# Lesson 7

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

### Narrative

The purpose of this warm-up is to elicit the idea that bar graphs need a title and a scale in order to be able to communicate information clearly (MP6), which will be useful when students draw a scaled bar graph in a later activity. During the synthesis, focus the discussion on the missing scale.

### Launch

• Groups of 2
• Display the graph.
• “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

• “Could each unit or each space between two lines on the graph represent 1 student? Why or why not?” (No, because that would mean half of a student likes broccoli, cauliflower, and peas.)
• “If each unit on the graph represents 2 students, how many students have broccoli as their favorite vegetable?” (13) “What if it represents 4 students?” (26)
• “How should you decide on a scale for your graph?” (Think about how many people you surveyed and use a scale that will fit them on your graph. Use a scale that will make the bar graph easy to read.)

## Activity 1: Draw a Scaled Bar Graph (20 minutes)

### Narrative

The purpose of this activity is for students to make a scaled bar graph to represent the data from the survey conducted in the previous lesson (MP2). The synthesis focuses on how students chose the scales for their graphs. Students will use their scaled bar graphs in the next activity.

Representation: Internalize Comprehension. Synthesis: Invite students to identify which details were most important when accurately creating scaled bar graphs. Display the sentence frame, “The next time I create scaled bar graphs, I will pay attention to . . . .”
Supports accessibility for: Memory

### Required Materials

Materials to Gather

Materials to Copy

• Draw Scaled Graphs

### Required Preparation

• Each group of 4 needs the survey data from the previous lesson.

### Launch

• Groups of 4
• “We are going to represent the survey results from the previous lesson using scaled bar graphs. What are some things you’ll need to consider as you make your graphs?” (The scale I will use so I can fit my graph on the grid provided. I'll have to decide how I will title my graph.)
• 1 minute: small-group discussion
• Share responses.

### Activity

• “Work with your group to create a scaled bar graph that represents your survey data. As you work together, each member of the group should make their own graph.”
• 10–12 minutes: small-group work time

### Student Facing

• what each unit on the graph represents
• how tall the bar will be for the most popular category and for the least popular category
• the title and labels to use

### Student Response

For access, consult one of our IM Certified Partners.

If students choose a scale that doesn’t allow the data to fit on the graph, consider asking:
• “Tell me about how you chose the scale for your graph.”
• “How could you adjust your scale so the graph fits all of the data you collected?”

### Activity Synthesis

• Invite 2-3 groups to share their graphs.
• “How did you decide what scale to use for your graphs?” (We made sure that every category would fit on the graph. We thought about making the graph easy to read.)

### Narrative

The purpose of this activity is for students to ask and answer questions using their bar graphs from a previous activity. Students work with the group they collected survey data with to create questions that can be answered with their bar graphs. Then students are paired up with a new partner to use these questions to practice solving one- and two-step “how many more” and “how many fewer” problems using information presented in scaled bar graphs (MP2).

MLR8 Discussion Supports. Prior to solving the problems, invite students to make sense of the bar graphs and take turns sharing their understanding with their partner. Listen for and clarify any questions about the context.

### Required Preparation

• Each group needs the bar graphs they created in the previous activity.

### Launch

• Groups of 4
• “Work with your group to complete these sentences to write questions that could be answered with your bar graph.”
• 5–7 minutes: small-group work time
• Have each group share one of their questions and how they came up with the question.

### Activity

• Groups of 2
• Be sure students have a partner that wasn’t in their group in the previous activity.
• 7–10 minutes: partner work time
• Have students switch partners again and repeat as time permits.

### Student Facing

1. Write questions that could be answered with your bar graph by completing these sentences.

1. How many more students liked ___________________________

than ___________________________ ?

2. How many fewer students liked ___________________________than

___________________________ ?

3. How many more students liked ___________________________or

___________________________ than ___________________________ ?

The answers to the questions from ___________________________ ’s graph:

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

• “What was the most interesting question you answered about a scaled graph?”

## Lesson Synthesis

### Lesson Synthesis

“Today we represented the data you collected with your surveys on scaled bar graphs.”

“How was a scale other than 1 helpful in making your graph?” (There were a lot of students surveyed, so using a scale that jumped by 1 would take up a lot of space. I was able to use fewer boxes on the graph because the numbers went up a lot faster when each square represented a larger number.)

## Cool-down: Graph Question (5 minutes)

### Cool-Down

For access, consult one of our IM Certified Partners.