G3+Math+Unit+6

** Investigations Math ** ** Grade 3 ** ** Unit 6: Stories, Tables, and Graphs ** 1. Make sense of math problems and persevere in solving them. 2: Reason abstractly and answer quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4: Model with mathematics. 5. Use appropriate tools strategically. 7: Look for and make use of structure. 8: Look for and express regularity in repeated reasoning. 3.OA.1, 3 – Represent and solve problems involving multiplication and division. 3.OA.5 – Understand properties of multiplication and the relationship between multiplication and division. 3.OA.7 – Multiply and divide within 100. 3.OA.8, 9 – Solve problems involving the four operations, and identify and explain patterns in arithmetic. 3.NBT.1, 2 – Use place value understanding and properties of operations to perform multi-digit arithmetic. EfS: A – Cultural Preservation and Transformation, B- Responsible Local and Global Citizenship, C- Dynamics of Systems & Change, D – Sustainable Economics, E - Healthy Commons, F - Natural Laws and Ecological Principles, H- Multiple Perspectives || Students read, describe, and represent the temperature graphs from different locations, including temperatures below 0 degrees F. They match stories to temperature graphs by considering the overall shape of the graph and create original stories to match the shape of temperature graphs. || ** Investigation 2: Cube Train Patterns ** Students work with repeating pattern of connecting cubes with a unit of red-blue-green. They determine the number sequences for each of the different colors in the cube pattern using what they know about multiples of 3. || ** Investigation 3: ** **Representing a Constant Rate of Change** Students work with a situation with a constant rate of change in a story context in which children receive a certain number of marbles each night. They use tables and graphs to represent and compare different situations and develop rules for describing the relationship between two variables (number of days and total number of marbles). || temperature degrees negative horizontal axis vertical axis || 3 days repeating pattern unit multiple || 7 days column row table || 2.3 - Differentiated Portfolio Task p. 38 & 39 || 3.1 – p. 45 3.5 – p. 67 3.7 – End of Unit ||
 * Alain L. Locke Magnet School for Environmental Stewardship **
 * CCLS Math Practice: **
 * Standards: **
 * ** Enduring Understanding ** |||||| ** We use tables and graphs to examine the relationship between events and rates of change in the natural world. **
 * ** Essential Question ** |||||| ** How can we use tables and graphs to examine the relationship between events and rates of change in the natural world? ** ||
 * ** Learning Outcomes ** || ** Investigation 1: Changes in Temperature over Time **
 * ** Pre-Assessment ** || Temperature, degree F, below 0, line graph || Number patterns, counting by 5;s, 10’s || Variable relationships ||
 * ** Suggested Time Frame **
 * June 17-end ** || 5 days
 * ** Activities ** || 1.1-1.5 || 2.1-2.3 || 3.1-3.7 ||
 * ** Assessments ** || 1.5 – Assessment Activity: A Summer Day in Cairo Problems 1-3 || 2.2 - p. 33