Do the counts support it?
20–25 minutes · paper or discussion
I can use details to support an explanation.
Materials: paper, pencil, and the evidence cards below.
Look closely
| Do the counts support it? | Visitors counted |
|---|---|
| North | 12 |
| South | 8 |
| East | 10 |
Invented practice scenario — not a historical record.
Your challenge
- Recall · 2 minutes: Say one thing you already know about this kind of evidence.
- Model · 4 minutes: Identify a visible detail. Explain how an observation differs from an inference.
- Investigate · 6 minutes: Work with a partner on the first two challenges. Point back to the evidence.
- Connect · 6 minutes: Each partner explains a different card or part of the display. Teach it to your partner, then connect the details.
- Respond · 4 minutes: Make your own claim, evidence, and explanation. Add a limit or a next question.
- Revise · 3 minutes: Exchange feedback about one detail. Improve your response and explain what changed.
Point, draw, or say one idea. Show the detail that helped you.
Explain your idea using two details. Use because to connect your evidence.
Make a claim, connect two details to it, and identify an unanswered question.
Qualify a claim with evidence. Consider another explanation or perspective, and state a limitation.
Your challenge
- Read the labels and counts. Which is largest, and which is smallest?
- Compare two counts. Explain the difference. If sample sizes are shown, compare proportions too.
- Make a claim the counts support. Name a tempting claim they do not prove.
- What else should be counted or checked before making a decision? Explain why it matters.
- Summarize the pattern in two sentences. Include a number and a question the data cannot answer.
I think ___. My evidence is ___. It supports my idea because ___.
Write or draw your response here.
Teacher notes & alignment
Look for an accurate detail, a clear connection, and a limit when the task asks for one. Ask students to revise after specific feedback.
Use labels as well as numbers. Counts do not explain motives or prove causes. Different sample sizes require proportions; a higher count can have a lower proportion.
Read aloud, enlarge the evidence, rehearse in a home language, and offer pointing or drawing when it preserves the content goal. Assess the selected English language domain separately.
Representative skill connections: Grade 2, Grade 4, Grade 8, and U.S. History Since 1877. Match the exact grade and course before teaching.
- K–2 · §113.13(c)(15)(D)
- Grades 3–5 · §113.15(c)(19)(D)
- Grades 6–8 · §113.20(c)(29)(C)
- Grades 9–12 · §113.41(d)(30)(B)
Current ELPS: K–3 uses §120.20; Grades 4–12 use §120.21. Grade 3 keeps the K–3 codes even in the 3–5 band.
ELPS §120.20(d)(2)(E), (4)(F) · §120.21(d)(2)(E), (4)(F)
Describe and explain with a partner; write with supporting details when writing is the target.
These are selected skill connections, not a complete course curriculum. Practice scenarios rehearse the skill; historical investigations need authentic, course-appropriate sources.
Standards checked September 30, 2026