# Lesson 11

Class Pet Surveys

## Warm-up: Notice and Wonder: Tally Marks (10 minutes)

### Narrative

### Launch

- Groups of 2
- Display the image.
- “What do you notice? What do you wonder?”

### Activity

- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Share and record responses.

### Student Facing

What do you notice?

What do you wonder?

### Student Response

Teachers with a valid work email address can click here to register or sign in for free access to Student Response.

### Activity Synthesis

- “Where do you see a group of five in each image?”
- “These lines are called tally marks. We know there are five tally marks when we see the diagonal line through the other lines. We are going to see data represented with tally marks.”

## Activity 1: Jada’s Class Pet Survey (10 minutes)

### Narrative

The purpose of this activity is for students to interpret a data representation and determine whether statements about the data are true or false. Students then explain why they think the statements are true or false. Although the class does not need to collect data for this activity, consider spending time during the launch discussing what animals the class would choose if asked "Which animal would make the best class pet?" This is an opportunity for the class to build community by learning more about one another.

*Reading: MLR6 Three Reads.*To launch this activity, display the task statement. “We are going to read this statement 3 times.” After the 1st Read, ask: “What is this situation about?” Listen for and clarify any questions about the context. After the 2nd Read: “What are all the things we can count?” (number of votes for each pet, number of classmates who took the survey). After the 3rd Read: “How can we know if a statement is true or false?”

*Advances: Reading, Representing*

*Action and Expression: Develop Expression and Communication*. Give students access to sentence frames to support them in communicating with their partner. For example, “This statement is true because . . . “ and “This statement is false because . . . . “

*Supports accessibility for: Language,Organization*

### Launch

- Groups of 2

### Activity

- Read the task statement.
- “Decide whether each statement is true. If the statement is true, circle ‘thumbs up’. If it is not true, circle ‘thumbs down’ Be ready to explain your thinking.”
- 4 minutes: independent work time
- 3 minutes: partner discussion

### Student Facing

Jada took a survey of her classmates and asked, “Which animal would make the best class pet?”

She showed their responses.

Decide whether each statement is true or false.

Be ready to explain why.

- There are 12 votes for rabbit.
- There are 18 votes all together.
- 14 students voted for turtle or rabbit.
- 8 students voted for dog or turtle.

### Student Response

Teachers with a valid work email address can click here to register or sign in for free access to Student Response.

### Activity Synthesis

- Choose one statement Jada made that is false.
- “Is this statement true or false? Explain how you know."
- “How can we revise this statement to make it true?”

## Activity 2: Interpret Data About Class Pets (10 minutes)

### Narrative

The purpose of this activity is for students to interpret data representations and write what they learn about the data. Students may learn different things about the data, but how many in each category and how many in all are most important.

Students might make statements like “8 students voted for turtles and dogs.” While this statement makes sense to students, it is not technically correct because it introduces the possibility that some students voted for both turtles and dogs. In upcoming lessons, students will answer questions such as “How many students voted for reading or science?”, so it is important to restate students’ statements in this lesson to use “or” instead of “and.”

### Launch

- Groups of 3
- Read the task statement.
- 1 minute: quiet think time

### Activity

- “Each student in your group will share what they learned about Tyler’s survey data. After each group member has shared, write down three different statements about the data.”
- 5 minutes: small group work time
- Monitor for students who make statements about:
- how many in all
- how many in each category
- how many in two categories combined

### Student Facing

Tyler asked the same survey question to his classmates.

He showed their responses.

Write 3 things that you learned about Tyler’s survey data from the representation.

### Student Response

Teachers with a valid work email address can click here to register or sign in for free access to Student Response.

### Advancing Student Thinking

- “Where on the representation did you look to help you make this statement?”
- “What statement could you make about the number of people who voted for turtles?”

### Activity Synthesis

- Invite previously identified students to share.

## Activity 3: Centers: Choice Time (15 minutes)

### Narrative

- What’s Behind My Back
- Check it Off
- Five in a Row: Addition and Subtraction
- Find the Pair

### Required Materials

Materials to Gather

### Required Preparation

- Gather materials from previous centers:
- What's Behind My Back, Stage 2
- Check it Off, Stages 1 and 2
- Five in a Row: Addition and Subtraction, Stages 1 and 2
- Find the Pair, Stage 2

### Launch

- Groups of 2
- “Now you are going to choose from centers we have already learned.”
- Display the center choices in the student book.
- “Think about what you would like to do.”
- 30 seconds: quiet think time

### Activity

- Invite students to work at the center of their choice.
- 10 minutes: center work time

### Student Facing

Choose a center.

What’s Behind My Back

Check it Off

Five in a Row: Addition and Subtraction

Find the Pair

### Activity Synthesis

- “How has working on these center activities helped you build fluency with addition and subtraction?”

## Lesson Synthesis

### Lesson Synthesis

“Today we made statements about survey data.”

Display the data representation from Activity 1.

“Can we make a statement about how many students think a fish would make the best class pet? If so, what would the statement be? If not, why not?”

## Cool-down: Class Pet Data (5 minutes)

### Cool-Down

Teachers with a valid work email address can click here to register or sign in for free access to Cool-Downs.