Unit 1, Lesson 1
Make Sense of Data
Grade 3
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The purpose of this Warm-up is to elicit students’ prior understandings about categorical data representations, which will be useful when students engage with single-unit scale picture and bar graphs in later activities. While students may notice and wonder many things about this graph, it is important to pay attention to the ways in which students make sense of a picture graph, the questions they have about the categorical data, and the contexts that make sense for the categorical data shown. This is the first time students experience the Notice and Wonder routine in IM Grade 3. Students should be familiar with this routine from a previous grade. However, they may benefit from a brief review of the steps involved.
For all Warm-up routines, consider establishing a small, discreet hand signal that students can display to indicate they have an answer they can support with reasoning. Signals might include a thumbs-up or a certain number of fingers that tells the number of responses they have. Using signals is a quick way to see if students have had enough time to think about the problem. It also keeps students from being distracted or rushed by hands being raised around the class. Since this is the first Warm-up of the year, 5 additional minutes have been allocated to help establish the structure of a routine.
What do you notice? What do you wonder?
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The purpose of this activity is to elicit students’ prior understandings about essential parts of a picture graph. The graph in this activity is the same as the one in the Warm-up, but it now includes a title. Students are encouraged to consider what categories could be in the graph. Students contextualize and make sense of the data based on the title, the given values, and their own experiences (MP2). This is an opportunity for students to connect their lived experience to the mathematics, which supports the development of their math identities.
What could the categories be for this picture graph?
Be prepared to explain your reasoning.
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The purpose of this activity is to prepare students for work with scaled bar graphs in upcoming lessons. Now that students have reasoned about the parts of a picture graph, they look at how picture graphs and bar graphs are alike and how they are different. Students use the information presented on the axes of the bar graph to read the graph, interpret the categorical data presented in the graphs, and generate questions that can be answered using the graphs.
A group of students were asked, “How do you get home?” Their responses are shown in a picture graph and a bar graph.
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