# Lesson 11

Encuestas sobre una mascota para el curso

## Warm-up: Observa y pregúntate: Marcas de conteo (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.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?”

### Activity

• “Discutan con su compañero cómo pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Share and record responses.

### Student Facing

¿Qué observas?
¿Qué te preguntas?

### Activity Synthesis

• “En cada imagen, ¿dónde ven un grupo de cinco?” // “Where do you see a group of five in each image?”
• “Estas líneas se llaman marcas de conteo. Sabemos que hay cinco marcas de conteo cuando vemos la línea diagonal sobre las otras líneas. Vamos a ver datos representados con marcas de conteo” // “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: Encuesta sobre una mascota para el curso de Jada (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 “¿Cuál animal sería la mejor mascota para el curso?” // "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. “Vamos a leer esta afirmación 3 veces” // “We are going to read this statement 3 times.” After the 1st Read, ask: “¿De qué se trata esta situación?” // “What is this situation about?” Listen for and clarify any questions about the context. After the 2nd Read: “¿Cuáles son todas las cosas que podemos contar?” // “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: “¿Cómo podemos saber si una afirmación es verdadera o falsa?” // “How can we know if a statement is true or false?”
Action and Expression: Develop Expression and Communication. Give students access to sentence frames to support them in communicating with their partner. For example, “Esta afirmación es verdadera porque . . .” // “This statement is true because . . . “ and “Esta afirmación es falsa porque . . .” // “This statement is false because . . . . “
Supports accessibility for: Language,Organization

• Groups of 2

### Activity

• “En cada caso, decidan si la afirmación es verdadera. Si lo es, marquen ‘pulgar arriba’. Si no es verdadera, marquen ‘pulgar abajo’. Prepárense para explicar cómo pensaron” // “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 les hizo una encuesta a sus compañeros de clase y les preguntó: “¿Qué animal sería la mejor mascota para el curso?”.

Ella mostró sus respuestas.

Prepárate para explicar por qué.

1. Hay 12 votos por el conejo.
2. Hay 18 votos en total.
3. 14 estudiantes votaron por la tortuga o por el conejo.
4. 8 estudiantes votaron por el perro o por la tortuga.

### Activity Synthesis

• “¿Esta afirmación es verdadera o falsa? Expliquen cómo lo saben” // “Is this statement true or false? Explain how you know."
• “¿Cómo podemos cambiar esta afirmación para volverla verdadera?” // “How can we revise this statement to make it true?”

## Activity 2: Interpretemos datos sobre mascotas para el curso (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

• “Cada estudiante de su grupo va a compartir lo que descubrió sobre los datos de la encuesta de Tyler. Después de que cada miembro del grupo comparta lo que descubrió, escriban tres afirmaciones distintas sobre los datos” // “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 les hizo la misma pregunta a sus compañeros.
Él mostró sus respuestas.

A partir de lo que ves en la representación, escribe 3 cosas que hayas descubierto sobre los datos de la encuesta de Tyler.

### Student Response

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

• “¿Qué parte de la representación miraste para poder hacer esta afirmación?” // “Where on the representation did you look to help you make this statement?”
• “¿Qué afirmación podrías hacer sobre el número de personas que votaron por la tortuga?” // “What statement could you make about the number of people who voted for turtles?”

### Activity Synthesis

• Invite previously identified students to share.

## Activity 3: Centros: Momento de escoger (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
• “Ahora van a escoger un centro de los que ya conocemos” // “Now you are going to choose from centers we have already learned.”
• Display the center choices in the student book.
• “Piensen qué les gustaría hacer” // “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

Escoge un centro.

Qué hay a mis espaldas

Márcalo

Cinco en línea
(suma y resta)

Encuentra la pareja

### Activity Synthesis

• “¿Cómo les han ayudado estas actividades de los centros a mejorar su fluidez con la suma y la resta?” // “How has working on these center activities helped you build fluency with addition and subtraction?”

## Lesson Synthesis

### Lesson Synthesis

“Hoy hicimos afirmaciones sobre los datos de encuestas (es decir, datos recolectados a partir de encuestas)” // “Today we made statements about survey data.”

Display the data representation from Activity 1.

“¿Podemos hacer una afirmación sobre cuántos estudiantes piensan que un pez sería la mejor mascota para el curso? Si sí podemos, ¿qué afirmación sería? Si no podemos, ¿por qué no?” // “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?”