) 3 ring binder; (MNB) marble ntebk; (P) prtfli Vcabulary data, categries, bar graph, duble bar graph, key, scale, interval, survey, cmpare, mde, less than half, mre than half, (3R) Wrk Time Student Sheets 1 20 (3R) Jurnal Entries (MNB) *Maximum 5 minutes Inv. 1.3 Write at least tw sentences abut what yu can see in yur data. Inv. 1.4 Why is a graph withut a title and labels difficult t interpret? Inv. 1.7 What is the mde and what des it tell yu? Reflectin What did yu learn abut cllecting data? Is there anything yu wuld d differently if we gathered this data again? (P) As a result f this Investigatin, students shuld be able t talk and manipulate the vcabulary f the Investigatin in respnse t this type f questin: Hw did yu knw that? Hw can yu use? Can yu shw anther way? What cnventin did yu use? These are sme recmmended questins that yu might use. Others can be fund be fund at the beginning f the map and n the prbing questin sheet in the district mathematics guide. Surveys and Line Plts HPS-10

10 UNIT: SURVEYS AND LINE PLOTS Investigatin 2 ( ) DAYS: 7 GRADE: 3 Evidence f Learning Artifacts Jurnal and Reflectin questins shuld be psted and referred t at the beginning f the apprpriate Investigatin. Jurnal and Reflectin entries need t be dne in class as part f the clsure and assessment Accuntable Talk T prmte learning, explre slutins, and justify reasning, cnversatins between students and students r students and teacher must be accuntable accuntable t the learning cmmunity, t the mathematics discipline, and t rigrus thinking. (3R) 3 ring binder; (MNB) marble ntebk; (P) prtfli Vcabulary line plt, data, categry, mde, range, utlier, survey, median, scale, typical, atypical (3R) Wrk Time Student Sheets (3R) Jurnal Entries (MNB) *Maximum 5 minutes Inv. 2.1 What des the X n the line plt represent? Inv. 2.3 What was yur questin at first? Hw did yu change it? Why did yu make thse changes? Inv. 2.4 Hw will smene knw what yur questin was frm lking at yur graph? Reflectin If yu were ging t d yur survey again, are there things yu wuld change abut hw yu cllected yur data r hw yu represented it? Explain and give examples.(p) As a result f this Investigatin, students shuld be able t talk and manipulate the vcabulary f the Investigatin in respnse t this type f questin: Hw did yu knw? Can yu slve the prblem in a different way? Des yur answer make sense? What was yur strategy? These are sme recmmended questins that yu might use. Others can be fund be fund at the beginning f the map and n the prbing questin sheet in the district mathematics guide. Surveys and Line Plts HPS-11

11 UNIT: SURVEYS AND LINE PLOTS Investigatin 3 ( ) DAYS: 5 GRADE: 3 Evidence f Learning Artifacts Jurnal and Reflectin questins shuld be psted and referred t at the beginning f the apprpriate Investigatin. Jurnal and Reflectin entries need t be dne in class as part f the clsure and assessment Accuntable Talk T prmte learning, explre slutins, and justify reasning, cnversatins between students and students r students and teacher must be accuntable accuntable t the learning cmmunity, t the mathematics discipline, and t rigrus thinking. (3R) 3 ring binder; (MNB) marble ntebk; (P) prtfli Vcabulary distance, U. S. standard system, metric system, inch, feet, length, yard, typical, atypical(3r) Wrk Time Student Sheets (3R) Jurnal Entries (MNB) *Maximum 5 minutes Inv. 3.2 Describe hw yu measured a length lnger than yur measuring tl? Give an example. Inv. 3.3 What is the relatinship between feet and inches? Reflectin Pattern Blcks : Describe the verall shape f the data and what was typical r usual fr the class data. As a result f this Investigatin, students shuld be able t talk and manipulate the vcabulary f the Investigatin in respnse t this type f questin: Hw did yu knw? Can yu slve the prblem in a different way? Des yur answer make sense? What was yur strategy? These are sme recmmended questins that yu might use. Others can be fund be fund at the beginning f the map and n the prbing questin sheet in the district mathematics guide. Surveys and Line Plts HPS-12

12 End-f-Unit Prject Student wrk shuld be placed in prtfli (P). The prject is the culminating assessment which will allw students t apply what they learned abut data. It is written in MCAS frm t give students the experience f answering an pen-respnse questin. Surveys and Line Plts HPS-13

13 NAME: DATE: End-f-Unit Prject BE SURE TO ANSWER AND LABEL ALL PARTS OF EACH QUESTION. Shw all wrk (diagrams, tables, and cmputatins) n yur answer sheet. If yu d the wrk in yur head, explain in writing hw yu did the wrk. Surveys and Line Plts HPS-14

14 On-Demand Assessments T be filed in prtfli (P) Surveys and Line Plts Investigatins In class individualized On-Demand tasks assess knwledge f mathematical facts, peratins, cncepts, and skills, and their efficient applicatin t prblem slving. The results f these different frms f assessment prvide rich prfiles f students achievements in mathematics and serve as the basis fr identifying curricula and instructinal appraches t best develp their talents. Surveys and Line Plts HPS-15

15 UNIT: SURVEYS AND LINE PLOTS On-Demand Assessments GRADE: 3 On-Demand Assessments (P) Surveys and Line Plts Investigatins In class individualized On- Demand tasks assess knwledge f mathematical facts, peratins, cncepts, and skills, and their efficient applicatin t prblem slving. The results f these different frms f assessment prvide rich prfiles f students achievements in mathematics and serve as the basis fr identifying curricula and instructinal appraches t best develp their talents. Inv. 1: Resurce Binder: Sessins Assessment Checklist, M9* Inv. 2: Resurce Binder: Sessins 2.5, 2.6, 2.7 Assessment Checklist M13*, M14 and M15** Inv. 3: Resurce Binder: Sessin 3.5, M19** *Assessment Checklist shuld be kept with track sheets. *Please refer t the sectin in the Teacher s Unit Guide entitled, Prfessinal Develpment fr benchmark criteria and examples f student wrk fr each assessment. Surveys and Line Plts HPS-16

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21 Hlyke Public Schls Mathematics Scring Rubric Scre pint 4: The respnse shws a cmprehensive understanding f the mathematical cncept(s) and/r prcedures embdied in the task(s). It indicates that the student has cmpleted the task(s) crrectly, using mathematically sund prcedures. It cntains clear, cmplete explanatins and/r adequate wrk required. Scre pint 3: The respnse shws a general understanding f the mathematical cncept(s) and/r prcedures embdied in the task(s). It indicates that the student has cmpleted the task(s), using mathematically sund prcedures. It cntains cmplete explanatins and/r adequate wrk required. Scre pint 2: The respnse shws a basic understanding f the mathematical cncept(s) and/r prcedures embdied in the task(s). It addresses mst aspects f the task(s), using mathematically sund prcedures. It may cntain a crrect slutin but prvides incmplete prcedures, reasning and/r explanatins. It may reflect sme misunderstandings f the underlying mathematical cncepts and/r prcedures. Scre pint 1: The respnse shws a minimal understanding f the mathematical cncepts and/r prcedures embdied in the task(s). It addresses sme elements f the task(s) crrectly but reaches an inadequate slutin and/r prvides reasning that is faulty r incmplete. It exhibits multiple flaws related t a misunderstanding f imprtant aspects f the task(s), misuse f mathematical prcedures, r faulty mathematical reasning. It reflects a lack f essential understanding f the underlying mathematical cncepts. It may cntain a crrect numerical answer but the required wrk is nt prvided. Scre pint 0: The respnse is cmpletely incrrect, irrelevant, r incherent, r cntains a crrect respnse arrived at using an bviusly incrrect prcedure. Surveys and Line Plts HPS-22

22 NOTES Surveys and Line Plts HPS-23