Math g3 m6 Topic A Lesson 4

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 3 6
Lesson 4
Objective: Solve one- and two-step problems involving graphs.
Suggested Lesson Structure

Fluency Practice (10 minutes)

Application Problem (8 minutes)

Concept Development (32 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)
Fluency Practice (10 minutes)
 Read Line Plots 2.MD.9 (5 minutes)

 Read Bar Graphs 3.MD.3 (5 minutes)
Read Line Plots (5 minutes)

Materials: (T) Line plot (Fluency Template 1) pictured to the right
(S) Personal white board
Note: This activity reviews Grade 2 concepts about line plots in

preparation for Topic B.
T: (Project the line plot.) This line plot shows how many children
are in the families of students in a third-grade class. How
many students only have one child in their family? Let’s count
to find the answer. (Point to the X’s as students count.)
S: 1, 2, 3, 4, 5, 6, 7, 8.
Continue the process for 2 children, 3 children, and 4 children.
T:
Most students have how many children in their family? NOTES ON
MULTIPLE MEANS
S:
2 children.
OF REPRESENTATION:
T:
On your personal white boards, write a number
Scaffold for English language learners
sentence to show how many more third graders have
and others how to solve for how many
2 children in their family than 3 children. more. Ask, “How many third graders
S: (Write 9 – 6 = 3.) have 2 children in their family? How
Continue the process to find how many fewer third graders many have 3 children? Which is more,
have 4 children in their family than 2 children and how many 6 or 9? How many more? (Count up
more third graders have 1 child in their family than 3 children. from 6 to 9).”
Lesson 4: Solve one- and two-step problems involving graphs.

49
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T: On your board, write a number sentence to show how many third graders have 3 or 4 children in
their family.
S: (Write 6 + 2 = 8.)
Continue the process to find how many third graders have 1 or 2 children in their family and how many third
graders have a sibling.
Read Bar Graphs (5 minutes)

Materials: (T) Bar graph (Fluency Template 2) pictured to the right (S) Personal white board
Notes: This activity reviews Lesson 3.

T: (Project the bar graph Template.) This bar graph shows how many minutes 4 children spent
practicing piano.
T: Did Ryan practice for more or less than 30 minutes?
S: More.
T: Did he practice for more or less than 40 minutes?
S: Less.
T: What fraction of the time between 30 and
40 minutes did Ryan practice piano?
S: 1 half of the time.
T: What is halfway between 30 minutes and
40 minutes?
S: 35 minutes.
T: The dotted line is there to help you read 35 since
35 is between two numbers on the graph. How
long did Kari spend practicing piano?
S: 40 minutes.
Continue the process for Brian and Liz.
T: Who practiced the longest?
S: Brian.
T: Who practiced the least amount of time?
S: Liz.
T: On your personal white board, write a number sentence to show how much longer Brian practiced
than Kari.
S: (Write 60 – 40 = 20.)
Continue the process to find how many fewer minutes Ryan practiced than Brian.
T:
On your board, write a number sentence to show how many total minutes Kari and Liz spent
practicing piano.
S: (Write 40 + 20 = 60.)
Continue the process to find how many total minutes Ryan and Brian spent practicing piano and how many
total minutes all the children practiced.

50
Application Problem (8 minutes)
The following chart shows the number of times an insect’s wings vibrate each second. Use the following
clues to complete the unknowns in the chart.
a. The beetle’s number of wing vibrations is the same as
the difference between the fly’s and honeybee’s.
b. The mosquito’s number of wing vibrations is the same
as 50 less than the beetle’s and fly’s combined.
Wing Vibrations of Insects

Number of Wing
Insect
Vibrations Each Second
Honeybee 350
Beetle b
Fly 550
Mosquito m
Note: The data from the chart is used in the upcoming Concept
Development, where students first create a bar graph and then
answer one- and two-step questions from the graph.
Graph Template
Concept Development (32 minutes)
Materials: (S) Graph (Template) pictured to the right, personal white board
T: (Pass out the graph Template.) Let’s create a bar graph from the data
in the Application Problem. We need to choose a scale that works for
the data the graph represents. Talk to a partner: What scale would be
best for this data? Why?
S: We could count by fives or tens.  The numbers are big, so that
would be a lot of tick marks to draw.  We could do it by hundreds
since the numbers all end in zero.
T: In this case, using hundreds is a strong choice since the numbers are between 200 and 700. Decide
if you will show the scale for your graph vertically or horizontally. Then, label it starting at zero.
S: (Label.)

51
T: The number of wing vibrations for the honeybee is 350 each second. Discuss the bar you will make
for the honeybee with your partner. How many units will you shade in?
S: Maybe 4 units. We can round up.  But to show the
exact number, we just need to shade in 3 and one-half
units.
NOTES ON
T: Many of you noticed that you need to shade a half unit
MULTIPLE MEANS
to show this data precisely. Do you need to do the
same for other insects? OF ACTION AND
EXPRESSION:
S: We also have to do this for the fly since it is 550.
Scaffold partner talk with sentence
T: Go ahead and shade your bars. frames such as the ones listed below.
S: (Shade bars.)  I notice _____.
T: On your personal white board, write a number  The _____’s wings are faster than
sentence to find the total number of vibrations 2 the _____’s.
beetles and 1 honeybee can produce each second.  When I compare the _____ and
S: (350 + 200 + 200 = 750.) _____, I see that …
T: Use a tape diagram to compare how many more  I did not know that…
vibrations a fly and honeybee combined produce than  This data is interesting because…
a mosquito.
S: (Work should resemble the sample below.)
MP.3
T: Work with your partner to think of another question that can be solved using the data on this graph.
Solve your question, and then trade questions with the pair of students next to you. Solve the new
question, and check your work with their work.

52
Problem Set (10 minutes)

NOTES ON
Students should do their personal best to complete the Problem
Set within the allotted 10 minutes. For some classes, it may be THE PROBLEM SET:
appropriate to modify the assignment by specifying which Problem 1(a) on the Problem Set may
problems they work on first. Some problems do not specify a be the first time your students create
method for solving. Students should solve these problems using a bar graph without the scaffold of a
the RDW approach used for Application Problems. grid. Bring this to students’ attention,
and quickly review how the bars
should be created.
Student Debrief (10 minutes)
Lesson Objective: Solve one- and two-step problems involving graphs.

The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem Set. They should check work by comparing answers
with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.
 Invite students who used different scales for
Problem 1 to share their work.
 How did you solve Problem 1(c)? What did you
do first?
 What is the value of each interval in the bar
graph in Problem 2? How do you know?
 How did you solve Problem 2(a)?
 Explain to your partner what you needed to do
before answering Problem 2(b).
 Compare the chart from the Application Problem
with the bar graph you made of that same data.
How is each representation a useful tool? When
might you choose to use each representation?
 How did the fluency activity, Read Bar Graphs,
help you get ready for today’s lesson?

53
Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that
were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read
aloud to the students.

54
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Problem Set 3 6
Name Date
1. The chart below shows the number of magazines sold by each student.
Student
Ben Rachel Jeff Stanley Debbie
Magazines
300 250 100 450 600
Sold
a. Use the chart to draw a bar graph below. Create an appropriate scale for the graph.
Number of Magazines Sold by Third-Grade Students
Magazines
Sold
Student
b. Explain why you chose the scale for the graph.
c. How many fewer magazines did Debbie sell than Ben and Stanley combined?
d. How many more magazines did Debbie and Jeff sell than Ben and Rachel?

55
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Problem Set 3 6
2. The bar graph shows the number of visitors to a carnival from Monday through Friday.
Carnival Visitors
500
450
400
350
Number of 300
Visitors
250
200
150
100
50
0
Monday Tuesday Wednesday Thursday Friday
Day
a. How many fewer visitors were there on the least busy day than on the busiest day?
b. How many more visitors attended the carnival on Monday and Tuesday combined than on Thursday
and Friday combined?

56
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Exit Ticket 3 6
Name Date
The graph below shows the number of library books checked out in five days.
Library Books Checked Out
400
350
300
Number of
Library Books 250
Checked Out
200
150
100
50
0
Monday Tuesday Wednesday Thursday Friday
Day
c. How many books in total were checked out on Wednesday and Thursday?
d. How many more books were checked out on Thursday and Friday than on Monday and Tuesday?

57
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Homework 3 6
Name Date
1. Maria counts the coins in her piggy bank and records the results in the tally chart below. Use the tally
marks to find the total number of each coin.
Coins in Maria’s Piggy Bank

Coin Tally Number of Coins
Penny //// //// //// //// //// //// ////
//// //// //// //// //// //// ///
Nickel //// //// //// //// //// //// ////
//// //// //// //// //// //
Dime //// //// //// //// //// //// ////
//// //// //// //// //
Quarter //// //// //// //// ////
a. Use the tally chart to complete the bar graph below. The scale is given.
Coins in Maria’s Piggy Bank
Number of
Coins
10
0
Penny Nickel Dime Quarter
Coin
b. How many more pennies are there than dimes?
c. Maria donates 10 of each type of coin to charity. How many total coins does she have left? Show
your work.

58
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Homework 3 6
2. Ms. Hollmann’s class goes on a field trip to the planetarium with Mr. Fiore’s class. The number of
students in each class is shown in the picture graphs below.
Students in Ms. Hollmann’s Class Students in Mr. Fiore’s Class

Boys Boys
Girls Girls
= 2 students = 2 students
a. How many fewer boys are on the trip than girls?
b. It costs $2 for each student to attend the field trip. How much money does it cost for all students to
attend?
c. The cafeteria in the planetarium has 9 tables with 8 seats at each table. Counting students and
teachers, how many empty seats should there be when the 2 classes eat lunch?

59
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Fluency Template 1 3 6
Number of Children in Third-Grade Families
X
X X
X X
X X X
X X X
X X X
X X X
X X X X
X X X X
1 2 3 4
Number of Children X = 1 Child

line plot

60
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Fluency Template 2 3 6
Number of Minutes Spent Practicing Piano
Ryan
Kari
Child
Brian
Liz
0 10 20 30 40 50 60 70
Number of Minutes

bar graph

61
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Template 3 6

graph

62

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 3 6

Suggested Lesson Structure

Fluency Practice (10 minutes)

 Read Line Plots 2.MD.9 (5 minutes)

Read Line Plots (5 minutes)

Note: This activity reviews Grade 2 concepts about line plots in

Lesson 4: Solve one- and two-step problems involving graphs.

Read Bar Graphs (5 minutes)

Notes: This activity reviews Lesson 3.

Lesson 4: Solve one- and two-step problems involving graphs.

Application Problem (8 minutes)

Wing Vibrations of Insects

Lesson 4: Solve one- and two-step problems involving graphs.

Lesson 4: Solve one- and two-step problems involving graphs.

Problem Set (10 minutes)

Lesson Objective: Solve one- and two-step problems involving graphs.

Lesson 4: Solve one- and two-step problems involving graphs.

Exit Ticket (3 minutes)

Lesson 4: Solve one- and two-step problems involving graphs.

Number of Magazines Sold by Third-Grade Students

b. Explain why you chose the scale for the graph.

Lesson 4: Solve one- and two-step problems involving graphs.

Lesson 4: Solve one- and two-step problems involving graphs.

Lesson 4: Solve one- and two-step problems involving graphs.

Coins in Maria’s Piggy Bank

b. How many more pennies are there than dimes?

Lesson 4: Solve one- and two-step problems involving graphs.

Students in Ms. Hollmann’s Class Students in Mr. Fiore’s Class

a. How many fewer boys are on the trip than girls?

Lesson 4: Solve one- and two-step problems involving graphs.

Number of Children in Third-Grade Families

Number of Children X = 1 Child

Lesson 4: Solve one- and two-step problems involving graphs.

Number of Minutes Spent Practicing Piano

Lesson 4: Solve one- and two-step problems involving graphs.

Lesson 4: Solve one- and two-step problems involving graphs.

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