Rolling Along in Centimeters

Est. Class Sessions: 3–4

Developing the Lesson

Part 5: Explore and Use Data

Explore the Data. When students are done graphing, have them complete Questions 7–10 in the Explore section of the Rolling Along in Centimeters pages in the Student Activity Book with a partner. Answers for Questions 7A–C will vary with each group's data; however, have students share strategies for solving Question 7C. Discuss solutions and strategies for Questions 8–10, which have varied strategies for solving but result in specific solutions.

Use Data to Solve Problems. Show a display of the first page of the John's Data pages in the Student Activity Book and ask students to compare the graph to the data table under it. Tell students John lost his data table and that they are going to create a new one. Have students discuss with a neighbor what labels they should write for the two columns and what data needs to be filled in. Conduct a discussion with the class demonstrating completion of the data table. See Figure 9. Have students compare how the same information can be shown in a table or a graph and how it is possible to go from one to the other.

Allow time for students to work with a partner on Questions 1–2, which involve computation with more than one step and may present a challenge, then discuss the solution strategies as a class. As students are working together, circulate about the room observing their work. See Meeting Individual Needs for ways to support individual students with these two questions.

For students who need additional support in solving Questions 1–2, ask guiding questions similar to the following examples for Question 2.

How far did the red car roll? (50 cm)
What does the word "twice" mean? Four is the double of two, or 2 + 2 = 4. To get four, how many times do we add four? (two times) So we can also say four is twice as many as two.
What do you think it means when we say, "rolled twice as far as the red car"? (Possible responses: It is as if the red car rolled 50 cm two times.)
What is a word we have used with our math facts that means taking a number two times? (double)
Look at your 200 Chart. How many is 50 two times? What is the double of 50? What is "twice 50"? (100)
How far did the yellow car roll? (120 cm)
Is 120 cm more than 100 cm? (yes) Read the question again. Is Linda right? (yes) Did the yellow car roll more than twice the distance the red car rolled? (yes)

For students ready for an extra challenge, ask them to answer Question 1 by estimating instead of adding. One way to frame the challenge is to ask them to solve the problem in the fewest steps. For example, the yellow car plus the red car is already 170 and the green car only went 165 cm, so Michael must be wrong.

Use Math Practices. Next display and direct students' attention to the Math Practices page from the Student Activity Book Reference section and refer students to Math Practice 2, Find a strategy; Math Practice 5, Show my work; and Math Practice 6, Use labels.

Direct students' attention to Check-In: Questions 3–10 on the John's Data pages in the Student Activity Book. Tell students they will answer questions independently then review a partner's work for Question 10 using a Student-to-Student Feedback Box.

Ask:

How will you show the strategy and tools you will use [MPE2]? (I will show or tell how I use the graph; I will describe how I figured out how many centimeters there are in a meter; I could draw a picture to describe my thinking.)
How will you show your work for this question [MPE5]? (I will show all the steps I used so that someone else can follow them. I can use number sentences or words to show how I added or subtracted.)
What labels or words will you use [MPE6]? (I will label answers with cm or centimeters and I will describe cars by number and color.)

Provide time for students to complete Check-In: Questions 3–10 independently. Students may use their 200 Charts to help them solve the problems. As students work on the page, circulate about the room and engage them in conversation about their work. Questions 3–4 ask for information that students already have determined and written in John's data table. Questions 5–6 are straightforward questions that involve reading the graph and doing a one-step computation. Questions 7–9 involve making comparisons using symbols. As you circulate, ask students to show you how they use the graph and 200 Chart to solve the problems. Have metersticks readily available to use as number lines or as a reference for how many centimeters are in a meter.

Review Partner's Work with Student-to-Student Feedback Box. When students complete Check-In: Questions 3–10, have them exchange papers and review a partner's work on Question 10 using the Student-to-Student Feedback Box on the John's Data Check-In: Question 10 Feedback Box page. Allow students to revise their work after discussing feedback with their partner. A Teacher-to-Student Feedback Box has been provided for your use after revisions are complete.

Use Check-In: Questions 3–10 on the John's Data pages in the Student Activity Book with the Teacher-to-Student Feedback Box to assess students' abilities to use words and symbols (e.g., <, >, =) to show comparisons of quantities [E1]; use and apply place value concepts and comparative language to compare lengths (e.g., shorter, longer, shortest, longest) [E2]; solve word problems involving length [E3]; read a table or bar graph to find information about a data set [E9]; use a table or bar graph to solve problems about a data set [E10]; find a strategy [MPE2]; show work [MPE5]; and use labels [MPE6].

Assign the Make It True Homework Master. To be sure students understand the directions, ask them to complete the first problem in class as an example.

Adventure Book: