Lesson 7

The purpose for this warm-up is to invite students to notice and wonder about pictures of transportation that will be used later in the lesson. They may notice that all the pictures are forms of transportation that people in the community use to get around. This leads into the next activity, in which students collect data about how they got to school.

• Groups of 2
• Display the image.
• “¿Qué observan? ¿Qué se preguntan?” // "What do you notice? What do you wonder?"
• 1 minute: quiet think time

• “Discutan con su pareja lo que pensaron” // "Discuss your thinking with your partner."
• 1 minute: partner discussion
• Share and record responses.

• “Vamos a seguir pensando en estas formas de ir de un lugar a otro en la primera actividad de hoy” // “We are going to keep thinking about these ways of getting around in our first activity today.”

The purpose of this activity is for students to collect data and represent it to create a class display. In this activity, students are asked a question and choose a picture to represent their response. When students are invited to add their picture to the class display, do not provide additional guidance on what the display should look like. Students may choose to add their picture next to other pictures that are the same or next to their partner's or other friends' pictures without attention to category. It is ok if the display looks disorganized. In the synthesis, students answer questions about the data and may see that it could be easier to answer these questions if the data were represented in a more organized way.

• Create a chart titled, "How we got to school today" to display in the launch.
• Each student needs a pair of scissors and access to tape.
• Have extra copies of the blackline master available.

• Groups of 2
• Display the chart paper titled “Cómo llegamos hoy a la escuela” // “How We Got to School Today.”
• Give each students a pair of scissors, a copy of the blackline master, and access to tape.
• “¿De qué formas distintas la gente llega a nuestra escuela? ¿De qué otras formas la gente puede llegar a su escuela en otros lugares?” // "What are some of the different ways people get to our school? What are other ways people may get to school in other places?"

• “Escojan la imagen que muestra cómo llegaron hoy a la escuela” // “Choose the picture that shows how you got to school today.”
• “Escriban su nombre sobre la imagen” // “Write your name on the picture.”
• Invite students to add their picture to the chart.

• “¿Cómo podemos averiguar cuántos estudiantes de nuestra clase llegaron hoy a la escuela en bus?” // “How could we find out how many students in our class took the bus to school today?” (We could count all the pictures of buses.)
• “¿Qué otras preguntas podemos hacer acerca de cómo llegamos hoy a la escuela basados en nuestra gráfica?” // “What other questions could we ask about how we got to school today based on our chart?” (How many students walked to school? How many students rode in a car?)
• “¿Es fácil responder estas preguntas con solo mirar nuestra gráfica? ¿Por qué sí o por qué no?” // "Is it easy to answer these questions from our chart just by looking at it? Why or why not?" (No, the pictures are all over, you might lose count. It'd be easier if they were in lines or together. Yes, you can just count each picture.)

The purpose of this activity is for students to represent data in an organized way. In grade 1, students were introduced to each of the representations shown in the Student Responses section below.

Students should have access to tools that may help them represent the data (for example, extra copies of the pictures from Activity 1, scissors, glue or tape, markers, or stickers). Throughout the activity, they make their own decisions about what to use to represent the data and reflect on their choices (MP5). The activity can serve as a formative assessment to see what students already know about representing data. During the lesson synthesis, students see different representations and discuss the similarities and differences of each.

This activity uses MLR7 Compare and Connect. Advances: representing, conversing.

• Each group of 2 needs access to extra copies of the blackline master from the previous activity, glue, markers, scissors, tape, and stickers.

• Groups of 2
• Give each group access to markers, stickers, glue, and tape.

• “Organicen y representen los datos que recolectamos en una presentación visual” // “Organize and represent the data we collected in a visual display.”
• “Los datos son información sobre las cosas o las personas de un grupo” // “Data is information about the things or people in a group.”
• “Piensen cómo pueden representar los datos de una manera que tenga sentido para otras personas” // “Think about how you can represent the data in a way that will make sense to other people.”
• 8 minutes: independent work time
• Monitor for a students who:
  • organizes pictures into groups
  • uses tally marks or other symbols
• 5 minutes: gallery walk

MLR7 Compare and Connect

• Display a student’s representation that used pictures and a student’s representation that used marks or other symbols.
• “¿En qué se parecen y en qué son diferentes estas representaciones?” // “What is the same and what is different between these representations?”
• 30 seconds quiet think time
• 1 minute: partner discussion
• “¿Qué le sugieren a _____ para hacer que su representación sea más clara?” // “What suggestions do you have for _____ to make their representation more clear?” (_____ could count up the marks and put how many in all for each group.)