NYS COMMON CORE MATHEMATICS CURRICULUM A Story of

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Curriculum Overview of A Story

NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview • Read the descriptive narrative and underline

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units End-of-Module Assessment What concepts will

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Topic A: Generate and Analyze

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1, Problem Set © 2012 Common Core, Inc.

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Use your data to make

NYS COMMON CORE MATHEMATICS CURRICULUM Possible Picture Graphs Lesson 1 Problem Set Student Work

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Reisha plays in three basketball

NYS COMMON CORE MATHEMATICS CURRICULUM Possible Solution Lesson 2 Application Problem Student Work ©

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Concept Development © 2012 Common Core, Inc.

A Story of Units NYS COMMON CORE MATHEMATICS CURRICULUM Number of Fish in Pal’s

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Concept Development © 2012 Common Core, Inc.

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Try problems from the Problem

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Problem Set Student Work © 2012 Common

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Turn and Talk How does

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Try Lesson 4’s Application Problem

A Story of Units NYS COMMON CORE MATHEMATICS CURRICULUM Number of Wing Vibrations Each

NYS COMMON CORE MATHEMATICS CURRICULUM Possible Solutions Lesson 4 Concept Development © 2012 Common

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Turn and Talk How do

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Topic B: Generate and Analyze

NYS COMMON CORE MATHEMATICS CURRICULUM Grade 3 Measurement Data Progression, Pages 9 -10 ©

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Concept Development © 2012 Common Core, Inc.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Problem Set © 2012 Common Core, Inc.

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Katelynn measures the height of

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Concept Development © 2012 Common Core, Inc.

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Work with your group to

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Homework © 2012 Common Core, Inc. All

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Application Problem © 2012 Common Core, Inc.

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 7 Application Problem and

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Concept Development © 2012 Common Core, Inc.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Problem Set © 2012 Common Core, Inc.

NYS COMMON CORE MATHEMATICS CURRICULUM © 2012 Common Core, Inc. All rights reserved. commoncore.

NYS COMMON CORE MATHEMATICS CURRICULUM Try the Lesson 8 Problem Set © 2012 Common

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Concept Development © 2012 Common Core, Inc.

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Turn and Talk Why is

NYS COMMON CORE MATHEMATICS CURRICULUM Biggest Takeaway Turn and Talk: • • What questions

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Key Points • This module

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Review Session Objective Prepare to

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NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Session Objective Prepare to implement Module 6 by examining mathematical models and instructional strategies in the lessons. © 2012 Common Core, Inc. All rights reserved. commoncore. org

NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview • Read the descriptive narrative and underline key phrases • Summarize the major learning of the module in 1 -2 sentences © 2012 Common Core, Inc. All rights reserved. commoncore. org A Story of Units

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units End-of-Module Assessment What concepts will students need to master by the end of the module? © 2012 Common Core, Inc. All rights reserved. commoncore. org

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Reisha plays in three basketball games. She scores 12 points in Game 1, 8 points in Game 2, and 16 points in Game 3. Each basket that she made was worth 2 points. She uses tape diagrams with a unit size of 2 to represent the points she scored in each game. How many total units of 2 will it take to represent the points she scored in all three games? Lesson 2 Application Problem © 2012 Common Core, Inc. All rights reserved. commoncore. org

A Story of Units NYS COMMON CORE MATHEMATICS CURRICULUM Number of Fish in Pal’s Pet Store 35 Number of fish 30 25 20 15 10 5 0 Tank A Tank B Tank C Tank D Tank Lesson 3 Application Problem and Concept Development © 2012 Common Core, Inc. All rights reserved. commoncore. org Tank E

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Turn and Talk How does rotating tape diagrams vertically prepare students to create scaled bar graphs? © 2012 Common Core, Inc. All rights reserved. commoncore. org

A Story of Units NYS COMMON CORE MATHEMATICS CURRICULUM Number of Wing Vibrations Each Second Wing Vibrations of Insects Honeybee Beetle Insect Lesson 4 Concept Development © 2012 Common Core, Inc. All rights reserved. commoncore. org Fly Mosquito

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Turn and Talk How do students represent categorical data? How do these representations help students analyze data? © 2012 Common Core, Inc. All rights reserved. commoncore. org

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Katelynn measures the height of her bean plant on Monday and again on Friday. She says that her bean plant grew 10 quarter inches. Her partner records Lesson 6 Application Problem © 2012 Common Core, Inc. All rights reserved. commoncore. org

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Work with your group to write true statements about the Time Spent Outside Over the Weekend line plot. Each of the following must be included and be correct: 1. A statement using the word frequent or common. 2. A statement using the words at least. 3. A comparison statement using more than requiring subtraction to solve. 4. A comparison statement using less than requiring subtraction to solve. Lesson 6 Concept Development © 2012 Common Core, Inc. All rights reserved. commoncore. org

NYS COMMON CORE MATHEMATICS CURRICULUM Biggest Takeaway Turn and Talk: • • What questions were answered for you? What new questions have surfaced? © 2012 Common Core, Inc. All rights reserved. commoncore. org A Story of Units

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Key Points • This module builds on Grade 2 concepts about data, graphing, and line plots. • The added complexity is that symbols on picture graphs, scales on bar graphs, and intervals on line plots have values other than 1. • Students use their multiplication skills to analyze data on picture graphs and bar graphs. © 2012 Common Core, Inc. All rights reserved. commoncore. org

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Review Session Objective Prepare to implement Module 6 by examining mathematical models and instructional strategies in the lessons. © 2012 Common Core, Inc. All rights reserved. commoncore. org