1. Multicultural Content in Math
Context: Why did I choose multicultural content in math?
Third Grade

2. Objectives
Interpret & represent data using bar graphs and pictographs (3.MD.B.3)
Use bar graphs and pictographs to depict data from their own lives
Compare data (from their neighborhood vs. other neighborhoods)
Analyze the similarities and differences between the two data sets
1st: Goes w/ CT Common Core Math standard
2nd: Relate data back to their lives so it’s interesting
3rd: Not only do they how data can help them understand the surroundings around them but the surroundings in other places
4th: On top of observing these differences, they are encouraged to discuss and analyze them to understand why they are the way they are

3. Five Day Lesson Plan Day 1 Day 2 Day 3 Day 4 Day 5
Review information about bar graphs
Create a bar graph with the entire class
Analyze the graph
Follow the same steps with a pictograph
Pictograph/Bar Graph Tournament
Students survey each other for their Final Project
Groups work on their graph poster
Students present their posters to the class and discuss their findings
Teacher introduces data from different towns
Compare and contrast graphs
Discuss and analyze results
Day 1: Create bar graphs/pictographs (the teacher will provide the prompt/topic and the specific numbers and categories but the students use that info to make their graph
Day 3: Final Project = Graph poster
First two days: represent and interpret data
3rd day: Use graphs to depict data from their lives
5th day: Compare data, analyze results

4. Day 2: Graph Tournament
Students are divided into (mixed ability) groups of three
The teacher will display the bar graph or pictograph
The teacher will ask a question about the graph
Students will have 15 seconds to discuss with their groups
Each student will have a turn to be responsible for writing the final answer on their board which they will raise up to show the teacher
If right, they gain a point.
The team that wins gets to choose the topic for their graph first
Teams-Games-Tournament cooperative learning method so the students can apply their knowledge of bar graphs/pictographs while having fun
Family game show style
Mixed ability grouping so students who need more explanation are able to ask someone who understands the material better

5. This is what the students will be able to see on the board or maybe each groups gets a copy of it

6. (Students will have 15 seconds to discuss with their groups
Each student will have a turn to be responsible for writing the final answer on their board which they will raise up to show the teacher
If right, they gain a point.
The team that wins gets to choose the topic for their graph first)

7. Final Project Topic Questions: How do you get to school?
How many languages do you speak?
How many pets do you have?
How many sports do you play?
How many computers/TVs do you have at home?
How many people live in your house?
How many siblings do you have?
How many countries/states have you been to?
Then they will start their final project
Students choose one of these topic questions which directly or indirectly connects multicultural content like socio-economic background and their lives
They survey their classmates to create a bar graph/pictograph (assigned to them by the teacher)
It’s not just random people, it’s based off people they're very familiar with
Allows them to get a better understanding of their class once they get a result
Work together to create it and make it unique and fun
Have to analyze their results
ex./ most kids take the bus to school because their parents don’t have cars OR most kids speak two languages at home because they were born in another country
Discussion open to entire classroom

8. Day 5: Data from another school
Teacher must collect data answering the same topic questions from third grade students in another school
The teacher will then present this new data to the class
The class will compare and contrast the data between the two classes
Discuss and analyze the results
Teacher will have to put in a lot of work by contacting another teacher in a third grade classroom in other town to collect data for the topic questions that the students did their projects on
Teacher will also have to make the bar graphs/pictographs for each of the topics
Compare & contrast: Where do they differ? Where do they stay the same? How might it be different in a third world country?
This is so they gain awareness about the world around them and not contain them in one setting

9. Project evaluation is a rubric grading students on their basic understanding of the information
However, evaluation regarding how they related the two graphs from their environment and other environments (what they do on Day 5) depends on participation in discussion
Teachers evaluate the students’ understanding through participation, insightful comments, curiousity, thoughtfulness which are shown in their comments/questions

10. Resources www.CommonCoreSheets.com www.superteacherworksheets.com
Used by Mrs. Francis