Lesson 13

Preguntas sobre datos

Warm-up: Conversación numérica: Más o menos 1 o 2 (10 minutes)

Narrative

The purpose of this Number Talk is to elicit strategies and understandings students have for adding or subtracting 1 or 2. When students add or subtract 1 or 2 and see that the result is 1 or 2 more or less in the count sequence, they are looking for and making sense of structure (MP7).

Launch

• Display one expression.
• “Hagan una señal cuando tengan una respuesta y puedan explicar cómo la obtuvieron” // “Give me a signal when you have an answer and can explain how you got it.”
• 1 minute: quiet think time

Activity

• Keep expressions and work displayed.
• Repeat with each expression.

Student Facing

Encuentra mentalmente el valor de cada expresión.

• $$7 + 1$$
• $$7 + 2$$
• $$9 - 1$$
• $$9 - 2$$

Activity Synthesis

• “¿Cómo podemos sumar o restar 1 o 2 rápidamente?” // “How can we add or subtract 1 or 2 quickly?” (It’s like counting. $$+1$$ is the number right after, $$- 2$$ is two numbers before.)

Activity 1: ¿Puedes responderla? (10 minutes)

Narrative

The purpose of this activity is for students to determine whether or not questions about data can be answered with a given data representation. Students explain why questions can or cannot be answered with the representation. When students explain why some questions can not be answered, they think carefully about the meaning of the data representation, what it allows them to conclude, and what it does not allow them to conclude (MP6).

MLR8 Discussion Supports. Invite students to begin partner interactions by taking turns repeating the questions to each other and responding. This gives both students an opportunity to produce language.

• Groups of 2

Activity

• “Si la pregunta se puede responder, marquen 'pulgar arriba'. Si no se puede responder, marquen 'pulgar abajo'” // “If the question can be answered, circle ‘thumbs up’. If it can’t be answered, circle ‘thumbs down’.”
• 3 minutes: independent work time
• 3 minutes: partner work time

Student Facing

Elena les preguntó a sus compañeros: “¿Cuál es tu materia favorita de la escuela?”.
Ella mostró sus respuestas a continuación.

Han escribió preguntas sobre los datos de Elena.
En cada caso, decide si la pregunta se puede responder usando la representación de los datos.
Prepárate para explicar por qué.

1. ¿Cuántos estudiantes dijeron que su materia favorita es Matemáticas?
2. ¿Cuántos estudiantes dijeron que su materia favorita es Escritura?
3. ¿Quiénes dijeron que les gusta más Lectura?
4. ¿Cuántos estudiantes escogieron Lectura o Ciencias?

Activity Synthesis

• “¿Qué pregunta encontraron que no se puede responder? ¿Por qué no se puede responder?” // “What question did you find that cannot be answered? Why can’t it be answered?”
• “¿Cómo podemos cambiar la pregunta para que se pueda responder usando esta representación?” // “How can we change the question so that it can be answered using this representation?”

Activity 2: Hagamos preguntas (20 minutes)

Narrative

The purpose of this activity is for students to think of questions that can be answered using the data representation they create as they collect data from the class. Although there are two different sets of data, all of the questions students ask should be able to be answered using either data set. Questions are compiled during the synthesis and will be used in the following activity.

If necessary, use the provided blackline master instead of collecting data from the class. Cut the blackline master in half and give half the class data from Group A and the other half data from Group B.

Required Materials

Materials to Copy

• Favorite Special Class Data, Spanish

Launch

• Groups of 2
• “Vamos a responder otra encuesta y a hacer preguntas sobre los datos” // “We are going to take another survey and ask 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. Each partnership should have one person from each group.
• “El grupo A va a responder la encuesta primero. Si están en el grupo B, anoten los datos en sus cuadernos mientras yo los anoto para que todos los vean” // “Group A is going to take the survey first. If you are in Group B, 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 and numbers.
• “Ahora el grupo B va a responder la encuesta y el grupo A va a anotar los datos” // “Now Group B is going to take the survey and Group A will record the data.”
• Ask students in Group B the survey question and record the data on the table using tally marks and numbers.

Activity

• “Ahora, piensen en todas las preguntas que se pueden responder si usamos su representación de los datos. Si quieren, anoten sus preguntas en sus cuadernos” // “Now, think of as many questions as you can that can be answered using your data representation. Record your questions in your book if you would like.”
• 5 minutes: independent work time

Student Facing

Nuestro __________________________________________________ favorito

categoría 1

$$\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}$$

categoría 2

$$\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}$$

categoría 3

$$\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}$$

$$\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}$$

Student Response

• “¿Cuál es la pregunta que quieres que tu compañero responda?” // “What is the question you want your partner to answer?”
• “Cómo podrías terminar esta pregunta: ’¿Cuántos estudiantes escogieron _____?’” // “How could you finish this question, ‘How many students chose _____?’”

Activity Synthesis

• Share and record the students’ questions about their data.
• “Ahora le haremos algunas de estas preguntas a nuestro compañero” // “Now we will ask our partner some of these questions.”

Activity 3: Respondamos preguntas (10 minutes)

Narrative

The purpose of this activity is for students to ask and answer questions about data. Students ask each other questions about the data collected in the previous activity. Most of the questions should be able to be answered using the data representation, however if a question can’t be answered, the students should explain to their partner why they can’t answer the question using the data representation. Connecting cubes should be available to all students, since some questions may require adding within 20.

Action and Expression: Internalize Executive Functions. Invite students to verbalize their questions before they begin. Students can speak quietly to themselves, or share with a partner.
Supports accessibility for: Organization, Conceptual Processing, Language

Required Materials

Materials to Gather

Required Preparation

Required preparation:

• Display the list of questions from the synthesis in the previous activity.

• Groups of 2

Activity

• 7 minutes: partner work time

Activity Synthesis

• Choose one of the questions from the list created in Activity 2.
• “Usen su representación de los datos para responder la pregunta” // “Use your data representation to answer the question.”
• Share responses.
• “¿Por qué tenemos dos respuestas diferentes para las preguntas?” // “Why do we have two different answers to the questions?” (We have two different sets of data.)

Lesson Synthesis

Lesson Synthesis

“Hoy hicimos preguntas sobre nuestros datos. Si quieren hacer preguntas que se puedan responder usando su representación de datos, ¿qué deben tener en cuenta?” // “Today we asked questions about our data. What do you need to think about when asking questions, to be sure they can be answered using your data representation?” (Make sure you are asking about the categories included in the data. Ask “how many” questions instead of a question like “Who chose math?”)

Student Section Summary

Student Facing

Vimos diferentes formas de mostrar datos.
Podemos mostrar datos usando marcas de conteo.

Podemos mostrar datos usando números.

Hicimos y respondimos preguntas sobre datos.
• ¿Cuántos estudiantes quieren una tortuga como mascota para el curso? (6)
• ¿Cuántos estudiantes quieren un perro o un conejo como mascota para el curso? (14)
• ¿Cuántos estudiantes respondieron la encuesta? (20)

Piensa en algunas preguntas que puedas hacerle a tu familia en tu casa y haz una representación para mostrar los datos.