Unit 1, Lesson 11
Preguntas sobre datos
Grado 2
Warm-up
10 mins
Conversación numérica: Formemos una decena con 3 sumandos
Standards Alignment
Building On
1.OA.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Addressing
2.OA.2
Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
Building Toward
Instructional Routines
Number TalkMaterials
NoneActivity Narrative
The purpose of this Number Talk is to elicit the ways students use their understanding of the properties of operations and the structure of whole numbers to add within 20 (MP7). Each expression is designed to encourage students to look for ways to make a ten by looking for two addends they know make a ten or by decomposing one addend to make a ten with another. The ability to find ways to make a ten will help students develop fluency within 20 and will be helpful later in this lesson and in upcoming lessons when students add and subtract within 20.
Launch
- Display one expression.
- “Hagan una señal cuando tengan una respuesta y puedan explicar cómo la obtuvieron” // “Give me a signal when you have an answer and can explain how you got it.”
- 1 minute: quiet think time
Activity
- Record answers and strategy.
- Keep expressions and work displayed.
- Repeat with each expression.
Student Task Statement
Encuentra mentalmente el valor de cada suma.
Activity Synthesis
- “¿Cómo buscar distintas maneras de formar una decena hace que sea más fácil encontrar los valores de cada expresión?” // “How does looking for ways to make a ten make it easier to find the values of these expressions?”
Activity 1
15 mins
Escribe preguntas usando gráficas
Instructional Routines
NoneMaterials
To Gather
Materials from a previous lessonActivity 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
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 2
20 mins
Usemos gráficas para responder preguntas
Instructional Routines
NoneMaterials
To Gather
Materials from a previous lessonActivity 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
Supports accessibility for: Conceptual Processing, Memory
Lesson Synthesis
“Hoy hicieron y respondieron preguntas a partir de los datos representados en gráficas de dibujos y gráficas de barras” // “Today you asked and answered questions based on data represented in picture graphs and bar graphs.”
“¿Qué tipos de preguntas fueron más fáciles de responder? ¿Qué tipos de preguntas fueron más difíciles de responder?” // "What kinds of questions were easier to answer? Which kinds of questions were more difficult to answer?"
“¿Qué parte miraron en cada gráfica para encontrar las respuestas a las preguntas?” // “Where did you look on each graph to find the answers to questions?”
Student Section Summary
Los datos son colecciones de números, medidas u observaciones. Representamos datos con gráficas de dibujos y gráficas de barras. Para responder preguntas, usamos datos y gráficas.
En una gráfica de dibujos se muestran datos y se usan dibujos o símbolos para representar cuántos hay en cada grupo o categoría.
En una gráfica de barras se muestran datos sobre un grupo o categoría usando la altura o la longitud de los rectángulos.
Responde las siguientes preguntas.
- ¿Cuántos niños escogieron un perro?
- ¿Cuántos niños más escogieron gatos que lagartijas?
- ¿Cuántos niños votaron?
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