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 “¿Qué animal sería la mejor mascota para el curso?” // "Which animal would make the best class pet?" This is an opportunity for the class to build community by learning more about one another.

• Choose one statement Jada made that is false.
• “¿Esta afirmación es verdadera o falsa? Expliquen cómo lo saben” // “Is this statement true or false? Explain how you know."
• “¿Cómo podemos cambiar esta afirmación para volverla verdadera?” // “How can we revise this statement to make it true?”

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, such as “8 students voted for turtles and dogs.” While this statement might make sense to students, it is not technically correct because it introduces the possibility that some students voted for both turtles and dogs. Emphasize that each student gets only 1 vote. So, a student cannot vote for turtles and dogs. They must vote for turtles or 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.”

• “¿Qué parte de la representación miraste para poder hacer esta afirmación?” // “Where on the representation did you look to help you make this statement?”
• “¿Qué afirmación podrías hacer sobre el número de personas que votaron por la tortuga?” //  “What statement could you make about the number of people who voted for turtles?”

• Invite previously identified students to share.

• What’s Behind My Back?
• Check It Off
• Five in a Row: Addition and Subtraction
• Find the Pair

• “¿Cómo les han ayudado los centros a sumar y restar? ¿Qué estrategias usaron? ¿Qué estrategias aprendieron de los demás?” // “How has working on these centers helped you add and subtract? What strategies did you use? What strategies did you learn from others?”