LESSON 2.1 to Algebra Progress CorrectionKey=D Problem ......Common Core State Standards 3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several

87A Chapter 2

About the MathProfessional Development

About the MathProfessional Development

LESSON AT A GLANCE

Progressto AlgebraLESSON 2.1

Professional Development Videos

Why Teach ThisUsing a graphic organizer to scaffold a problem helps students analyze the problem, understand what they need to fi nd, identify the information they need to use, and develop a strategy to solve the problem.

In this lesson, students learn that they can use the strategy make a table to organize data and solve problems. Students use the information recorded in a tally table to make a frequency table, where the numbers help show the same information in a way that is easier to compare data than it is by counting tally marks.

Students will encounter situations involving surveys and experiments. A survey involves collecting information to answer a question. Data may be collected by watching and observing things. Data can also be collected from experiments, such as tossing a coin.

Interactive Student Edition

Math on the Spot Video

Animated Math Models

Problem Solving • Organize Data

Learning ObjectiveOrganize data in tables and solve problems by using the strategy make a table.

Language ObjectiveStudents write an explanation to next year’s third grade explaining how to use the strategy make a table to organize data and solve problems.

MaterialsMathBoard

F C R Focus:Common Core State Standards

3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

3.OA.D.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

F C R Coherence:Standards Across the GradesBefore2.MD.D.9

Grade 33.MD.B.3

After4.MD.B.4

F C R Rigor:Level 1: Understand Concepts....................Share and Show ( Checked Items)Level 2: Procedural Skills and Fluency.......On Your Own, Practice and HomeworkLevel 3: Applications..................................Think Smarter and Go Deeper

F C R For more about how GO Math! fosters Coherence within the Content Standards and Mathematical Progressions for this chapter, see page 85J.

FOCUS COHERENCE RIGOR

DO NOT EDIT--Changes must be made through “File info”CorrectionKey=D

ENGAGE1Daily Routines

Common Core

Lesson 2.1 87B

with the Interactive Student Edition

Essential QuestionHow can you use the strategy make a table to organize data and solve problems?

Making ConnectionsInvite students to tell you what they know about vehicles.

Have you ever counted the cars as they pass by? Were you surprised by how many you counted? What type of vehicle do you prefer to ride in?

Learning ActivityWhat is the problem the students are trying to solve? Connect the story to the problem.

• How many trucks have they seen so far? SUVs? Buses? Cars? 9 trucks, 6 SUVs, 4 buses, 12 cars

• What two types of vehicles does Lucia want to compare? cars and trucks

• What operation can we use to figure out the difference between number of cars and number of trucks? subtraction

Literacy and MathematicsChoose one or more of the following activities.

• Have students write about the time they took a long trip in a car, bus, or truck.

• Have students infer how long Gable and Lucia were watching and counting these vehicles.

Vocabulary BuilderMaterials scissors, Math Vocabulary Connection (see eTeacher Resources)

Math Definitions Have students make a math vocabulary connection sheet for the term frequency table.

Problem of the Day 2.1The Mill Street School has students attending third and fourth grades. There are 87 third-grade students and 203 fourth-grade students. Estimate the total number of students in the third and fourth grades in the school.

______

Vocabulary frequency table

Interactive Student EditionMultimedia Glossary e

Possible answers: 300; 290

Diego’s Perfect Fit

Literature ConnectionFrom the Grab-and-Go™ Differentiated Centers Kit

Students read about collecting, organizing, and representing data in a table and in a picture graph.

How can you use the strategy make a table to organize data and

solve problems?

EXPLORE2

1

2

3

Favorite SportSport Number

Soccer 9

Baseball 6

Football 4

Favorite SportSport Tally

Soccer

Baseball

Football

Name

1. How many students chose football and baseball combined?

2. How many fewer students chose football than chose soccer?


One way to show data is in a tally table. Another way to show data is in a frequency table. A frequency table uses numbers to record data.

The students in Jake’s class voted for their favorite sport. How many more students chose soccer than chose baseball?

Read the Problem Solve the Problem

What do I need to find?

How many more students chose soccer than chose baseball?

Count the tally marks for each sport. Write the numbers in the frequency table.

Think: 5 1 vote

5 5 votes

Soccer has 1 and 4 , so write 9 in the frequency table.

Subtract to find how many more students chose soccer than chose baseball.

9 2 6 5 3

So, 3 more students chose soccer than chose baseball as their favorite sport.

What information do I need to use?

the data about favorite sports from the tally table

How will I use the information?

I will count the tally marks. Then I will write the number of tally marks for each sport in the frequency table.

Next, I will subtract to compare the votes for soccer and the votes for baseball.

Lesson 2.1Reteach

5 fewer students10 students

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2-5 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company

3_MNLEAN342958_C02R01.indd 5 2/12/14 1:50 PM

Favorite Yogurt ToppingType

Sprinkles

Nuts

Fruit

Tally

Favorite Yogurt ToppingType

Sprinkles

Nuts

Fruit

Number

10

6

5

Favorite SeasonSeason

Summer

Fall

Tally

Spring

Winter

Favorite Season

Summer

Fall

NumberSeason

Winter

11

Spring 5

5

8

Name

Find the Frequency

Mr. MacTavish’s class started to make tally tables and frequency tables. The students did not finish the tables before the end of the day. Use the clues and data given to complete each table.

1. Clue: A total of 21 students voted for their favorite yogurt topping.

2. Clue: The number of votes for summer is equal to 1 more than the sum of the votes for spring and fall together.

3. Stretch Your Thinking What other clues could be used to find the missing data in Exercise 1? Write a different clue for the exercise.

Lesson 2.1Enrich

Answers may vary. Possible answer: the number of students

who voted for sprinkles is double the number of students

who voted for nuts.

DO NOT EDIT--Changes must be made through "File info" CorrectionKey=A

2-6 EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company

3_MNLEAN342958_C02E01.indd 6 2/12/14 1:50 PM

DifferentiatedInstruction1

2

3

1

2

3

Progressto Algebra

Problem Type: Compare • Difference UnknownProblem Type:Compare • Difference Unknown

Unlock the ProblemUnlock the Problem

Favorite Yogurt FlavorFlavor Tally

Vanilla

Chocolate

Strawberry

Favorite Yogurt FlavorFlavor Number

Vanilla

Chocolate 8

7

Strawberry 4

MathTalk MATHEMATICAL PRACTICES 2

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Read the Problem

Name

Problem Solving • Organize DataEssential Question How can you use the strategy make a table to organize data and solve problems?

Chapter 2 87

Solve the Problem

The students in Alicia’s class voted for their favorite yogurt flavor. They organized the data in this tally table. How many more students chose chocolate than strawberry?

Another way to show the data is in a frequency table. A frequency table uses numbers to record data.


How many more students chose

__ than __ yogurtas their favorite?


the data about favorite ___ in the tally table


I will count the __. Then I will put the numbers in a frequency table and compare the number of students

who chose __ to the number of

students who chose __.

Count the tally marks. Record _ for vanilla. Write the other flavors and record the number of tally marks.

To compare the number of students who chose strawberry and the number of students who chose chocolate, subtract.

_ − _ = _

So, _ more students chose chocolate as their favorite flavor.

PROBLEM SOLVINGLesson 2.1

Measurement and Data—3.MD.B.3, 3.OA.D.8

MATHEMATICAL PRACTICESMP1, MP2, MP5

Reason Abstractly Why would you record data in a frequency table?

strawberry

yogurt

tally marks

4

7

8 4 4

strawberry

chocolate

chocolate

Possible explanation: it makes the data easier to read because you do not have to count the tally marks.

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3_MNLESE342088_C02L01.indd 87 10/8/14 11:43 AM

Problem Type: Compare • Difference Unknown

87 Chapter 2

LESSON 2.1

Unlock the ProblemMATHEMATICAL PRACTICES

To introduce the lesson, have students watch the Real World Video, Ice Cream Flavors.

Make sure students understand that they need to fi nd how many more students chose chocolate than strawberry. Discuss how the graphic organizer helps to organize the solution process.

• Where will you fi nd the information that you need to use? in the tally table

Discuss the tally table. Students should understand that one tally mark represents 1 and should be able to show 5 with a diagonal line across 4 tally marks.MP5 Use appropriate tools strategically. Introduce a frequency table and work with students to represent the data given in the tally table in a frequency table. Explain that frequency means how often something occurs. Then have students use the frequency table to solve the problem.

• How does the frequency table show how many students chose chocolate? with the number 8

• How does the frequency table show how many students chose strawberry? with the number 4

• How do the numbers help you fi nd how many more students chose chocolate than strawberry? Use the numbers to subtract. 8 − 4 = 4

• How do you know your answer is reasonable? Possible answer: 4 more than 4 strawberry is equal to 8.

ELL Strategy: Frontload

Build conceptual understanding by frontloading the terms frequency table and tally.• Explain that frequency means how often

something occurs. Show a tally and explain that it is used to count.

• Have students rephrase the defi nitions in their own words, either verbally or by using drawings.

3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. 3.OA.D.8. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Enrich 2.1Reteach 2.1


Bean Plant HeightsHeight in

InchesTally

7

8

9

10

Bean Plant Heights

Height in Inches Number

7 9

8 8

9 12

10 9

Try Another Problem Bean Plant Heights

Height inInches

TallyTallyT

7

8

9

10

Bean Plant Heights

Try Another Problem Bean Plant HeightsBean Plant HeightsBean Plant HeightsBean Plant Heights

Bean Plant Heights

Height in Inches Number

7 9

8 8

9 12

10 9

MathTalk MATHEMATICAL PRACTICES 1

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88

Read the Problem Solve the Problem

Two classes in Carter’s school grew bean plants for a science project. The heights of the plants after six weeks are shown in the tally table. The plants were measured to the nearest inch. How many fewer bean plants were 9 inches tall than 7 inches and 8 inches combined?

Record the steps you used to solve the problem.


• Suppose the number of 3-inch plants was half the number of 8-inch plants. How many 3-inch bean plants were there?

______



Explain a Method What is another strategy you could use to solve the problem?

How many fewer bean plants were 9 inches tall than 7 inches and 8 inches combined?

I will count the tally marks and put the data in a frequency table. Then I will add the number of 7-inch and 8-inch plants and compare the sum to the number of 9-inch plants.

I counted the tally marks and recorded the heights and numbers in a frequency table.I added the number of 7-inch and 8-inch bean plants. 9 + 8 = 17. Then I subtracted the number of 9-inch plants from the sum of the 7-inch and 8-inch plants. 17 − 12 = 5. So, there are 5 fewer 9-inch bean plants than 7-inch and 8-inch plants combined.

Possible explanation: you could act out the problem with counters.

the data in the tally table about bean plant heights

four 3-inch bean plants

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3_MNLESE342088_C02L01.indd 88 22/02/14 3:05 PM

COMMON ERRORS COMMON ERRORS

Advanced LearnersAdvanced Learners

Problem Types: Put Together/Take Apart • Total Unknown, Compare • Difference Unknown

See below.

Lesson 2.1 88

Error Students may miscount tally marks when translating data from a tally table into a frequency table.

Example Students read as 8 tally marks.Springboard to Learning Review how to make a diagonal line to record the 5th mark. Then demonstrate how to count on from 5 to count the rest of the tally marks in the set.

Try Another ProblemHave students answer the questions in the graphic organizer and solve the problem. Invite students to share their work. They should be able to communicate the steps they used.

• What strategy did you use to solve the problem? Possible answer: I made a frequency table to organize the data. I used the numbers to add the number of 7- and 8-inch plants together. Then I subtracted the number of 9-inch plants from the total I found.

• Why did you choose that strategy? Possible answer: I wanted to show numbers instead of tally marks. Comparing numbers is easier than comparing tally marks.

• How is a frequency table different from a tally table? Possible answer: a frequency table uses numbers to show data. A tally table uses tally marks.

• How is a frequency table helpful in solving problems? Possible answer: I can easily fi nd and use the numbers in a frequency table.

MathTalk

Use Math Talk to help students understand that there is more than one way to fi nd a solution.

• If you draw a picture of the number of plants, how can you show half? possible answer: cross out every other plant.

You may suggest that students place completed Try Another Problem graphic organizers in their portfolios.

Kinesthetic Partners

Materials number cubes, Tally Table/Frequency Table

• Have students do an experiment using two number cubes labeled 1–6. Students toss the cubes 20 times and record the sum of the two numbers in a tally table.

• To complete the tally table, students need to list the possible outcomes.

• Then have students use the strategy of making a frequency table of their results to fi nd the difference between the sum with the greatest number of occurrences and the sum with the fewest number of occurrences.

3 + 4 = 7


EXPLAIN3

Quick Check

If

Rt I RR1

2

3

Quick Check

If

Rt I 1

2

3

Then

Shoe LengthsLength in

CentimetersTally

Boys Girls18

19

20

21

22

Shoe LengthsLength in

CentimetersNumber

Boys Girls18

19

20

21

22

6

5

8

7

9

4

4

9

5

7

Shoe Lengths

On Your OwnOn Your Own

Share and ShowShare and ShowShare and ShowShare and ShowShare and ShowShare and ShowShare and ShowShare and Show MATHBOARDMATHBOARDMATHBOARDMATHBOARDMATHMATHMATHMATHBOARDBOARDBOARDBOARD

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Chapter 2 • Lesson 1 89

Name

3. SMARTER What if the length of 5 more boys’ shoes measured 21 centimeters? Explain how the table would change.

So, _ more shoes were 18 or 22 centimeters long than 20 centimeters long.

2. How many fewer boys’ shoes were 19 cm long than 22 cm long?

____

Use the Shoe Lengths table for 1–3.

1. The students in three third-grade classes recorded the lengths of their shoes to the nearest centimeter. The data are in the tally table. How many more shoes were 18 or 22 centimeters long combined than 20 centimeters long?

First, count the tally marks and record the data in a frequency table.

To find the number of shoes that were 18 or 22 centimeters long, add

6 + _ + _ + _ = _.

To find the number of shoes that were

20 centimeters long, add _ +_ = _.

To find the difference between the shoes that were 18 or 22 centimeters long and the shoes that were 20 centimeters long, subtract the sums.

_ − _ = _.

4 9 7 26

8 9 17

4 fewer boys’ shoes

26 17 9

9

Possible explanation: the number for 21 centimeters for boys’

shoes would change from 7 to 12.


3_MNLESE342088_C02L01.indd 89 2/26/14 7:30 PM

PROBLEM TYPE SITUATIONS

89 Chapter 2

On Your OwnIf students complete the checked exercises correctly, they may continue with the On Your Own section.

SMARTER

a student misses the checked exercises

Differentiate Instruction with • Reteach 2.1

• Personal Math Trainer 3.MD.B.3, 3.OA.D.8

• Rtl Tier 1 Activity (online)

Share and Show MATHBOARDMATHBOARDMBOARDMMMMBOARDBOARDBOARDBOARDMATHATHABOARDMMMMAAAATHATHATHTHTHATHATHATHAATHAAAATHAAATHATHTHTHATHATHAAATHATHATHAAATHABOARDBOARDBOARDBOARD

The fi rst problem connects to the learning model. Have students use the MathBoard to explain their thinking.Use the checked exercises for QuickCheck. Students should show their answers for the Quick Check on the MathBoard.

MP3 Construct viable arguments and critique the reasoning of others. To extend students’ thinking about how making a frequency table to organize data can help to solve problems, have them write a paragraph comparing tally marks with numbers when showing data. Have them describe advantages and disadvantages of each.

Math on the Spot videos are in the Interactive Student Edition and at www.thinkcentral.com.

Math on the Spot Video TutorUse this video to help students model and solve this type of Think Smarter problem.

Addition and Subtraction

Put Together/Take Apart • Total Unknown Exercises: 1, 3, 5, 7d

Compare • Difference Unknown Exercises: 1, 2, 4, 7a

Compare • Larger Unknown or Smaller Unknown Exercise: 6


Differentiated Centers Kit

DIFFERENTIATED INSTRUCTION INDEPENDENT ACTIVITIES

ELABORATE4

EVALUATE5 Formative Assessment

Differentiated Centers Kit

DIFFERENTIATED INSTRUCTION INDEPENDENT ACTIVITIESD

MATHEMATICAL PRACTICES M

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90

4. MATHEMATICALPRACTICE 1 Analyze Raj asked his classmates to

choose their favorite outdoor game. His results are

shown in the frequency table at the right. How

many more students chose hide-and-seek than

scavenger hunt?

5. DEEPER How many students in all chose tag, jump rope,

or hide-and-seek?

6. SMARTER Andrew has 10 more goldfish than Todd. Together, they have

50 goldfish. How many goldfish does each boy have?

7. SMARTER Jade made this tally table to record

how many students have different types of pets.

Dog

Rabbit

Hamster

Cat

Type of Pet Tally

Students’ Pets

For numbers 7a–7d, select True or False for each statement.

7a. Nine fewer students have hamsters

than have dogs. True False

7b. Seven students have cats. True False

7c. Fewer students have cats than hamsters. True False

7d. More students have dogs than all other

animals combined. True False

Favorite Outdoor GameGame Type Number

Hide-and-Seek 14

Jump Rope 9

Scavenger Hunt 6

Tag 16

39 students

Andrew: 30 goldfi sh; Todd: 20 goldfi sh

8 more students

Lesson 2.1 90

Essential QuestionUsing the Language Objective Reflect Have students write an explanation for next year’s third grade to answer the Essential Question. How can you use the strategy make a table to organize data and solve problems? Possible answer: I can represent the number of tally marks in a frequency table. Then I can use the numbers in the table to solve problems.

Math Journal WRITE MathGive one example of when you would make a frequency table to solve a problem.Students read

about collecting, organizing, and representing data in a table and in a picture graph.

Students complete purple Activity Card 2 by organizing, recording, and displaying data about animal life spans using picture graphs.

Students complete orange Activity Card 2 by collecting, organizing, recording, and displaying data in picture graphs.

LiteratureDiego’s Perfect Fit

ActivitiesLife Span Pictographs

ActivitiesAnd the Survey Says…

MP1 Analyze Ask students to explain how they know what the frequency of each Game Type is. Exercise 4 requires that the students determine how many more students voted for hide-and-seek than scavenger hunt. Have a volunteer tell which operation should be used to find the answer.

SMARTER

In Exercise 6, students can guess first and then check to see if their answer is correct. They can use reasoning to adjust the guess to find the two numbers that satisfy both conditions.

SMARTER

Students must analyze each statement and compare it to the data in the table. Students who incorrectly mark 7c true, may not understand how to count tallies. Students who incorrectly mark 7d true, may not have recognized that they needed to find a total for rabbit, hamster, and cat before comparing it to the number of tallies for dog.

MATHEMATICAL PRACTICES

Cross-Curricular

Subject Tally

Favorite School Subject

Math

Science

Language Arts

Reading

Social Studies

Subject Number

Favorite School Subject

Math

5

12

11

7

9

Science

Language Arts

Reading

Social Studies

Practice and Homework

COMMON CORE STANDARD—3.MD.B.3, 3.OA.D.8 Represent and interpret data. Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Lesson 2.1

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Chapter 2 91

12

7

5

7

4. WRITE Math Give one example of when you would

make a frequency table to solve a problem.

Name


Use the Favorite School Subject tables for 1–3.

1. The students in two third-grade classes

recorded their favorite school subject. The

data are in the tally table. How many fewer

students chose science than chose social

studies as their favorite school subject?

Think: Use the data in the tally table to record

the data in the frequency table. Then solve

the problem.

social studies: _ students

science: _ students

12 – 5 = _

So, _ fewer students chose science.

2. What subject did the least number of

students choose?

___

3. How many more students chose math than

language arts as their favorite subject?

_ more students

science

4

Check students’ work.

91 Chapter 2

Materials photos of monarch, red admiral, and American lady butterflies

• Monarch butterflies migrate south in the fall. They spend the winter in warm areas, like Florida and Texas. Then they go north in the spring. Red admiral and American lady butterflies also migrate.

• Have students name their favorite migrating butterfly. Have them make a tally table to show their answers. Then have students find how many more students chose one butterfly than another using the strategy of making a frequency table. Check students’ work.

Materials photos of Grand Canyon, Yellowstone, Everglades

• The Grand Canyon, located in Arizona, is a steep-sided gorge. It is a national park.

• A natural landmark is a place that has outstanding historical or cultural importance. Yellowstone and the Everglades are natural landmarks and national parks.

• Have students choose which national park they would like to visit. Have them make a tally table to show their answers. Then have students find how many fewer students chose one park than another using the strategy of making a frequency table. Check students’ work.

SOCIAL STUDIES

Practice and HomeworkUse the Practice and Homework pages to provide students with more practice of the concepts and skills presented in this lesson. Students master their understanding as they complete practice items and then challenge their critical thinking skills with Problem Solving. Use the Write Math section to determine student’s understanding of content for this lesson. Encourage students to use their Math Journals to record their answers.

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Sport Tally

Kyle’s Sports Cards

Baseball

Hockey

Basketball

Football

Personal Math Trainer

FOR MORE PRACTICE GO TO THE

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The tally table shows the cards in Kyle’s sports card collection.

92

1. How many hockey and football cards

does Kyle have combined?

2. There are 472 people in the concert

hall. What is 472 rounded to the

nearest hundred?

3. Max and Anna played a video game

as a team. Max scored 463 points and

Anna scored 329 points. How many

points did they score?

4. Judy has 573 baseball cards in her

collection. Todd has 489 baseball

cards in his collection. How many

fewer cards does Todd have than

Judy?

5. Ms. Westin drove 542 miles last week

and 378 miles this week on business.

How many miles did she drive on

business during the two weeks?

Lesson Check (3.MD.B.3)

Spiral Review (3.OA.D.8, 3.NBT.A.1, 3.NBT.A.2)

13 cards

500 792 points

920 miles84 cards

Connecting Math and Science

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You live in a community. You are also part of a population. Animals and plants are part of populations in communities, too.

Active ReadingActive Reading As you read these two pages, find and underline an example of a population.

Wolves, bears, snakes, birds, and many other plants and animals all live in Yellowstone National Park. A population is all of one kind of organism living in the same area. All of the wolves in Yellowstone National Park make up a wolf population.

Animal and plant populations in an area may be a part of the same community. A community is all of the populations that live and interact in an ecosystem. An ecosystem can have many different populations.

Grassland EcosystemYellowstone National Park has a large population of bison. The bison are part of a community that includes the grasses that bison eat and this population of antelope.

Communities of PopulationsCommunities of Populations

436

S.T.E.M. Activity

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S.T.E.M. Activity 99

Chapter 2

Develop Vocabulary1. Write the definition using your own words.

Communities of Populations

Develop Concepts2. A park ranger says that there are about 150 grizzly bears in Yellowstone National

Park. Is this a population or a community?

3. When bison and wolves interact with each other in the same place, what do they

make up?

population:

community:

Use with ScienceFusion pages 436–437.

A population is all of one single kind of organism, such as an animal or

A community is all of the populations that live and interact with each other

This is a population of grizzly bears.

They make up a community.

plant, living in the same area.

within a single area.

100

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Summarize

Do the Math!4. Use the data in the table on the right to construct a bar graph.

5. Which animal has the greatest population in the community? Which has the

smallest?

6. In the Yellowstone community, there are 45 Bull Snakes. How many more Bull

Snakes than Gray Wolves are there?

7. What are some ways that animals and plants interact in a community?

Animal Population

Gray Wolf 35

Grizzly Bear 25

Bald Eagle 10

Elk 70

70

60

50

40

30

20

10

0Gray

Wolf

Grizzly

Bear

Bald

Eagle

Elk

Po

pu

lati

on

Animal Populationsin a Yellowstone Community

The Elk has the largest population. The Bald Eagle has the smallest population in

There are 10 more Bull Snakes than Gray Wolves in the community.

They all exist within a community, such as Yellowstone National Park. A population

that community.

is a single type of organism while the community is a collection of all the populations,

including animals and plants.

In Chapter 2, students extend their understanding of representing and interpreting data, such as creating bar graphs from a given data set. These same topics are used often in the development of various science concepts and process skills.

Help students make the connection between math and science through the S.T.E.M. activities and activity worksheets found at www.thinkcentral.com. In Chapter 2, students connect math and science with the S.T.E.M. Activity Communities of Populations and the accompanying worksheets (pages 99 and 100).

Through this S.T.E.M. Activity, students will connect the GO Math! Chapter 2 concepts and skills with various ways to display and interpret data, including creating a bar graph from a given data set. It is recommended that this S.T.E.M. Activity be used after Lesson 2.5.

Lesson 2.1 92

Continue concepts and skills practice with Lesson Check. Use Spiral Review to engage students in previously taught concepts and to promote content retention. Common Core standards are correlated to each section.

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LESSON 2.1 to Algebra Progress CorrectionKey=D Problem ......Common Core State Standards 3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several