Lesson 15
Animals in the Jungle (optional)
Warmup: Notice and Wonder: Wild Animals (10 minutes)
Narrative
Launch
 Groups of 2
 Display the image.
 “What do you notice? What do you wonder?”
 1 minute: quiet think time
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
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Activity Synthesis
 Point to one question from students’ responses that can be answered by collecting data from the illustration. For example: How many of each animal are there?
 “How can we use the picture to answer this question?” (Count the number of times we see each animal.)
 “What are some ways we can record this information?” (Make a list of each animal and write the number of times we see it.)
 “We’re going to continue thinking about wild animals in our first activity today.”
Activity 1: Collect Survey Data (25 minutes)
Narrative
The purpose of this activity is for students to create survey questions and collect and represent the data. Students will use the data collected in this activity in the following one and in the Unit 2 culminating lesson.
Supports accessibility for: Organization, Conceptual Processing
Launch
 Groups of 2
 “What are some animals you might see in the wild?”
 Record student responses. Consider asking students to share what they know about some of the animals or sharing pictures of some different wild animals students might mention.
 “Today we will ask our classmates a question about animals, and record their responses. With your partner, choose a question you will ask your classmates. Then, pick three animals from our list that will be the choices in your survey. Circle the question and fill in the blanks with the three animals.”
 2 minutes: partner work time
Activity
 “Decide how you will record the responses. Ask your partner the question and record the response in your workbook. Record your response to the question too."
 1 minute: partner work time
 “Now you will collect at least eight more responses from your classmates. With your partner, walk around the room to ask others your survey question and record their responses. Continue asking classmates until I say to stop.”
 5 minutes: partner work time
 “Work with your partner to present your data in an organized way that makes it clear how many people picked each animal.”
 5 minutes: partner work time
 Monitor for students who create clear representations of their data using drawings, tallies, or numbers.
Student Facing
Let’s survey our classmates.

Circle 1 question:
 Which animal would you like to meet in real life?
 If you could spend one day as an animal, which one would you choose?
 Which animal would you like to spend vacation with?
 Which animal would you like to talk to?

Animal choices:
 Collect and record 10 responses.
Student Response
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Activity Synthesis
 Display previously identified representations of data.
 “How is this data organized?”
 Consider asking:
 “What makes this a good representation?”
 “How are the representations similar or different?”
Activity 2: Ask Our Own Questions (20 minutes)
Narrative
Required Materials
Materials to Gather
Required Preparation
 Students need access to the data they collected in the previous activity.
Launch
 Groups of 2
 Be sure students have access to the data they collected in the previous activity.
 “In the past few days we asked and answered different questions about data. What were some of these questions?” (If students have a hard time remembering, give them one example.)
 Record student responses. Make sure there are at least 3 questions.
 How many students chose _____?
 How many students chose _____ or _____?
 How many students took the survey?
 “Think of two questions that you could ask about our data.”
 2 minutes: quiet think time
Activity
 “Take turns with your partner asking and answering questions. Explain or show how you found your answer.”
 5 minutes partner discussion
Student Facing
Let’s come up with questions about our data and answer them.
Student Response
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Activity Synthesis
 “What questions were interesting to answer? What was interesting about them?”
 "What was the hardest/easiest question your partner asked? Why was it hard/easy to answer?"
Activity 3: Share Data (20 minutes)
Narrative
The purpose of this activity is for students to share their findings from the data with their peers. In this activity, students will use data collected in Activity 1 and their analysis of the data from Activity 2 to decide what findings to share and make choices about how to represent them.
Advances: Speaking, Conversing, Representing
Required Materials
Materials to Gather
Required Preparation
 Students need access to their data and questions from the previous activities.
Launch
 Groups of 2
 Give each group tools for creating a visual display and access to their data and questions from the previous activities.
 “Think of at least two things about your survey you want to share.”
 1 minute: quiet think time
 2 minutes: partner discussion
 If students need ideas, invite students to share some examples, such as:
 how many people took your survey
 a fact about how many _____
 an interesting discovery you made
Activity
 “Make a poster to show what you learned about the class that you would like to share. Be sure you can describe what you include on your poster.”
 10 minutes: partner work time
 Monitor for students who create clear representations using drawings, tallies, or numbers.
 Regroup pairs into groups of 4.
 “Take turns to show and present what you learned from your survey. Make sure to share the question you asked in your survey."
Student Facing
Let’s make posters to share what we learned from our surveys.
Student Response
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Activity Synthesis
 “What is one thing you learned from the other pair’s survey?”
 “How does their poster help us see that?”
Lesson Synthesis
Lesson Synthesis
“Today we made our own surveys and came up with mathematical questions we could ask and answer about our data.”
“You made lots of choices on your own today so your survey and representations were different from your classmates’. How were they similar? How were they different?”