Transfer:
1. Makes sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Established Goals:

1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Student "I Can" Statements:

I can use different strategies for addition to solve word problems (within 20).

I can use different strategies for subtraction to solve word problems (within 20).

I can use solve word problems where I have to add 3 whole numbers.

I can organize , show and explain number information in a way that makes sense.

I can ask and answer questions about number information that is organized.

Prerequisite Standards:

K.CC.6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

K.MD.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Big Ideas:

Comparison and Relationships
Numbers, expressions, measures, and objects can be compared and related to other numbers, expressions, measures, and objects in different ways.

Data Collection and Representation
Some questions can be answered by collecting and analyzing data, and the question to be answered determines the data that need to be collected and how best to collect the data. Data can be represented visually using tables, charts, and graphs. The type of data determines the best choice of visual representation.

Practices, Processes, and Proficiencies Mathematics content and practices can be applied to solve problems.

Essential Questions:

What are some ways you can collect, show, and understand data?

Students will know...

Tally charts are useful in recording and organizing some kinds of data.

A picture graph uses pictures to show and organize data.

Some problems can be solved by making, reading, and analyzing a tally chart or picture graph.

Mathematicians know what the problem is about. They have a plan to solve it. They keep trying if they get stuck.

Collecting and organizing information using a picture graph.

Interpreting organized data.

Using a picture graph to interpret data.

Using perseverance to solve problems about sets of data.

Assessment Evidence

Performance Assessment:

Other Evidence:

Formative Assessments:

Learning Plan

Learning Activities:

6-1 Tally charts are useful in recording and organizing some kinds of data. 6-2 A picture graph uses pictures to show and organize data. 6-3 Some problems can be solved by making, reading, and analyzing a tally chart or picture graph. 6-4 Some problems can be solved by making, reading, and analyzing a tally chart or picture graph. 6-5 Mathematicians know what the problem is about. They have a plan to solve it. They keep trying if they get stuck.

## Topic 6: Represent and Interpret Data

Pacing (Duration of Unit): 5 Lessons## Desired Results

Transfer:1. Makes sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Established Goals:Student "I Can" Statements:Prerequisite Standards:K.CC.6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.K.MD.3:Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.Big Ideas:Comparison and RelationshipsNumbers, expressions, measures, and objects can be compared and related to other numbers, expressions, measures, and objects in different ways.

Data Collection and RepresentationSome questions can be answered by collecting and analyzing data, and the question to be answered determines the data that need to be collected and how best to collect the data. Data can be represented visually using tables, charts, and graphs. The type of data determines the best choice of visual representation.

Practices, Processes, and ProficienciesMathematics content and practices can be applied to solve problems.

Essential Questions:Students will know...Vocabulary:tally marks, data, tally chart, picture graph, survey,

Students will be skilled at...## Assessment Evidence

Performance Assessment:Other Evidence:Formative Assessments:## Learning Plan

Learning Activities:6-1Tally charts are useful in recording and organizing some kinds of data.6-2A picture graph uses pictures to show and organize data.6-3Some problems can be solved by making, reading, and analyzing a tally chart or picture graph.6-4Some problems can be solved by making, reading, and analyzing a tally chart or picture graph.6-5Mathematicians know what the problem is about. They have a plan to solve it. They keep trying if they get stuck.Resources:Problem of the Month:Centers:SmartBoard Resources/Games:*