Lesson 11
Class Pet Surveys
Warm-up: Notice and Wonder: Tally Marks (10 minutes)
Narrative
Launch
- Groups of 2
- Display the image.
- “What do you notice? What do you wonder?”
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
- “Where do you see a group of five in each image?”
- “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: Jada’s Class Pet Survey (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 "Which animal would make the best class pet?" This is an opportunity for the class to build community by learning more about one another.
Advances: Reading, Representing
Supports accessibility for: Language,Organization
Launch
- Groups of 2
Activity
- Read the task statement.
- “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 took a survey of her classmates and asked, “Which animal would make the best class pet?”
She showed their responses.
Decide whether each statement is true or false.
Be ready to explain why.
- There are 12 votes for rabbit.
- There are 18 votes all together.
- 14 students voted for turtle or rabbit.
- 8 students voted for dog or turtle.
Student Response
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Activity Synthesis
- Choose one statement Jada made that is false.
- “Is this statement true or false? Explain how you know."
- “How can we revise this statement to make it true?”
Activity 2: Interpret Data About Class Pets (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
- Read the task statement.
- 1 minute: quiet think time
Activity
- “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 asked the same survey question to his classmates.
He showed their responses.
Write 3 things that you learned about Tyler’s survey data from the representation.
Student Response
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Advancing Student Thinking
- “Where on the representation did you look to help you make this statement?”
- “What statement could you make about the number of people who voted for turtles?”
Activity Synthesis
- Invite previously identified students to share.
Activity 3: Centers: Choice Time (15 minutes)
Narrative
- 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
- “Now you are going to choose from centers we have already learned.”
- Display the center choices in the student book.
- “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
Choose a center.
What’s Behind My Back
Check it Off
Five in a Row: Addition and Subtraction
Find the Pair
Activity Synthesis
- “How has working on these center activities helped you build fluency with addition and subtraction?”
Lesson Synthesis
Lesson Synthesis
“Today we made statements about survey data.”
Display the data representation from Activity 1.
“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?”
Cool-down: Class Pet Data (5 minutes)
Cool-Down
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