In previous lessons, students made statements about categorical data based on representations of the data. In this lesson, they answer questions about data using two different representations: tally marks and numbers. Students discuss how different representations can be helpful in different ways to answer questions about categorical data.

The different representations provide students with different entry points into solving Put Together problems based on data. Since students only added within 10 in kindergarten, connecting cubes should be made available as students solve Put Together problems within 20.

In this lesson, students collect data from a survey question. In order to keep the total number of data points within 20, break the class into two groups: Group A and Group B. In Activity 1, collect data from Group A and in Activity 2, collect data from Group B.

Identify ways the math community you are working to foster is going well. What aspects would you like to work on? What actions can you take to improve those areas?