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Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Materials from a previous lesson

Activity Narrative

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 graphs 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.

MLR7 Compare and Connect. Synthesis: Record the questions students share on a display. Ask, “¿Qué tienen en común estas preguntas? ¿En qué son diferentes?” // “What do these questions have in common? How are they different?” Amplify student responses that call attention to the language of mathematical questions.
Advances: Representing, Conversing

Launch

Groups of 2
Tell students to look at the picture graph and bar graph they created in the previous lesson.

Activity

“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

Pregunta extra:

Student Response

to access Student Response.

Advancing Student Thinking

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? ¿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 compare two categories on your graph? What is a question you could write that asks someone to find the total of two or more categories on your graph?”

Activity Synthesis

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.”

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Materials from a previous lesson

Activity Narrative

The purpose of this activity is for students to answer questions about the data represented by their picture graphs and bar graphs. Students switch student books 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.

Representation: Internalize Comprehension. Synthesis: Invite students to identify which details were important or most useful to pay attention to. Display the sentence frame, “La próxima vez que responda preguntas sobre una gráfica, voy a . . . ” // “The next time I answer questions about a graph, I will . . . “
Supports accessibility for: Conceptual Processing, Memory

Launch

Groups of 2: different partner than previous activity
“Escriban su nombre y el de su compañero en la parte de arriba de la página que tiene el título ‘Usemos gráficas para responder preguntas’” // “Write your name and your partner’s name on the top of the page titled ‘Answering Questions Using Graphs.’”
“Intercambien libros con su compañero. Respondan cada una de las preguntas que escribió su compañero” // “Trade books with your partner. Answer each of the questions your partner wrote.”

Activity

“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, “¿Cómo saben dónde encontrar la respuesta para cada pregunta?” // “How did you know where to find the answer to each question?”

Usa las gráficas para responder las preguntas de tu compañero.

¿Cómo encontraste las respuestas?

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

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

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Lesson 11

Preguntas sobre datos

Warm-up

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 1

Standards Alignment

Building On

Addressing

2.MD.D.10

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 2

Standards Alignment

Building On

Addressing

2.MD.D.10

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Lesson Synthesis

Student Section Summary

Standards Alignment

Building On

1.OA.C.6

Addressing

2.OA.B.2

Building Toward