Curriculum / Math / 3rd Grade / Unit 2: Multiplication and Division, Part 1 / Lesson 21
Math
Unit 2
3rd Grade
Lesson 21 of 21
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Lesson Notes
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Solve one- and two-step word problems using information presented in scaled picture and bar graphs.
The core standards covered in this lesson
3.MD.B.3 — Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
3.OA.D.8 — Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).
The foundational standards covered in this lesson
2.MD.D.10 — Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
The essential concepts students need to demonstrate or understand to achieve the lesson objective
Suggestions for teachers to help them teach this lesson
This lesson focuses on supporting cluster content involving data, but supports the major work of the grade involving multiplication and division, particularly work with one- and two-step word problems involving all four operations (3.OA.8). This lesson focuses on the supporting cluster work of solving one- and two-step word problems regarding data presented in a scaled picture or bar graph (3.MD.3) but simultaneously supports the major work of multiplication, particularly solving one- and two-step word problems involving all four operations (3.OA.8). Thus, it provides an opportunity to connect two domains in the grade, 3.MD and 3.OA.
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Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding
25-30 minutes
The picture graph below shows how many trees of each kind were in the arboretum. The number of oak trees is missing.
a. How many more evergreen trees than maple trees are there? (Fir trees and spruce trees are evergreen trees.)
b. In total, there were 62 trees in the arboretum. All of the trees were either fir, spruce, maple, or oak trees. How many oak trees are there in the arboretum?
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Progression for the Common Core State Standards, K–3, Categorical Data; Grades 2–5, Measurement Data, by the Common Core Standards Writing Team is made available by Institute for Mathematics and Education, University of Arizona. © 2007 The Arizona Board of Regents. All contents copyrighted. All rights reserved. Accessed April 3, 2019, 6:22 p.m.. For updates and more information about the Progressions, see http://ime.math.arizona.edu/progressions.
The bar graph below shows the number of lunches that were sold in the cafeteria last week.
a. The school had ordered 1,500 lunches to be served throughout the week. How many lunches do they have left over at the end of the week?
b. How many fewer lunches were sold on Thursday and Friday than on Monday and Tuesday?
Are younger students lighter sleepers than older students? To study this question, a class first agreed on definitions for light, medium, and heavy sleepers and then collected data from first- and fifth-grade students on their sleeping habits. The results are shown in the bar graphs below.
Use the bar graphs to decide whether younger students are lighter sleepers than older students or not. Justify your reasoning.
15-20 minutes
Problem Set
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
5-10 minutes
The following picture graph represents how much time Jasmine spends exercising during the week.
How many minutes did Jasmine spend exercising during the week?
This bar graph shows how long, in minutes, four people spent reading over the weekend.
How many fewer minutes did Fred and Tomoko spend reading than Simon and Rosario?
The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.
Extra Practice Problems
Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.
Topic A: The Meaning of Multiplication and Division
Identify and create situations involving equal groups and describe these situations using the language and notation of multiplication.
Standards
3.OA.A.1
Identify and create situations involving arrays and describe these situations using the language and notation of multiplication.
Identify and create situations involving unknown group size and find group size in situations.
3.OA.A.13.OA.A.23.OA.A.3
Identify and create situations involving an unknown number of groups and find the number of groups in situations.
Relate multiplication and division and understand that division can represent situations of unknown group size or an unknown number of groups.
3.OA.A.13.OA.A.23.OA.A.33.OA.B.6
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Topic B: Multiplication and Division by 2, 5, and 10
Build fluency with multiplication facts using units of 2, 5, and 10.
3.OA.A.13.OA.C.7
Demonstrate the commutativity of multiplication.
3.OA.B.5
Build fluency with division facts using units of 2, 5, and 10.
3.OA.A.23.OA.B.63.OA.C.7
Solve one-step word problems involving multiplication and division using units of 2, 5, and 10.
Topic C: Multiplication and Division by 3 and 4
Build fluency with multiplication and division facts using units of 3.
3.OA.A.13.OA.A.23.OA.B.53.OA.B.63.OA.C.7
Build fluency with multiplication and division facts using units of 4.
Solve one-step word problems involving multiplication and division using units of 3 and 4.
Topic D: More Complex Multiplication and Division Problems
Determine the unknown whole number in a multiplication or division equation relating three whole numbers, including equations with a letter standing for the unknown quantity.
3.OA.A.43.OA.C.73.OA.D.8
Solve one-step word problems involving multiplication and division and write problem contexts to match expressions and equations.
Solve two-step word problems involving multiplication and division.
3.OA.D.8
Solve two-step word problems involving all four operations.
Topic E: Scaled Picture and Bar Graphs
Create scaled picture graphs where the scale is provided.
3.MD.B.3
Create scaled picture graphs where the scale must be determined.
Create scaled bar graphs where the scale is provided.
Create scaled bar graphs where the scale must be determined.
3.MD.B.33.OA.D.8
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