EACH CHAPT ER INCLUDES:

EACH CHAPT ER INCLUDES: Prescriptive targeted strategic intervention charts. Student activity pages aligned to the Common Core State Standards. Complete lesson plan pages with lesson objectives, getting started activities, teaching suggestions, and questions to check student understanding. Grade 3

Targeted Strategic Intervention Grade 3, Chapter 12 Based on student performance on Am I Ready?, Check My Progress, and Review, use these charts to select the strategic intervention lessons found in this packet to provide remediation. Am I Ready? Where is this concept in My Math? If Students miss Exercises Then use this Strategic Intervention Activity Concept 1-4 12-A: Count by 5s Tally marks 3.MD.3 Grade 1, Chapter 7, 1 Picture graphs 3.MD.3 Grade 1, Chapter 7, 3 Number patterns 3.MD.3 Chapter 2, 3 12-B: Read a Tally Chart 5 12-C: Read a Picture Graph 12-D: Count by 2s 6-7 12-E: Practice Skip Counting by 5s and 10s Check My Progress 1 If Students miss Exercises Then use this Strategic Intervention Activity Concept 7-8 12-F: Understand Symbols to Graph 12-G: Tally Marks and Charts Organize and display data Where is this concept in My Math? 3.MD.3 Chapter 12, s 1 and 2 Review If Students miss Exercises Then use this Strategic Intervention Activity Concept 8-13 12-H: Analyze a Bar Graph 12-I: Create a Bar Graph 12-J: Read a Pictograph Data analysis Where is this concept in My Math? 3.MD.3 Chapter 12, s 1-7

Count by 5s 12-A I want to complete a pattern. Skip count to complete the pattern. Each number in the pattern increases or goes up by 5. Skip count by 5s. Start at 10. Count 10, 15, 20, 25, 30, 35. 10, 15, 20, 25,, Skip count by 5s. Write the next number in each pattern. 1. 5, 10, 15, 20, 2. 20, 25, 30, 35, 3. 15, 20, 25, 30, 4. 35, 40, 45, 50, Write the next two numbers in each pattern. 5. 25, 30, 35, 40,, 6. 0, 5, 10, 15,, 7. 35, 40, 45, 50,, 8. 30, 35, 40, 45,, 9. 45, 50, 55, 60, 65,, 10. 20, 25, 30, 35,, 11. 60, 65, 70, 75, 80,, 12. 75, 80, 85, 90,, 13. 40, 45, 50, 55, 60,, 14. 50, 55, 60, 65, 70,,

USING LESSON 12-A Goal Skip count by 5s to complete a pattern. What the Student Needs to Know Recognize and continue an addition pattern. Understand skip counting. Add 5 to different multiples of 5. Getting Started Find out what students know about patterns. Ask: What comes next in this pattern: a, b, a, b, a? (b) What comes next in this pattern: 1, 2, 3, 4? (5) How would you describe this pattern: 2, 4, 6, 8? (skip counting by 2s beginning with 2) How would you describe this pattern: 0, 5, 10, 15? (skip counting by 5s, beginning with 0) Read the question and the response. Then read and discuss the example. Ask: How would you describe this pattern? (skip counting by 5s beginning with 10) How can you find the next number in the pattern? (Add 25 + 5, which equals 30.) What comes after 30 in the pattern? (35) Try It For Exercise 4, have students describe their thinking. To prompt them, ask: How would you describe this pattern? (skip counting by 5s beginning with 35) What number comes before the blank? (50) What number comes next in the pattern? (55) Power Practice Have the student complete the practice items. Then review each answer. Count by 5s I want to complete a pattern. WHAT IF THE STUDENT NEEDS HELP TO Recognize and Continue an Addition Pattern Tell the student that in an addition pattern such as 2, 4, 6, 8, the same number (in this case, 2) is added over and over again. Write several simple addition patterns on the board and have the student continue them. Repeat a few times a day until the student can continue such patterns with ease. Understand Skip Counting Have the student practice skip counting by 2s, 5s, and 10s on the number line, saying the numbers aloud. Next, have him or her skip count without using a number line. Skip count to complete the pattern. Each number in the pattern increases or goes up by 5. Skip count by 5s. Start at 10. Count 10, 15, 20, 25, 30, 35. 10, 15, 20, 25,, Skip count by 5s. Write the next number in each pattern. 1. 5, 10, 15, 20, 25 2. 20, 25, 30, 35, 40 3. 15, 20, 25, 30, 35 4. 35, 40, 45, 50, 55 Write the next two numbers in each pattern. 5. 25, 30, 35, 40, 45, 50 6. 0, 5, 10, 15, 20, 25 7. 35, 40, 45, 50, 55, 60 8. 30, 35, 40, 45, 50, 55 9. 45, 50, 55, 60, 65, 70, 75 10. 20, 25, 30, 35, 40, 45 11. 60, 65, 70, 75, 80, 85, 90 12. 75, 80, 85, 90, 95, 100 12-A 13. 40, 45, 50, 55, 60, 65, 70 14. 50, 55, 60, 65, 70, 75, 80 Add 5 to Different Multiples of 5 Have the student create several 5-cube trains of connecting cubes and then count the cubes in 1 train, 2 trains, 3 trains, and so on. Complete the Power Practice Discuss each incorrect answer. Have the student model any exercise he or she missed using connecting cubes or a sketched number line.

Read a Tally Chart This is a tally chart. A tally chart shows data. 12-B Toys at the Store Toy Airplane Car Boat Tally Total 12 6 10 Write how many. 1. 2. 3. Complete. 4. How many and? + = 5. How many more than? - = 6. How many and? + =

USING LESSON THE LESSON 12-B Goal Read a tally chart. What the Student Needs to Know Count by 5s. Read a Tally Chart This is a tally chart. A tally chart shows data. Toys at the Store Toy Tally Total Airplane Car Boat 12 6 10 12-B Getting Started Draw a tally chart on the board and label it Students. Label the rows Boys and Girls. Have students form groups of boys and girls. Have each student draw a tally mark in the table in the appropriate row. Then count the tally marks and write the total number of boys and girls in the chart. Ask students: How many girls? and How many boys? Ask students: How many more boys than girls? (or How many more girls than boys? depending on the data). Have them answer in complete sentences. Write how many. 1. 2. 3. 6 12 10 Complete. 4. How many and? 6 + 10 = 16 5. How many more than? 12-6 = 6 6. How many and? 12 + 6 = 18 Teach Read and discuss the tally chart at the top of the page. Let s count the tally marks to see how many of each toy is at the store. How many airplanes are at the store? (Count 5, 10, 11, 12; There are 12 airplanes.) How many cars are at the store? (Count 5, 6; There are 6 cars.) How many boats are at the store? (Count 5, 10; There are 10 boats.) Let s use the tally chart to answer Exercise 1. How many cars are at the store? (There are 6 cars.) Practice Read the directions as students complete Exercises 2 through 6. Check student work. If students have difficulty with the activity, have them use connecting cubes to model the tally marks in the graph. WHAT IF THE STUDENT NEEDS HELP TO Count by 5s Tell the student that skip counting by 5s means you say every fifth number: 5, 10, 15, 20, Explain that tally marks are grouped in fives. To count them, you skip count by 5s. To practice counting by 5s, provide a completed hundreds chart. Have the student count by 5s. For every 5 that is counted, the student colors the number on the hundreds chart with an orange crayon. Once finished, the student should have 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60, 65, 70, 75, 80, 85, 90, 95, and 100 colored in. The student can use the chart to practice counting by 5s until they can do it with ease.

Read a Picture Graph This is a picture graph. 12-C Favorite Pets Cat Dog Rabbit Count. 1. How many? 2. How many? 3. How many? 4. How many more than? - = 5. How many more than? - = 6. How many more than? - = 7. How many and? + =

USING LESSON 12-C Goal Read a picture graph. What the Student Needs to Know Count the pictures on a picture graph. Getting Started Draw a large picture graph on the board and label it Transportation to School. Label the rows Bus, Car, Bike, and Walk. Give each student a sticky note and have the student draw their form of transportation and then place it on the graph next to the correct label. Count the number in each row with students. Ask students questions about the graph such as: How many students come to school by bus? Have them answer in complete sentences. Teach Read and discuss the picture graph at the top of the page. Let s count the pictures in the chart to find the favorite pet. How many people chose cat as their favorite? (Count 1, 2, 3, 4; 4 people chose cat as their favorite.) How many people chose dog as their favorite? (Count 1, 2, 3; 3 people chose dog as their favorite.) How many people chose rabbit as their favorite? (Count 1, 2; 2 people chose rabbit as their favorite.) Let s use the picture graph to answer Exercise 1. How many people chose cat as their favorite pet? (4 people chose cat as their favorite pet.) Practice Read the directions as students complete Exercises 2 through 7. Check student work. If students have difficulty with the activity, have them use connecting cubes to model the pictures in the graph. Read a Picture Graph This is a picture graph. Count. Cat Dog Rabbit 1. How many? 4 2. How many? 3 3. How many? 2 WHAT IF THE STUDENT NEEDS HELP TO Count the Pictures on a Picture Graph Have the student take a handful of red, green, and blue connecting cubes. On paper, have the student write Connecting Cubes as the title of a picture graph. Have him or her label the rows Red, Green, and Blue. Have the student make a picture graph by placing the connecting cubes in the appropriate rows. Favorite Pets 4. How many more than? 4-2 = 2 5. How many more than? 4-3 = 1 6. How many more than? 3-2 = 1 7. How many and? 4 + 2 = 6 12-C Have the student count the total amount of connecting cubes in each row and write the number at the end of the row. Continue to have the student practice counting the data within a graph by using a variety of objects. (Ex: colored beans, pattern blocks, or fraction circles)

Count by 2s Use a hundred chart. Here are the first 4 rows of a hundreds chart. Start with 2 and count every other number. 12-D I want to skip count by 2s. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Use number patterns. Look at the ones digits. 2 4 6 8 10 12 14 16 18 20 Use the pattern 2, 4, 6, 8, 0 to decide what comes next. Fill in the missing numbers. 1. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 50 Write each missing number. 2. 22, 24,, 28, 30, 3. 42,, 46, 48, 50, 4. 90, 92,,, 98, 100 5. 76, 78,, 82,, 86

USING LESSON 12-D Goal Skip count by 2s What the Student Needs to Know Read a hundred chart. Identify the ones digit. Getting Started Line up ten students and give them number cards 1-10. Say: Count the people. (1, 2, 3, 4, 5, 6, 7, 8, 9, 10) Ask every other student to step forward. Say: Every other person step forward. What are their numbers? (2, 4, 6, 8, 10) Read the question and the response. Then read and discuss the examples. Ask: What is true about all the numbers you count when you count by 2s? (They all end with the digit 2, 4, 6, 8, or 0.) What number comes after 20 when you count by 2s? (22) Count by 2s 1. I want to skip count by 2s. Use a hundred chart. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 Here are the first 4 rows of a hundreds chart. Start with 2 and count every other number. Use number patterns. Look at the ones digits. 2 4 6 8 10 12 14 16 18 20 Use the pattern 2, 4, 6, 8, 0 to decide what comes next. Fill in the missing numbers. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Write each missing number. 2. 22, 24, 26, 28, 30, 32 3. 42, 44, 46, 48, 50, 52 4. 90, 92, 94, 96, 98, 100 5. 76, 78, 80, 82, 84, 86 12-D Try It Some students may need to count aloud to fill in the missing numbers. Power Practice Tell students to look back at the hundred chart if they have trouble. Ask students to check their work by looking at the ones digits in their answers WHAT IF THE STUDENT NEEDS HELP TO Read a Hundred Chart Display a hundred chart. Ask: What is true of all the numbers in column 3 of the hundred chart? (The digit in the ones place is always 3.) As you move down any column, how do the numbers change? (They increase by 10.) Complete the Power Practice Have the student count aloud and fill in each missing number. Remind the student that each number he or she writes should have a 2, 4, 6, 8, or 0 in the ones place. Identify the Ones Digit Have the student choose ten numbers in the hundred chart and identify the digit in the ones place in each number.

Practice Skip Counting by 5s and 10s 12-E I want to skip count by 5s and 10s. Use the number pattern to decide what number comes next. Look at the ones digits. 5 10 15 20 25 30 Counting by 5s. The next number is 35. 10 20 30 40 50 60 Counting by 10s. The next number is 70. Fill in the missing numbers. 1. 1 2 3 4 5 6 7 8 9 11 12 13 14 16 17 18 19 21 22 23 24 26 27 28 29 31 32 33 34 36 37 38 39 40 Write each missing number. 2. 45, 50,, 60, 65, 3. 20,, 40, 50, 60, 4. 60, 65,,, 80, 85 5. 50, 60,, 80,, 100

USING LESSON 12-E Goal Skip count by 5s and 10s. What the Student Needs to Know Read a hundred chart. Identify the ones digit. Getting Started Display a hundred chart. Ask: What is true of all the numbers in the last column of the hundred chart? (The ones digit is 0.) If you move down that column, how do the numbers change? (They increase by 10.) Read the question and the response. Then read and discuss the examples. Ask: What is true about all the numbers you count when you count by 5s? (The ones digit is 5 or 0.) What comes after 60 when you count by 10s? (70) by 5s? (65) Try It Counting aloud may help some students fill in the missing numbers. Practice Skip Counting by 5s and 10s 1. I want to skip count by 5s and 10s. Use the number pattern to decide what number comes next. Look at the ones digits. 5 10 15 20 25 30 Counting by 5s. The next number is 35. 10 20 30 40 50 60 Counting by 10s. The next number is 70. Fill in the missing numbers. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 2. 45, 50, 55, 60, 65, 70 3. 20, 30, 40, 50, 60, 70 4. 60, 65, 70, 75, 80, 85 5. 50, 60, 70, 80, 90, 100 Write each missing number. 12-E Power Practice Tell students to refer to the hundred chart only if they have trouble. Remind students to check their work by looking at the ones digits in their answers. WHAT IF THE STUDENT NEEDS HELP TO Read a Hundred Chart Display a hundred chart. Have the student identify the number that is 1 more than 6 (7), 10 more than 6 (16), 1 more than 65 (66), 10 more than 65 (75), 1 more than 29 (30), 10 more than 29 (39), and so on. Identify the Ones Digit Use number cards 1 99. Have the student pick ten cards. Ask him or her to identify the ones digit in each number. Complete the Power Practice Make sure the student can identify whether he or she is counting by 5s or 10s in each case. Have the student count aloud and fill in each missing number.

Understand Symbols to Graph Solve. 12-F 1. Marty made a pictograph with the key: = 5 homeruns. What do represent? homeruns 2. Suzanne made a pictograph with the key: = 3 dogs. What do represent? dogs 3. Raul made a pictograph with the key: = 2 books read. What do represent? books read 4. Latisha made a pictograph with the key: = 10 crayons. What do represent? crayons

USING LESSON 12-F Goal Understand how to skip count symbols. Understand Symbols to Graph Solve. 1. Marty made a pictograph with the key: = 5 homeruns. 12-F What the Student Needs to Know Skip count. What do 20 homeruns represent? Getting Started Use a hundreds chart to skip count by 2s, 3s, 5s, and 10s as a class. Start at 2 and skip count by 2s aloud. (2, 4, 6, 8, 10, 12, etc.) Start at 3 and skip count by 3s aloud. (3, 6, 9, 12, 15, 18, etc.) Start at 5 and skip count by 5s aloud. (5, 10, 15, 20, 25, etc.) Start at 10 and skip count by 10s aloud. (10, 20, 30, 40, 50, etc.) Teach Read and discuss Exercise 1 at the top of the page. Marty made a pictograph with baseballs. How many homeruns does each baseball equal? (5) If one baseball equals 5 homeruns, what do 2 baseballs equal? (5 + 5 or skip count 5, 10; 10 homeruns) If two baseballs equal 10 homeruns, what do 3 baseballs equal? (5 + 5 + 5 or skip count 5, 10, 15; 15 homeruns) If three baseballs equal 15 homeruns, what do 4 baseballs equal? (5 + 5 + 5 + 5 or skip count 5, 10, 15, 20; 20 homeruns) How many homeruns will 4 baseballs equal? (20) Let s check our work by skip counting each baseball. (5, 10, 15, 20) Practice Have students complete Exercises 2 through 4. Check student work. If students have difficulty with the activity, have them use connecting cubes to model the key for each picture. 2. Suzanne made a pictograph with the key: = 3 dogs. What do 9 dogs WHAT IF THE STUDENT NEEDS HELP TO Skip Count Provide connecting cubes and a completed hundreds chart for the student to use to practice skip counting. Have him or her count by 2s on the hundreds chart. For each 2 the student counts, have him or her color the number yellow. Count until the student reaches 20. (2, 4, 6, 8, 10, 12, 14, 16, 18, 20) Place 20 cubes in groups of two. Encourage the student to count each group of 2 by skip counting and use the hundreds chart as a guide. represent? 3. Raul made a pictograph with the key: = 2 books read. What do 10 books read represent? 4. Latisha made a pictograph with the key: = 10 crayons. What do 426_S_G3_C12_SI_119815.indd 426 30 crayons represent? Work up to skip counting by 2s to 100 and counting groups of 2 connecting cubes without the use of the hundreds chart. Once the student masters skip counting by 2s, have him or her repeat the process for skip counting by 3s, 5s, and 10s. 28/06/12 9:44 AM

Tally Marks and Charts Count the tallies. 12-G Fruit in a Box I want to read a tally chart. Oranges Pears How many oranges are in the box? Count the tally marks for oranges. = a count of 1 = a count of 5 Count 5, 6, 7, 8. So, there are 8 oranges in the box. Write each number. 1. 2. 3. Use the tally chart. Mr. Quintero s Class boys girls 4. How many boys are in the class? 5. How many girls are in the class? 6. How many total students are in the class? 7. How many more boys than girls are in the class?

USING LESSON 12-G Goal Read a tally chart. What the Student Needs to Know Count on from a given number. Count by 5s. Getting Started Write on the board tally marks showing the number of students in a group of 6. Ask: How many marks did I make for each student? (1) What did I draw to show 5 students? (4 tally marks with 1 tally mark across them) How many students are in the group? (6) Read the question and the response. Then read and discuss the example. Ask: What does the chart show? (numbers of oranges and pears in a box) How many tally marks are next to the word oranges? (8) How can you tell there are 8 tally marks? (There are 5 marks in one group and 3 marks in another group.) Why should we start with 5 when we count the marks? (to add the group of 3 to the group of 5) Try It Have students describe their thinking. To prompt them, ask: For Exercise 2, how can you count on to find the answer? (Begin at 5, and count 2 more: 6, 7 there are 7 tally marks.) For Exercise 3, what is the quickest way to count the tally marks? (Count by 5s: 5, 10, 15.) Power Practice Have the student complete the practice items. Then review each answer. Tally Marks and Charts I want to read a tally chart. WHAT IF THE STUDENT NEEDS HELP TO Count on from a Given Number Have the student use a number line to practice counting on from 5 or 10. For example, draw on the board tally marks showing 8. Say: Place your finger on 5. How many times will you need to jump to the right to find the number of tally marks? (3 times) Have the student count aloud as he or she jumps a finger 3 numbers to the right: 6, 7, 8. Then ask: What number does the tally marks show? (8) Repeat with numbers shown with tally marks such as 12 (count on from 10) and 17 (count on from 15). Count the tallies. Fruit in a Box Oranges Pears How many oranges are in the box? Count the tally marks for oranges. = a count of 1 Write each number. = a count of 5 Count 5, 6, 7, 8. So, there are 8 oranges in the box. 1. 4 2. 7 3. 15 Mr. Quintero s Class boys girls Use the tally chart. 4. How many boys are in the class? 14 5. How many girls are in the class? 10 6. How many total students are in the class? 24 7. How many more boys than girls are in the class? 4 12-G Count by 5s Use a number line from 0 to 60. Have the student practice jumping his or her finger from 0 to 5 to 10 to 15, and so on, counting aloud by fives: five, ten, fifteen, twenty, and so on. Repeat a few times a day until the student can count by fives with ease. Complete the Power Practice Discuss each incorrect answer. Have the student model any exercise he or she missed using loose connecting cubes and 5-cube trains.

Analyze a Bar Graph This is a bar graph. Animal Type Animals at the Farm Sheep Horse Chicken 1 2 3 4 5 6 7 Number of Animals 8 12-H Write how many. 1. 2. 3. Complete. 4. How many and? + = 5. How many more than? - = 6. How many more than? - =

USING LESSON 12-H Goal Read a bar graph. What the Student Needs to Know Understand the bars on a graph. Getting Started Draw a bar graph grid on the board and label it Our Class s Favorite Pets. Label the rows Cats, Dogs, and Birds. Have students take turns coloring in a bar for their favorite pet. Ask students questions such as: How many students like cats the best? Have students answer in complete sentences. Teach Read and discuss the bar graph at the top of the page. Let s count the shaded spaces in the bar graph to find the amount of sheep, horses, and chickens at the farm. When counting the shaded spaces in the bar graph, label each box with the correct number. Example: Box 1 will be labeled with a 1; Box 2 will be labeled with a 2 and so on. How many sheep are at the farm? (Label the boxes 1, 2, 3; 3 sheep are at the farm.) How many horses are at the farm? (Label the boxes 1, 2, 3, 4, 5, 6, 7; 7 horses are at the farm.) How many chickens are at the farm? (Label the boxes 1, 2, 3, 4, 5; 5 chicken are at the farm.) Let s use the bar graph to answer Exercise 1. How many sheep are at the farm? (3 sheep are at the farm.) Practice Read the directions as students complete Exercises 2 through 6. Check student work. If students have difficulty with the activity, have them use connecting cubes to model the colored spaces in the graph. Analyze a Bar Graph This is a bar graph. Write how many. WHAT IF THE STUDENT NEEDS HELP TO Understand the Bars on a Graph The student might have difficulty translating the bars on a graph into numbers. Have the student use connecting cubes to represent the shaded spaces in the graph. For example, the student should connect 3, 7, and 5 cubes to represent the bars from the graph, Animals at the Farm, on this worksheet. Animal Type Sheep Horse Chicken Animals at the Farm 1 2 3 4 5 6 7 8 Number of Animals 1. 2. 3. Complete. 3 7 5 4. How many and? 3 + 5 = 8 5. How many more than? 7-3 = 4 6. How many more than? 5-3 = 2 12-H

Create a Bar Graph Use the tables to complete each bar graph. 1. Type of Toy Dolls Boats Bears Toys Sold at the Fair Tally Number of Toys 8 2 5 Type of Toys Dolls Boats Bears Toys Sold at the Fair 1 2 3 4 5 6 Number of Toys 12-I 7 8 2. Color of Car Red Blue Black Color of Cars We See Tally Number of Cars 4 7 4 Color of Car Red Blue Black Color of Cars We See 1 2 3 4 5 6 Number of Cars 7 8

USING LESSON 12-I Goal Create a bar graph from a tally chart. What the Student Needs to Know Counting by 5s. Transfer tally marks into a bar graph. Create a Bar Graph Use the tables to complete each bar graph. 1. Type of Toy Dolls Boats Bears Toys Sold at the Fair Tally Number of Toys 8 2 5 Type of Toys Dolls Boats Bears Toys Sold at the Fair 12-I 1 2 3 4 5 6 Number of Toys 7 8 Getting Started Draw a tally chart on the board and label it Favorite Flavors. Include rows for Vanilla, Chocolate, and Strawberry. Have students vote for their favorite and fill in the tally chart. Next, draw a large bar graph on the board and label it like the tally chart. Count aloud with students as you shade the bars to match the tally marks. Teach Read and discuss the bar graph at the top of the page. Let s count the tally marks to see how many toys were sold at the fair. We ll use the tally chart to complete our bar graph. How many boxes should we shade for the amount of dolls sold at the fair? (8 spaces) Let s label the boxes with numbers before we shade them. (Label 1-8) Shade in the spaces. Check your work by checking to see if the last box lines up with 8. Repeat the process for numbering and shading 2 boxes for boats and 5 boxes for bears. Practice Have the students complete Exercise 2. Check student work. If students have difficulty with the activity, have them use connecting cubes to model the tally marks. 2. Color of Car Red Blue Black Color of Car Color of Cars We See Red Blue Black Tally WHAT IF THE STUDENT NEEDS HELP TO Skip Count by 5s Have the student practice skip counting by 5s on a number line, saying the numbers aloud. Next have him or her count without using the number line. Transfer Tally Marks into a Bar Graph The student may need assistance transferring tally marks into bars. Draw a table on the board that presents the following data. Favorite Type of Exercise: Biking- 7 people; Running- 3 people; Swimming- 9 people. Have the student make a three-column chart on a sheet Number of Cars 4 7 4 Color of Cars We See 1 2 3 4 5 6 Number of Cars 7 8 of paper. Label the columns: Biking, Running, Swimming. Have the student place 7 counters in the Biking column. Then have him or her connect 7 connecting cubes and place them in the Biking column. Explain that the connecting cubes represent bars on a bar graph. Repeat for each type of exercise.

Read a Pictograph 12-J Favorite Toys Doll Teddy bear Top Key: = 3 people 1. How many people like teddy bears the best? 2. How many more people like dolls than tops? people people Solve. 3. Emily made a pictograph with the key: = 5 birds. What do represent? birds

USING LESSON 12-J Goal Read a pictograph. Read a Pictograph Favorite Toys 12-J What the Student Needs to Know Skip count by 3s and 5s. Getting Started Present students with an example of a picture graph and a pictograph. Describe the titles of the graph and the labels. Ask students: How are these graphs the same? (Examples: They both use pictures and they both display information.) How are the graphs different? (A pictograph uses one picture to show information, but a picture graph uses different pictures.) Teach Read and discuss the pictograph at the top of the page. Ask: What does the smiley face stand for on the pictograph? (3 people) If we had 2 smiley faces, what would that equal? (6 people) How did you find your answer? (3 + 3 or skip count by 3s) How many smiley faces are in the graph for people who identify the doll as their favorite toy? (3) How do we find how many people like dolls as their favorite toy? (skip count by 3s; 3, 6, 9) How many total people identify dolls as their favorite toy? (9) Place a 9 at the end of the doll row. Repeat the same process for finding the total amount of people who like teddy bears and tops as their favorite toy. Practice Have students complete Exercises 1 through 3. Check student work. Have students use connecting cubes to model skip counting. Doll Teddy bear Top 1. How many people like teddy bears the best? Solve. WHAT IF THE STUDENT NEEDS HELP TO Skip Count by 3s and 5s Give the student a complete hundreds chart, a green crayon, and a light blue crayon. Have him or her skip count by 3s aloud and color each number (3, 6, 9, 12, etc.) on the hundreds chart with the green crayon. Have the student skip count by 5s aloud and color each number (5, 10, 15, 20, etc.) on the hundreds chart with the light blue crayon. Next, have him or her draw pictures of objects in groups of 3 and in groups of 5. (Example: 3 groups of 3 squares will equal 9 squares; 4 groups of 5 stars will equal 20 stars) Key: = 3 people 2. How many more people like dolls than tops? 12 people 6 people 3. Emily made a pictograph with the key: = 5 birds. What do 20 birds represent? Have the student practice skip counting the groups. Encourage the student to create a variety of groups with 3 or 5 objects. The student should practice counting by 3s and 5s daily until it can be done with ease.