Lesson 11

The purpose of this Number Talk is to elicit the ways students use their understanding of the properties of operations and the structure of whole numbers to add within 20 (MP7). Each expression is designed to encourage students to look for ways to make a ten by looking for two addends they know make a ten or by decomposing one addend to make a ten with another. The ability to find ways to make a ten will help students develop fluency within 20 and will be helpful later in this lesson and in upcoming lessons when students add and subtract within 20.

• 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

• Record answers and strategy.
• Keep expressions and work displayed.
• Repeat with each expression.

• “¿Cómo el buscar la manera de formar una decena hace que sea más fácil encontrar los valores de cada expresión?” // “How does looking for ways to make a ten make it easier to find the values of these expressions?”

The purpose of this activity is for students to ask questions that can be answered about a given set of categorical data represented in picture and bar graphs. Students will decide which graph can be used to answer each question, so students should be encouraged to mix up the order of the questions.

• Each student needs the picture graph and bar graph they created in the previous lesson.

• Groups of 2
• Give each student their graphs from the previous lesson or prompt students to retrieve their graphs.

• “Ahora van a escribir preguntas que podrían hacer sobre los datos de sus gráficas” // “Now you will be writing questions that you could ask about the data in your graphs.”
• “Escriban 2 preguntas para cada gráfica, pero no las pongan en orden” // “Write 2 questions for each graph, but don’t put them all in order.”
• “Sus compañeros tendrán que pensar qué gráfica deben usar para responder cada pregunta” // “Your classmates will have to think about which graph to use to answer your questions.”
• “Escriban al menos 1 pregunta que para responderla se deban juntar o comparar dos categorías" // “Write at least 1 question that requires someone to combine or compare two categories.”
• 8 minutes: independent work time
• Monitor for a variety of questions that students create that would require combining or comparing two or more categories.
• “Intercambien las preguntas con un compañero. Asegúrense de que tienen preguntas que se pueden responder con las gráficas" // “Switch questions with a partner. Make sure you have questions that can be answered by the graphs.”
• 4 minutes: partner discussion

If students only write questions that ask others to answer how many are in a category, consider asking:

• “¿Cuántas categorías sería necesario observar para responder tu pregunta?” // "How many categories would someone need to look at to answer your question(s)?"
• “¿Qué pregunta puedes escribir que para responderla se deban comparar dos categorías de tu gráfica?” // "What is a question you could write that asks someone to compare two categories on your graph?"
• “¿Qué pregunta puedes escribir que para responderla se deba encontrar el total de dos o más categorías de tu gráfica?” // "What is a question you could write that asks someone to find the total of two or more categories on your graph?"

• Invite previously identified students to share the questions that they created that would require combining or comparing two more more categories.
• “¿Cómo saben que para responder estas preguntas se deben juntar o comparar los totales de dos o más categorías?” // "How do you know these questions will require someone to combine or compare the totals of two or more categories?" (The questions ask about two or more categories. It doesn't just ask to tell how many are in one category or which category had the most. I see words like "how many more" or "how many less.")
• “Si quieren, pueden revisar sus preguntas o agregar una pregunta extra” // “If you would like, you can revise your questions or add a bonus question.”

The purpose of this activity is for students to answer questions about the data represented by their picture graphs and bar graphs. Students switch workbooks with a new partner, which is an opportunity for students to view each other’s work and see different representations of data. While students are answering questions based on different graphs, identify the questions that are harder for students to answer. These questions can be discussed in the lesson synthesis. In upcoming lessons, students will have more opportunities to work with questions that require comparing categories.

• Each student needs the picture graph and bar graph they created in the previous lesson.

• Groups of 2: different partner than previous activity
• “Arranquen la página de sus libros llamada ‘Usemos gráficas para responder preguntas’” // “Tear out the page in your books labeled ‘Answering Questions Using Graphs.’”

• “Ahora van a responder preguntas que escribió otro compañero acerca de sus gráficas” // “Now you are going to answer questions a different partner has written about their graphs.”
• “Escriban su nombre y el de su compañero en la parte de arriba de la página” // “Write your name and your partner’s name on the top of the page.”
• “Intercambien las gráficas y las preguntas con su compañero. Respondan cada una de las preguntas que escribió su compañero” // “Trade graphs and questions with your partner. Answer each of the questions your partner wrote.”
•  6 minutes: independent work time
• “Discutan las preguntas y las respuestas con su compañero para ver si están de acuerdo” // “Discuss the questions and answers with your partner to see if you agree.”
• 6 minutes: partner discussion
• Monitor for students who mention the graph features like the title or labels when answering, "How did you know where to find the answer to each question?"

• Select 2–3 identified students to share a question they answered and how they knew where to find the answer.