Lesson 12

The purpose of this Choral Count is to invite students to practice counting starting at a number other than 1. This will be helpful as students begin counting on when adding.

• “Cuenten de 1 en 1, comenzando en 30” // “Count by 1, starting at 30.”
• Record as students count. 
• Stop counting and recording at 62.

• “¿Qué patrones ven?” // “What patterns do you see?”
• 1–2 minutes: quiet think time
• Record responses.

• “¿En qué se parece comenzar en 30 a comenzar en 0?” // “How is starting at 30 like starting at 0?” (Thirty has a 0 and then its 31 instead of 1 and 32 instead of 2.)

The purpose of this activity is for students to answer questions about data represented with tally marks. First, the teacher or class decides on a new survey question and three possible responses. Students in Group A take the survey and their data is recorded using tally marks. Students answer “how many in each category” and “how many in all” questions about the data and discuss how they determined the answer to each type of question.

If needed, use the provided blackline master as an alternative to collecting data from the class.

• Groups of 2
• “Hoy vamos a recolectar datos de encuestas y a responder preguntas sobre los datos” // “Today we are going to collect survey data and answer questions about the data.”
• Decide on a survey question the class would like to answer and three possible responses.
• “Anoten el título de la representación de los datos y el nombre de cada categoría” // “Record the title of the data representation and each category.”
• Demonstrate recording the titles. 
• Divide the class into Group A and Group B.
• “Ahora el grupo A va a responder la encuesta. El grupo B lo hará en un momento. Anoten los datos en sus cuadernos mientras yo los anoto para que todos los vean” // “Now Group A is going to take the survey. Group B will take the survey a little later. Record the data in your book as I record it for all to see.”
• Ask students in Group A the survey question and record the data on the table using tally marks. Do not write numbers.

• “Ahora van a responder algunas preguntas sobre los datos que recolectamos” // “Now you will answer some questions about the data we collected.”
• 4 minutes: independent work time
• 4 minutes: partner work time

• “¿Cómo supieron cuántos estudiantes escogieron la categoría 1?” // “How did you know how many students chose category 1?” (I counted each line. I knew there was a group of 5 and counted on the rest.)
• “¿Cómo averiguaron cuántos estudiantes respondieron la encuesta?” // “How did you figure out how many students took the survey?” (I counted all of the tally marks.)

The purpose of this activity is for students to answer questions about data represented with numbers. Students in Group B answer the same survey question as in the previous activity and their data is recorded using numbers. Students answer “how many in each category” and “how many in all” questions about the data and discuss how they determined the answer to each type of question. When students determine how many students took the survey they may draw a picture or use objects to represent the students (MP5) or they may add the numbers directly understanding that they represent the students (MP2).

If needed, use the provided blackline master as an alternative to collecting data from the class.

• Groups of 2
• Give students access to connecting cubes.
• “Ahora el grupo B va a responder la encuesta. Primero escriban el título de la representación de los datos y el nombre de cada categoría” // “Now Group B is going to take the survey. First, let’s fill in the title of the data representation and each category.”
• Record the titles for all to see.
• Ask students in Group B the survey question and record the data on the table using numbers.

• “Ahora van a responder algunas preguntas sobre los nuevos datos que recolectamos” // “Now you will answer some questions about the new data we collected.”
• 4 minutes: independent work time
• 4 minutes: partner work time

• “¿Cómo supieron cuántos estudiantes escogieron la categoría 1?” // “How did you know how many students chose category 1?” (I just looked at the number.)
• “¿Cómo averiguaron cuántos estudiantes respondieron la encuesta?” // “How did you figure out how many students took the survey?” (I drew circles for each group and counted them all. I added all of the numbers together.)
• “¿Cuál fue la pregunta más fácil de responder? ¿Por qué fue fácil?” // “What was the easiest question to answer? Why was it easy?” (The first three questions were easy because the number told us the answer.)
• “¿Cuál fue la pregunta más difícil de responder? ¿Por qué fue difícil?” // “What was the hardest question to answer? Why was it hard?”(The question about how many students took the survey because I had to use cubes to add all the numbers.)