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Activity 1

20 mins

Hagamos un recorrido para medir

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Materials from a previous lesson

Activity Narrative

The purpose of this activity is for students to generate measurement data using rulers marked with half inches and quarter inches. Students go on a walk in nature, around the school, or on the playground to measure the length of items they chose. If time is limited, this activity could also be done in the classroom.

Students may record and organize their data in the provided tables or on lined paper.

In the next activity, students will record their data on line plots. The provided blank line plots can display a range of 7 inches, if students label the tick marks in quarter inches. Also, the provided rulers are labeled 0–9 inches. So, students should measure objects up to a maximum length of 7 inches. As an alternative, students can use other measuring tools to measure longer objects, but they would still need to stay within the 7-inch range if they want to use the provided line plot labeled in quarter inches. Students could also choose to create their own line plots and thus would be free to use a different range.

MLR8 Discussion Supports. Synthesis: Revoice student ideas to demonstrate and amplify mathematical language use. For example, revoice the student statement “It lined up with one of the half thingies” as “Se alineó con una de las marcas de mitad de pulgada” // “It lined up with one of the half-inch marks,” or “We recorded it in halves” as “Lo anotamos en mitades de pulgada” // “We recorded it in half inches.”
Advances: Speaking

Launch

Groups of 4
“Hoy vamos a hacer un recorrido por la escuela (o por el patio de recreo o por el salón) para medir la longitud de algunos objetos” // “Today we are going to take a walk around the school (or the playground, or the classroom) to measure the length of some objects.”
“Con su grupo, mencionen algunos objetos a los que les podemos medir su longitud durante el recorrido” // “Talk to your group about some objects whose lengths we could measure on our walk.” (sticks, leaves, pine needles, plants)
1 minute: group discussion
Share responses.
Make sure each group has a ruler that shows halves and fourths of an inch (from an earlier lesson).
If not using the table in the student book, give students blank lined paper for recording measurements.
See the Activity Narrative for ways to address the range of lengths students should gather.

Activity

“Discutan con su grupo qué objetos van a medir durante el recorrido. Deben recolectar al menos 10 medidas de longitudes” // “Discuss with your group what to measure on our walk. You’ll need to gather at least 10 length measurements.”
“Más adelante, cada grupo va a crear un diagrama de puntos con estas medidas y lo va a mostrar en un póster” // “Later, each group will create a line plot with these measurements and display it on a poster.”
2 minutes: group work time
Share responses.
“Escriban y organicen sus medidas en la tabla (o en un papel con rayas)” // “Record and organize your measurements in the table (or on lined paper).”
20 minutes: whole-class walk around the school

Student Task Statement

¿Qué objetos vas a medir? Asegúrate de medir algunos objetos en mitades de pulgada y otros en cuartos de pulgada.

Escribe las longitudes de los objetos en la tabla (o en otra hoja de papel).

objeto	longitud (pulgadas)

objeto	longitud (pulgadas)

Activity Synthesis

Invite students to share experiences measuring objects during the walk.
“Ya tenemos nuestros datos de las medidas. Hagamos un diagrama de puntos” // “Now that we have our measurement data, let’s make a line plot.”

Activity 2

20 mins

Hagamos un diagrama de puntos

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

MLR7 Compare and Connect

Materials

To Copy (from Blackline Masters)

Let's Make a Line Plot Template

To Gather

Glue or tape

Scissors

Tools for creating a display

Activity Narrative

In this activity, students create a line plot using the measurement data that they generated earlier and display their group’s line plot for all to see.

Encourage students to plan their line plot using the blank line in the activity statement before creating a poster version for display in a Gallery Walk. A template for a larger line plot is provided in the blackline master. Students can join the number lines on two copies of the blackline master to create a longer number line.

As students visit others’ data displays, they consider how the line plots are alike and how they are different, as well as why different scales might have been chosen for different objects measured.

Representation: Access for Perception. Synthesis: Use gestures during the explanation of the line plot to emphasize important aspects of the line plot.
Supports accessibility for: Conceptual Processing, Attention

Launch

Groups of 4
“Examinen los datos que recolectaron con su grupo. ¿Qué necesitan saber para hacer un diagrama de puntos que represente los datos?” // “Look at the data your group collected. What do you need to know to make a line plot that represents the data?” (The longest and shortest measurements. Whether the lengths are whole numbers or include halves and fourths of an inch.)
1 minute: group discussion
Share responses.
Give each group 2 copies of the blackline master, scissors, glue or tape, and tools for creating a visual display.

Activity

“Con su grupo, hagan un diagrama de puntos que represente sus datos. Más adelante van a compartir su diagrama de puntos con el resto de la clase” // “Work with your group to create a line plot that represents your data. You will share your line plot with the class later.”
“Pueden usar la recta numérica que está en blanco, en su página, para planear cómo van a hacer su diagrama de puntos antes de crear el diagrama final que van a presentar” // “You can use the blank number line on your page to plan your line plot before creating a final one to display.”
Consider asking:
- “¿Cómo planean hacer la escala del diagrama de puntos para que pueda mostrar todas sus medidas?” // “How do you plan to make the scale for the line plot so that it can show all your measurements?”
- “¿Qué información o qué marcas pueden incluir para ayudar a los demás a entender su diagrama de puntos?” // “What information or labels could be included to help others understand your line plot?”
Demonstrate how to join and tape (or glue) the 2 copies of the blackline master to make a large line plot.
“Después de que completen la versión final de su diagrama de puntos, péguenlo con cinta (o con pegamento) en un póster” // “After you complete your final line plot, tape (or glue) your line plot on a poster.”
12–15 minutes: group work time

Activity Synthesis

Ask students to display their posters.

MLR7 Compare and Connect

“Cuando vayan a ver los pósteres con su grupo, piensen en qué se parecen y en qué son diferentes los diagramas de puntos. Prepárense para compartir sus observaciones” // “As you visit the posters with your group, think about how the line plots are alike and how they are different. Be prepared to share your observations.”
5 minute: Gallery Walk
See Lesson Synthesis.

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Lesson 5

Representemos datos de medidas en diagramas de puntos

Warm-up

Conversación numérica: Multipliquemos números del 11 al 19

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

Hagamos un recorrido para medir

Standards Alignment

3.MD.4

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Activity 2

Hagamos un diagrama de puntos

Standards Alignment

3.MD.4

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Activity Synthesis

Lesson Synthesis

Student Section Summary

Have feedback on the curriculum?

Standards Alignment

3.OA.7

Student Response

Advancing Student Thinking

Are You Ready for More?

Student Response

Advancing Student Thinking

Are You Ready for More?