Lesson 8

The purpose of this warm-up is for students use grouping strategies to describe the images they see. This is the students' first experience with the “How Many Do You See” routine in grade 2. They may use their knowledge of addition facts or mental strategies to determine the total number of dots. When students notice and use the structure of 5 dots to describe how they see the images, they look for and make use of structure (MP7).

• Groups of 2
• “¿Cuántos ven? ¿Cómo lo saben?, ¿qué ven?” // "How many do you see? How do you see them?"
• Flash image.
• 30 seconds: quiet think time

• Display image.
• “Discutan con su pareja cómo pensaron” // "Discuss your thinking with your partner."
• 1 minute: partner discussion
• Record responses.
• Repeat for each image.

• “En cada imagen, ¿su método cambió o fue el mismo? Si cambió, ¿cómo cambió?“ // “How did your method stay the same or change in each image?” (For the first image I counted on 5, 6, 7. For the second image I knew \(5 + 5 = 10\). For the last image I took 1 away from 10.)
• Make connections between the visual representations and the equations that could represent them when recording their responses.

The purpose of this activity is for students to learn a new way of organizing data: a picture graph. In the launch, students engage in a discussion about what they notice about the graph and how a picture graph makes it easier to interpret data. After students discuss the picture graph and consider what they could learn from the graph, wrap up with the following question: “¿Cuál es el número total de niños a los que les encanta la espinaca o el maíz?” // “What is the total number of kids who love spinach or corn?” This question uses “or” to signify the sum of the two categories. This phrasing may be new for students.

• Groups of 2
• Display “Veggies Kids Love” graph, but cover the title.
• “Clare hizo esta gráfica de dibujos para compartir los datos que recolectó” // “Clare made this picture graph to share data she collected.”
• “¿Qué puede representar esta gráfica?” // “What could this graph represent?”
• 30 seconds: quiet think time
• Share responses.
• “Clare les preguntó a los niños de su clase qué vegetal les encantaba” // “Clare asked the kids in her class which vegetable they loved.”
• “Ella hizo una gráfica de dibujos para mostrar sus respuestas” // “She made a picture graph to show their responses.”
• “Una gráfica de dibujos es una manera de mostrar cuántos hay en cada grupo o categoría usando dibujos de los objetos o símbolos” // “A picture graph is a way to show how many in each group or category using pictures of the objects or symbols.”
• “Usando la gráfica de dibujos de Clare, ¿qué cosas pueden saber sobre los vegetales que les encantan a los niños?” // “What can you learn about the veggies kids love from her picture graph?” (The veggie with the most votes is carrots. Not a lot of kids like spinach.)
• 1 minute: quiet think time
• 2 minutes: partner discussion
• Record student responses with complete sentences.
• “¿Cuál es el número total de niños a los que les encanta la espinaca o el maíz?” // “What is the total number of kids who love spinach or corn?” (6 kids. Two like spinach and 4 like corn.)
• 30 seconds: quiet think time
• Share responses

• “Ahora pueden responder algunas preguntas usando una gráfica de dibujos que muestra datos sobre los vegetales que les encantan a los adultos en la escuela” // “Now you can answer a few questions based on a picture graph showing data about the vegetables the adults at school love.”
• 6 minutes: independent work time
• “Compartan con un compañero lo que escribieron para la tercera pregunta” // “Share the fact you wrote for the third question with a partner.”
• 3 minutes: partner discussion

If students' response for the number of adults that like carrots or corn doesn't clearly reflect the combined categories, consider asking:

• “¿Puedes explicar cómo encontraste el número total de adultos a los que les gustan las zanahorias o el maíz?” // "Can you explain how you found the total number of adults who like carrots or corn?"
• “¿Dónde ves esto en la gráfica?” // "Where do you see this in the graph?"

• Display “Veggies Adults Love” graph.
• “¿A cuántos adultos más les gustan las zanahorias que las espinacas? Expliquen cómo lo saben” // “How many more adults like carrots than spinach? Explain how you know.” (6 more adults like carrots than spinach. I saw there were 2 for spinach, so I counted the carrots above 2. I did \(8 - 2 = 6\) because there were 8 votes for carrots and 2 for spinach.)
• 30 seconds: quiet think time
• Share and record responses

The purpose of this activity is for students to interpret data represented in a picture graph. Students make sense of questions related to the context and decide whether questions can be answered with the data. This type of reasoning helps students make sense of the mathematical elements in a context and interpret and use the data presented in the picture graph to answer questions (MP4). When students read the graph and use methods based on using addition and subtraction or those based on counting on or back from the pictures in the graph, they reason abstractly and quantitatively (MP2).

• Groups of 2

• “Algunas preguntas se pueden responder usando una gráfica de dibujos, pero algunas no” // “Some questions can be answered using a picture graph, but some questions cannot.”
• “Marquen todas las preguntas que se pueden responder usando la gráfica” // “Circle any question that can be answered using the graph.”
• “Después, usen la gráfica de dibujos para responder las preguntas” // “Then, use the picture graph to answer the questions.”
• 8 minutes: independent work time
• Compare your responses with a partner.
• 2 minutes: partner discussion
• Monitor for students who explain how they:
  • counted on to find the sum of two categories
  • counted on to find how many more
  • counted the number of pictures in each category and used addition or subtraction

If students combine categories when they should find the difference between them, consider asking:

• “¿Cómo decidiste unir estos dos grupos?” // "How did you decide to combine these two groups?"
• “¿Cómo te puede ayudar la gráfica a pensar en cuántos más escogieron pizza?” // "How could the graph help you think about how many more chose pizza?"
• “¿Cómo corresponde esto a la pregunta?” // "How does this match the question?"

• “¿Qué pregunta decidieron que no podía responderse? Expliquen” // “Which question did you decide couldn’t be answered? Explain.” (We don't know why so many kids chose spaghetti. The graph shows how many, but not their reasons.)
• Invite previously identified students to share responses for the questions that asked them to combine categories or compare categories.