# Lesson 13

Compare Favorite Art Supply Data

## Warm-up: Notice and Wonder: More and Fewer (10 minutes)

### Narrative

This warm-up prompts students to consider data representations, which they worked with in a previous unit. When students articulate what they notice and wonder, they have an opportunity to attend to precision in the language they use to describe what they see (MP6). They might first use less formal or imprecise language, and then restate their observation with more precise language in order to communicate more clearly.

### Launch

• Groups of 2
• Display the image.
• “What do you notice? What do you wonder?”
• 1 minute: quiet think time

### Activity

• 1 minute: partner discussion
• Share and record responses.

### Student Facing

What do you notice?
What do you wonder?

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

• “What could the title of this diagram be?”

## Activity 1: Compare Data (Part 1) (20 minutes)

### Narrative

The purpose of this activity is for students to determine whether comparison statements about data are true or false and explain how they know. Students build on their work with asking and answering how many in all questions about data and their work with solving Compare story problems.

Students may use matching techniques to compare the physical data using objects and drawings. Students explain how they know whether the statements are true or false.

It is important to revoice student responses in which students use the word "less" instead of "fewer." For example, revoice "There are less students who chose crayons" as "There are fewer students who chose crayons."

• Groups of 2

### Activity

• “Priya and Han made some statements about their data. Your job is to decide whether you agree or disagree. Once you decide, circle it on your paper."
• 3 minutes: independent work time
• “Now, explain to your partner how you know.”
• 3 minutes: partner discussion
• Monitor for two students who solve and represent problem 3 in different ways.

### Student Facing

A group of students was asked, “What is your favorite art supply?”
Their responses are shown in this chart.

1. More students voted for crayons than markers.

2. Fewer students voted for crayons than paint.

3. Three more students voted for markers than crayons.

Show your thinking using drawings, numbers, or words.

4. One more student voted for paint than crayons.

Show your thinking using drawings, numbers, or words.

5. One fewer student voted for paint than markers.

Show your thinking using drawings, numbers, or words.

If you have time: Change the false statements to make them true.

### Student Response

For access, consult one of our IM Certified Partners.

If students identify how many voted for each category, but label true statements as false, or false statements as true, consider asking:

• "How can you tell how many students voted for (crayons, paint, markers)?"
• "How could you use connecting cubes to compare the categories?"

### Activity Synthesis

• Invite previously identified students to share.
• “How are these representations the same? How are they different?”
• “What equation can I write to match their work?” ($$5 + 3 = 8$$, $$8 - 5 = 3$$)
• “How does each equation relate to the statement?” (Five is the number of votes for crayons, and then adding 3 shows the difference between crayons and markers; if you start with the number for markers and take away how many voted for crayons, you see that it is 3 fewer votes.)
• If needed, ask, “Which part of this equation represents the answer to the problem?”
• Draw a box around the 3.

## Activity 2: Compare Data (Part 2) (15 minutes)

### Narrative

The purpose of this activity is for students to solve Compare, Difference Unknown problems about data that include the language, “more” and “fewer”. Students write equations that match the story problems. They may use matching techniques to compare the data using objects and drawings, and during the synthesis, explore how to see the difference in a drawing and relate it to addition and subtraction equations (MP2). Students may want to tear out the page in their book with the data, so they can have it more readily available while working on each problem.

MLR8 Discussion Supports. Revoice student ideas to demonstrate and amplify mathematical language use, encouraging “more” and “fewer”. For example, revoice the student statement “Three less like paint” as “Three fewer students voted for paint than for crayons.”
Engagement: Develop Effort and Persistence. Chunk this task into more manageable parts. Check in with students to provide feedback and encouragement after each chunk.
Supports accessibility for: Attention, Organization

### Launch

• Groups of 2
• Display Favorite Art Supply data (do not include the problems).
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.

### Activity

• "Now you are going to answer some questions about the data."
• 5 minutes: independent work time
• “Share your thinking with a partner.”
• 5 minutes: partner discussion

### Student Facing

Another group of students was asked, “What is your favorite art supply?”
Their responses are shown in this chart.

1. How many more students voted for crayons than for paint?
Show your thinking using drawings, numbers, or words.

2. How many fewer students voted for markers than paint?
Show your thinking using drawings, numbers, or words.
3. How many more students voted for crayons than markers?
Show your thinking using drawings, numbers, or words.

4. How many fewer students voted for markers than crayons?
Show your thinking using drawings, numbers, or words.

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

• Display, 'How many more students voted for crayons than markers?'
• “We know that ten students voted for crayons and six students voted for markers. Let’s represent these votes using letters.”
• Record:
• “C stands for the number of votes for crayons and M stands for the number of votes for markers. How many more votes for crayons are there? How do you know?” (4. I can see that there are 4 extra Cs.)
• “What equations can we write?” ($$6 + \boxed{4} = 10$$ or $$10- 6=\boxed{4}$$)
• If needed, write $$10 - 6=\boxed{4}$$.
• “What number in each equation represents the answer?” (4)
• “When you compare two numbers you find the difference. Each of these equations helped us find the difference. The difference between the number of students who voted for crayons and those who voted for markers is four."

## Lesson Synthesis

### Lesson Synthesis

Display 'How many fewer students voted for markers than paint?'

“Today we showed how to write equations that match our work and show which number represents the difference. What equations can we write that match the problem? Which number represents the difference?”

## Cool-down: Clare's Desk (5 minutes)

### Cool-Down

For access, consult one of our IM Certified Partners.