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Mathematics Grade 3
Strand: MEASUREMENT AND DATA (3.MD) Standard 3.MD.3
Students will construct their own graphs based on data they collect from the book Lemonade For Sale.
Students should be involved in collecting and describing data. Students will construct their own graphs based on data they collect from reading Lemonade For Sale.
Rubrics for graphs help students understand the requirements needed to complete a graph.
3. Reason mathematically.
4. Communicate mathematically.
6. Represent mathematical situations.
Invitation to Learn
How many students have ever had a “lemonade stand” or sold Kool-Aid in their front yards?
Today we are going to read a book about children who want to earn money. We will keep track of how much lemonade they sell in our journals. Let’s find out what happens.
Have students glue the Rubric for Graphs onto inside cover of journals.
Have students find graphs from newspapers or magazines at home. Have family members discuss the information found on the graph and then bring them to class to share.
Goldsmith, L. T., & Mark, J. (1999). What is a standards-based mathematics curriculum? Educational Leadership, 5(57), 40-44. Retrieved July 2, 2004 from Ebscohost database.
This article discusses factors that influence student learning and promote a deeper and more substantial mathematical understanding, with an emphasis on conceptual understanding—students learn by doing.
Fogarty, R. (1999). Architects of the Intellect. Educational Leadership, 57(3), 76-78. Retrieved June 14, 2004, from Ebscohost database.
This article presents information on the proponents of constructivist theory of learning—John Dewey, Jean Piaget, and Reuven Feuerstein. Teachers can become architects of intellect as they design exquisite learning experiences for their students.
Levine, E. (2002). One kid at a time. Educational Leadership, 59(7), 29-32. Retrieved April 6, 2004, from Ebscohost database.
This article focuses on the strategic curriculum approach and factors that provide context for learning—students learn best when they are engaged.
Hartshorn, R., & Boren, S. (1990). Experiential learning of mathematics: Using manipulatives. Washington, DC: ERIC Clearinghouse on Rural Education and Small Schools, ERIC Digest. (ERIC Document Reproduction Service No. ED321967)
Experiential education is based on the idea that active involvement enhances students’ learning. This is difficult with abstract ideas, but the use the manipulatives can bring experience to students’ mathematical understanding.