# Lesson 11

Class Pet Surveys

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

### Narrative

The purpose of this warm-up is to elicit the idea that tally marks are organized in groups of five, like the 5-frame. This will be useful when students answer questions about data represented with tally marks in a later activity. While students may notice and wonder many things about these images, the fact that a group of five tally marks is shown with four straight lines and one diagonal line through them is the most important discussion point.

### Launch

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

### Activity

• 1 minute: partner discussion
• Share and record responses.

### Student Facing

What do you notice?
What do you wonder?

### 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.

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

• Groups of 2

### Activity

• “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.

1. There are 12 votes for rabbit.
2. There are 18 votes all together.
3. 14 students voted for turtle or rabbit.
4. 8 students voted for dog or turtle.

### Activity Synthesis

• “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
• 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

If students make statements about the data that are not true, consider asking:
• “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

The purpose of this activity is for students to choose from activities that focus on adding and subtracting within 10. Students choose from any stage of previously introduced centers and are encouraged to choose the center that will be most helpful for them at this time.
• 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?”