The purpose of this How Many Do You See? is for students to subitize or use grouping strategies to describe the images they see. Without counting, students identify the number of dots in an image. Students may recognize quantities up to 4 without having to count. They may recognize larger quantities when seen in a standard configuration, such as those seen on dot cubes. 

• “¿Alguien vio el mismo número de puntos, pero lo vio de otra forma?” // “Did anyone see the same number of dots in a different way?”
• Consider asking:
  • “¿Alguien puede expresar con otras palabras la forma en la que _____ vio los puntos?” // “Who can restate the way _____ saw the dots in different words?”
  • “¿Alguien vio los puntos de la misma forma, pero lo explicaría de otra manera?” // “Did anyone see the dots the same way but would explain it differently?”
  • “¿Alguien quiere compartir otra observación sobre la manera en la que _____ vio los puntos?” // “Does anyone want to add an observation to the way _____ saw the dots?”

The purpose of this activity is for students to collect information, or data, about their class and discuss how to organize it in a way that others will understand. Students learn how to conduct a survey to gather data. They use connecting cubes to physically represent each answer in a survey. Using cubes this way builds on the work students did in previous lessons sorting objects and representing categories. During the Activity Synthesis, students discuss how to organize the cubes so others can more easily determine how many are in each category.

Students will need access to the data represented by connecting cubes in the next activity. Leave the cubes in a location where students can easily access them.

The purpose of this activity is for students to represent on paper the class data collected during the previous activity. In that activity, the data was represented by cubes. Now students determine how they want to represent their data on paper. Representations may include squares (as cubes), tally marks, or number symbols. Students also label their representations.

The purpose of this activity is for students to interpret the representations created in Activity 2. As the data is the same for each representation, students can focus on discussing how the representations are alike or different (MP3). In this way, students build on their work describing how objects were sorted and represented in categories. Now, students apply similar skills and language while working with a new data context.

Students will notice that all the representations show the same data with the same three categories. They may also notice similarities in the number of votes for each category and make connections between representations. Students may notice that the representations are different as some use drawings and others use tally marks or numbers. Students may also notice that the categories are in a different order.