standard_description: Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.
problem_activity: Narrative
The purpose of this activity is for students to use their data to generate questions and represent the answer using an equation. Then students take turns asking and answering each other’s questions.
Action and Expression: Internalize Executive Functions
.
Check for understanding by inviting students to rephrase directions in their own words.
Supports accessibility for: Memory, Organization
Required Materials
Materials to Gather
Materials from a previous activity
Required Preparation
Students need access to the survey data used in the previous activity.
Launch
Groups of 2
“We’re going to use our data again. This time we will create how many more and how many fewer questions about your data that you will ask your classmates to answer.”
Read the task statement.
“Use the categories in your survey data to complete the questions. You do not need to answer the questions."
3 minutes: independent work time
Activity
"Take turns asking and answering questions with your partner. After asking your question, let your partner show their work in your book."
10 minutes: partner work time
Student Facing
How many more students liked________________________________
than liked _______________________________?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
How many fewer students liked ________________________________
than liked _______________________________?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
Write another story problem you could ask about your data.
Equation: ________________________________
Student Response
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Activity Synthesis
"Clare asked, 'How many more students like pizza than burgers?' Her partner said six more people like pizza than burgers and wrote
\(10 - 4 = 6\)
."
“How could we turn this ‘more than’ question into a ‘fewer than’ question? Does this change the equation you would write? Why or why not?"


aligns: no