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.
• “Escojan una que sea diferente. Prepárense para compartir por qué es diferente” // “Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
• 1 minute: quiet think time

• “Discutan con su pareja lo que pensaron” // “Discuss your thinking with your partner.”
• 2–3 minutes: partner discussion
• Share and record responses.

• “¿En qué es diferente la gráfica A de otras gráficas que hemos visto? ¿En qué se parece?” // “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.
• “¿Qué cosas pueden saber sobre los deportes favoritos de los estudiantes de segundo grado usando esta gráfica?” // “What can you learn about 2nd graders’ favorite sports from this graph?”
• “¿Cuáles son algunas características de esta gráfica que nos ayudan a entender los datos?” // “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).

• “Ahora van a hacer su propia gráfica de dibujos” // "Now you are going to create your own picture graph."
• Give each student 1 data table and a graph template from the blackline master.
• “Escriban el número de la tabla de datos en su página” // “Write the number of the data table on your page.”
• “En esta gráfica se usan caritas felices, pero pueden escoger algo diferente cuando hagan su gráfica” // “This graph uses smiley faces, but you may choose something different when you make your graph."
• “Piensen qué dibujo van a usar. Después, representen en una gráfica de dibujos los datos que se muestran en su tabla” // "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.
• “Intercambien las gráficas con su pareja” // “Switch graphs with your partner.”
• “Díganle a su pareja 1 cosa que crean que hizo muy bien y 1 cosa sobre la que todavía tengan una pregunta” // “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.
• “Hiciste _____ muy bien en tu gráfica” // “You did _____ really well in your graph.”
• “¿Por qué hiciste . . . ?” // “Why did you . . . ?”
• “¿Puedes decir algo más sobre . . . ?” // “Can you say more about . . . ?”
• 5 minutes: partner work time

• Display graphs of previously selected students.
• “¿En qué se parecen estas gráficas? ¿En qué son diferentes?” // “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:
  • “¿Por qué escogieron ese símbolo?” // “Why did you choose that symbol?”
  • “¿Qué otras características le agregaron a su gráfica para ayudar a otras personas a entenderla?” // "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.
• “¿Qué creen que son las palabras en la parte de abajo? ¿Por qué?” // “What do you think the labels are on the bottom? Why?”
• 2 minutes: partner discussion
• Share and record responses.
• “¿Cuáles son algunas características de esta gráfica que nos ayudan a entender los datos?” // “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.
• “Cuando hagan su propia gráfica de barras, usen la cuadrícula para dibujar una gráfica de barras que represente los datos de su tabla de datos” // “When you make your own bar graph, use the grid to draw a bar graph that represents the data in your data table.”
• “Escriban el número de la tabla de datos en su página” // “Write the number of the data table on your page.”
• “Después de hacer su gráfica de barras, compárenla con la de un compañero” // “After you have made your bar graph, compare with a partner.”
• 10 minutes: independent work time

• “¿Cómo supieron qué tan alta debían hacer cada barra en su gráfica?” // “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.)
• “¿En qué fue parecido dibujar una gráfica de barras a dibujar una gráfica de dibujos? ¿En qué fue diferente?” // "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.)