MD-Represent+&+Interpret+Data

2.MD.9. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. 2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems* using information presented in a bar graph. __Mathematical Practices__ MP1. Make sense of problems and persevere in solving them. MP2. Reason abstractly and quantitatively. MP4. Model with mathematics. MP5. Use appropriate tools strategically. MP6. Attend to precision. MP8. Look for and express regularity in repeated reasoning. || 2.IN.1.2 Summarize appropriate reading strategies when reading for information. 2.TT.1.2 Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.). 2.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.). 2.SE.1.1 Use technology hardware and software responsibly. || ===‍‍‍**Revised Bloom's Level of thinking**=== Level 1 - Remembering Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers. Level 2 - Understanding Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas. Level 3 - Applying Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way. Level 4 – Analyzed Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations. Level 5 – Evaluating Present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria. Level 6 - Creating Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions. ||
 * ===**Common Core Standards**===
 * See Glossary, Table 1. || ===‍‍‍**Anchor Standard/Mathematical Practice(s)**===
 * ===‍‍‍**Information Technology Standard**===

‍‍‍**Essential Vocabulary**

 * rows**
 * columns**
 * vertical**
 * horizontal**
 * generate**
 * partition**
 * graph**
 * diagram**
 * line plot**

‍‍‍**Sample Assessments**
2.MD.9 - 2.MD.10

Ticket Out the Door

Formative Assessments

Antecdotal Notes

Teacher Observations

Math 3d

‍‍‍**Intervention:**
=** Measurement Games **= -Put both feet at the tape line on the floor. -Take a jump forward. -Mark a line at the back of the foot. -Record the results on a group line plot. Each student records their jump. (See First Website on Resource List)
 * Giant Step: **

Week By Week Essentials Game The Centimeter Maze (Wk 15) The Inch Run (Wk 14)

Use Week By Week Classroom Strategies:

4.01

Use ActivExpression devices for students to input data.

‍‍‍**Enrichment:**
Classroom Indicators
 * 4.01 F **

Use Week By Week Classroom Indicators: 4.01 G, H, I, J, K

‍‍‍**Instructional Resources**
[]


 * [] **


 * [] **


 * [] **


 * http://daretodifferentiate.wikispaces.com/Choice+Boards **


 * [] earlymath/grades_games_pbs.html **

Teaching Student-Centered MATHEMATICS Grades K-3 By: John A. Van de Walle

Math Starts Books By: Stuart J. Murphy

[|www.mathstart.net]

[|www.dreambox.com]

[|www.mathocean.com]

[|www.softschools.com]