1. No category

Capítulo 2
Nombre:
Nuestras cosas favoritas
La clase de tercer grado de la Srta. Díaz realiza encuestas para conocer
sobre las cosas favoritas de los estudiantes. Registran los datos en tablas.
Deportes favoritos
Deporte
Kickball
Número
8
Fútbol
19
Baloncesto
12
2. Seis estudiantes más dicen que les gusta el kickball. ¿Cuántos estudiantes
más prefieren fútbol que kickball ? Escribe enunciados numéricos para
resolver el problema.
6 • Grado 3 • Capítulo 2 • Tarea de rendimiento
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1. Enrico reúne datos sobre deportes.
Usa los datos para hacer una
pictografía. Incluye una leyenda.
Dibuja una gráfica en el
siguiente espacio.
3. Tenley reúne datos sobre mascotas.
Usa los datos para hacer una gráfica
de barras. Incluye una escala. Dibuja
la gráfica en el siguiente espacio.
Mascotas favoritas
Mascota
Número
Gato
Perro
Hámster
Pájaro
© Houghton Mifflin Harcourt Publishing Company
4. Tenley reúne más datos. Ahora 3 estudiantes más eligen los hámsteres.
¿Cuántos estudiantes menos prefieren los hámsteres que los perros?
Escribe enunciados numéricos para resolver el problema.
Grado 3 • Capítulo 2 • Tarea de rendimiento • 7
Chapter 2
Represent and Interpret Data
Our Favorite Things
COMMON CORE STANDARDS
CC.3.MD.3Draw 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.
PURPOSE
To assess the ability to represent and interpret data in picture and bar graphs
TIME
25–30 minutes
GROUPING
Individuals
MATERIALS
• Performance Task, paper, pencil
PREPARATION HINTS
• Review gathering data by using tally marks.
• Review recording data such as tally marks in a table.
IMPLEMENTATION NOTES
• R ead the task aloud to students and make sure that all students have a clear understanding of
the task.
• Students may use manipulatives to complete the task.
• Allow students as much paper as they need to complete the task.
• Allow as much time as students need to complete the task.
• Students must complete the task individually, without collaboration.
TASK SUMMARY
Students read and interpret data in tables. They display data in tables by constructing a picture graph and
a bar graph. Students then interpret the data in the graphs by solving word problems and writing number
sentences.
REPRESENTATION
In this task teachers can…
• Provide options for comprehension by activating prior knowledge about different ways to
display and analyze data.
• P rovide multiple means of representation by presenting concepts with physical models and
manipulatives.
8 • Grade 3 • Chapter 2 • Performance Task
© Houghton Mifflin Harcourt Publishing Company
• Collect all student work when the task is complete.
ACTION and EXPRESSION
In this task teachers can…
• Use multiple means of communication by allowing students to use computer design programs
to create graphs.
ENGAGEMENT
In this task, teachers can…
• Sustain effort and persistence by presenting concepts in the context of students’ homes, school,
and neighborhood.
• Help students meet goals and objectives by prompting them to restate the goal of this task.
EXPECTED STUDENT OUTCOMES
• Complete the task within the time allowed
• Reflect engagement in a productive struggle
• Represent and interpret data in picture and bar graphs
SCORING
© Houghton Mifflin Harcourt Publishing Company
Use the associated Rubric to evaluate each student’s work.
Grade 3 • Chapter 2 • Performance Task • 9
Performance Task Rubric
OUR FAVORITE THINGS
A level 4 response
• Indicates that the student has made sense of the task and persevered
• Accurately represents and interprets data in tables and graphs
• Demonstrates an understanding of how graph keys and scales are
constructed
• Accurately applies graphing concepts when using graphs to solve
problems
A level 3 response
• Indicates that the student has made sense of the task and persevered
• Accurately represents and interprets data in tables and graphs
• Demonstrates an understanding of how graph keys and scales are
constructed
• Accurately applies graphing concepts when using graphs to solve
problems
• Addresses most or all aspects of the task, but may make minor errors
that can be corrected with revision
A level 2 response
• Shows that the student has made sense of at least some elements of
the task
• Shows evidence of understanding that data can be represented in
picture or bar graphs
• May not indicate a complete understanding of how to construct graphs
or use graph keys and scales
• Shows little evidence that the student has made sense of the problems
of the task
• Reflects a lack of understanding of interpreting data tables and
constructing graphs
• Shows little evidence of adequately addressing the elements of the task
10 • Grade 3 • Chapter 2 • Performance Task
© Houghton Mifflin Harcourt Publishing Company
A level 1 response
Sample Level 4 Response
Grade 3 • Chapter 2 • Performance Task • 10A
Sample Level 3 Response
10B • Grade 3 • Chapter 2 • Performance Task
Sample Level 2 Response
Grade 3 • Chapter 2 • Performance Task • 10C
Sample Level 1 Response
10D • Grade 3 • Chapter 2 • Performance Task