Lesson 10

The purpose of this warm-up is for students to compare four data representations. Students use and revise their language to clearly describe the features of each data representation and explain how they are the same and how they are different (MP6). Students show they understand that data represents a context when they reason about whether the graphs represent the same or different contexts (MP2). Students have seen categorical data represented in each of these ways except the horizontal bar graph. Allow students to discuss what they think of that representation.

• Groups of 2
• Display image.
• “Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
• 1 minute: quiet think time

• “Discuss your thinking with your partner.”
• 2–3 minutes: partner discussion
• Share and record responses.

• “How is graph A different from other graphs we have seen? How is it the same?”

The purpose of this activity is for students draw their own picture graphs to represent given data. Each student receives a data table to use. After drawing their own graphs, they share their graph with a partner and receive feedback on what is clear and what they could improve. As students represent the data and share their graphs with others, they notice and describe the features of picture graphs that make it easy for others to understand (MP3, MP6). While students are making their graphs, monitor for any features that many students leave out (for example, titles or category labels) to emphasize when sharing in the synthesis.

The data tables will be used again in the next activity.

This activity uses MLR8 Discussion Supports. Advances: reading, writing, and conversing.

• Each student needs 1 data table from the blackline master. Each student in a group of 2 may receive different data tables.

• Groups of 2
• Display “2nd Graders’ Favorite Sports” graph.
• “What can you learn about 2nd graders’ favorite sports from this graph?”
• “What are some features of this graph that help us understand the data?”
• Share responses.
• Highlight the important features (title, labels, and pictures or symbols).

• "Now you are going to create your own picture graph."
• Give each student 1 data table and a graph template from the blackline master.
• “Write the number of the data table on your page.”
• “This graph uses smiley faces, but you may choose something different when you make your graph."
• "Think about what picture you are going to use, then represent the data shown in your table in a picture graph.”
• 10 minutes: independent work time
• Monitor for students who use symbols that are easy to draw.
• “Switch graphs with your partner.”
• “Tell your partner 1 thing you think they did really well and 1 thing you still have a question about.”

MLR8 Discussion Supports

• Display sentence frames.
• “You did _____ really well in your graph.”
• “Why did you . . . ?”
• “Can you say more about . . . ?”
• 5 minutes: partner work time

• Display graphs of previously selected students.
• “What is same about these graphs? What is different?”
• 1 minute: quiet think time
• 1–2 minutes: partner discussion
• Share responses.
• Consider asking selected students:
  • “Why did you choose that symbol?”
  • "What other features did you add to your graph to help others' understand it?"

The purpose of this activity is for students to represent data in a bar graph. Students use the same data tables from Activity 1, but switch with a partner to make sure they have new data. In the synthesis, students revisit the similarities and differences between the features of picture graphs and bar graphs by describing what it was like to draw each type of graph. Like the previous activity, students share their graphs with others and compare the different features they include to make their data clear to others (MP3, MP6).

• Groups of 2
• Display “Fruits We Love” bar graph with the categories covered.
• “What do you think the labels are on the bottom? Why?”
• 2 minutes: partner discussion
• Share and record responses.
• “What are some features of this graph that help us understand the data?”
• Share responses.
• Highlight the important features (title, labels, numbers/scale).

• Give each student a copy of the graph template.
• Prompt students to trade data tables with their partner or another student.
• “When you make your own bar graph, use the grid to draw a bar graph that represents the data in your data table.”
• “Write the number of the data table on your page.”
• “After you have made your bar graph, compare with a partner.”
• 10 minutes: independent work time

• “How did you know how high to make each bar in your graph?”  (I knew 8 people liked math best, so I found 8 on the side and shaded in from that line down.)
• "How was drawing a bar graph like drawing a picture graph? How was it different?" (Just like picture graphs we had to use labels and titles and make sure the numbers matched. It was different because we didn't have to draw different pictures, we could just use the scale and draw towers to match. In a bar graph you have to write the numbers on the side.)