##
* *Reflection: Checks for Understanding
Searching For Sea Stars: Developing Meaningful Questions Based on Data - Section 6: Wrap-up

While the mathematical content of this lesson is on-grade level and very straightforward, the content in which this skill is embedded is above-level. My students are in a class for the gifted but this doesn't mean I should make assumptions about what they know or are able to do. Just like all students, they have areas of strength and weakness. It's critical that I monitor students throughout this activity to make certain that the skill of rounding to the closest ten and hundred is being talked about and applied. It's important that students who are struggling with the concept get a chance to talk it through and it's also important that they draw models. I prefer open number lines for this, because if the values are placed on a pre-spaced number line (because neither I nor the children can draw even segments) than it becomes immediately clear which way to "go" when rounding to the closest ten or hundred.

In addition to checking for understanding at the skill level, I also asked students to write about their understanding of tens and hundreds.

Finally, I ask for feedback on the activity itself. If there's something the majority of the class likes, i incorporate it into an activity in the future. If there's something students disliked for a specific reason, or stumbled over, I make modifications to meet their individual needs and also modify how I teach related lessons.

*Does This Activity Meet the Needs of My Students?*

*Checks for Understanding: Does This Activity Meet the Needs of My Students?*

# Searching For Sea Stars: Developing Meaningful Questions Based on Data

Lesson 5 of 5

## Objective: SWBAT locate, record and interpret information from a scientific database and record that data on a graph after rounding to the nearest ten. They will ask quantitative and qualitative questions related to the data represented on the graph.

*59 minutes*

#### Opener

*8 min*

Ask students to think silently (at least 25 second wait time) and then explain any or all of the following to a neighbor or written down on paper:

- What is the strategy for rounding to the closest ten?
- What is a database?
- What are the benefits to having 10 meter intervals on the graph?
- What are the disadvantages?
- What does a double bar graph demonstrate (comparison!) that is harder to see when the two data sets are placed on separate graphs?

*expand content*

I split the data about sea stars into four sections so that four different groups could work with four different sets of information. This is optional. **The students can all work with one set of data!**

So, I give students the 4 different sections of the graph and data sheet. They will round the shallowest and greatest depths to the closest ten and then record this data on their section of the graph. At the end of the activity, the 4 graphs will be attached together with the one we did yesterday as a class.

There is a period in this activity where the children will just be coloring in the squares, but this should not be considered busywork coloring. It is very intentional. It will give them a kinisthetic sense of how much larger numbers in the thousands are than numbers in the hundreds.

Section A:

Data Sheet 1 for "Searching for Sea Stars" - a Place Value Lesson for 3rd Grade

Graph to Accompany Data Sheet 1 (Searching for Sea Stars - A Place Value Lesson)

Section B:

Data Sheet 2 for "Searching for Sea Stars" - a Place Value Lesson for 3rd Grade

Graph to Accompany Data Sheet 2 (Searching for Sea Stars - A Place Value Lesson)

Section C:

Data Sheet 3 for "Searching for Sea Stars" - a Place Value Lesson for 3rd Grade

Graph to Accompany Data Sheet 3 (Searching for Sea Stars - A Place Value Lesson)

Section D:

Data Sheet 4 for "Searching for Sea Stars" - a Place Value Lesson for 3rd Grade

Graph to Accompany Data Sheet 4 (Searching for Sea Stars - A Place Value Lesson)

##### Resources (9)

#### Resources

*expand content*

The first question I ask students to reflect on is whether or not rounding to the closest ten was effective. This can lead to a discussion about how hard it is to transfer a visual representation of a large number (coloring squares for every ten up to 5,000) and also a discussion about what information might be lost of we were to redo this as a graph with 100 meter intervals instead of 10 meter intervals. Then I review different question types with the students. When reading text we often talk about literal and inferential questions. I tell them that when reading data, we might talk about specific questions related to the data set as well as more open-ended questions that either relate to the data or are connected to it in some way.

It's exciting to see the types of quantitative questions students come up with, because the ability to ask meaningful and specific questions is at the core of good mathematical and scientific thinking!

How many species of starfish in the world?, How old are starfish? and How did starfish evolve? are just a few of the rich questions my students were able to come up with. Third graders usually struggle with generating meaningful questions so I was delighted with this lesson! With this rich scientific context as a basis, they were also able to ask specific questions such as, "Why do some sea stars have their Greatest & Least Depths unknown and How long do the sea stars at the surface survive?? This amazing student asks a highly detailed question that would make the creators of this database proud! She could go do research! How many starfish live between 1,200 (meters) and 1,500? It also leads into rich questions such as, How did starfish evolve?

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#### Wrap-up

*6 min*

I have students complete the Searching For Sea Stars Questions Day 2 Exit Ticket and have students share their answers to these questions either in writing or verbally. This lesson is a rich starting point for science lessons about evolution and adaptations (different ocean environments).

*expand content*

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- UNIT 1: 1st Week: Getting to Know Each Other Through Graphs
- UNIT 2: Addition and Subtraction
- UNIT 3: Multiplication
- UNIT 4: Introduction to Basic Division
- UNIT 5: Division in Context
- UNIT 6: Time
- UNIT 7: Rounding
- UNIT 8: Place Value Practice
- UNIT 9: Fractions
- UNIT 10: Math and Me: Nutrition, Health and More
- UNIT 11: Geometry in Architecture
- UNIT 12: Time Cycle 2
- UNIT 13: Patterns in Math
- UNIT 14: Area and Perimeter
- UNIT 15: Solving Mult-Step Word Problems Using the Four Operations
- UNIT 16: Musical Fractions
- UNIT 17: Volcanoes (Data Collection, Graphs, Addition & Subtraction)