# Lesson 7

Grafiquemos y respondamos

## Warm-up: Observa y pregúntate: Gráfica (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.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?”
• 1 minute: quiet think time

### Activity

• “Discutan con su pareja lo que pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Share and record responses.

### Student Facing

¿Qué observas? ¿Qué te preguntas?

### Activity Synthesis

• “¿Una unidad o un espacio entre dos líneas de la gráfica podría representar 1 estudiante? ¿Por qué sí o por qué no?” // “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.)
• “Si cada unidad de la gráfica representa 2 estudiantes, ¿cuántos estudiantes dicen que el brócoli es su vegetal favorito?” // “If each unit on the graph represents 2 students, how many students have broccoli as their favorite vegetable?” (13) “¿Y si cada unidad de la gráfica representa 4 estudiantes?” // “What if it represents 4 students?” (26)
• “¿Cómo deben decidir qué escala usar en su gráfica?” // “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: Dibujemos una gráfica de barras con escala (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, “La próxima vez que haga una gráfica de barras con escala, prestaré atención a . . .” // “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
• “Vamos a representar los resultados de la encuesta de la lección anterior usando gráficas de barras con escala. ¿Qué cosas deberán considerar cuando hagan sus gráficas?” // “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

• “Con su grupo, hagan una gráfica de barras con escala que represente los datos de su encuesta. Mientras trabajan juntos, cada miembro del grupo debe hacer su propia gráfica” // “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

Con tu grupo, crea una gráfica de barras con escala que represente los datos de tu encuesta. Cuando hagas tu gráfica, piensa en:

• qué tan altas serán la barra de la categoría más popular y la barra de la categoría menos popular
• el título y las marcas que vas a usar

### Student Response

If students choose a scale that doesn’t allow the data to fit on the graph, consider asking:
• “Dime cómo escogiste la escala de tu gráfica” // “Tell me about how you chose the scale for your graph.”
• “¿Cómo podrías ajustar la escala de tu gráfica para que quepan todos los datos que recolectaste?” // “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.
• “¿Cómo decidieron qué escala usar en sus gráficas?” // “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.)

## Activity 2: Hagamos y respondamos preguntas (20 minutes)

### 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
• “Con su grupo, completen estas frases para escribir preguntas que se puedan responder usando su gráfica de barras” // “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.
• “Usen la gráfica de su compañero para responder las preguntas que escribió. Mientras ustedes responden las preguntas de su compañero, él va a responder las de ustedes. Después, van a dedicar unos minutos a revisar el trabajo del otro” // “Use your partner's graph to answer the questions your partner wrote. They’ll answer your questions while you’re answering theirs. Then you’ll spend a few minutes checking each other’s work.”
• 7–10 minutes: partner work time
• Have students switch partners again and repeat as time permits.

### Student Facing

1. Completa estas frases para escribir preguntas que se puedan responder usando tu gráfica de barras.

1. ¿Cuántos estudiantes más prefieren ___________________________

que ___________________________ ?

2. ¿Cuántos estudiantes menos prefieren ___________________________ que

___________________________ ?

3. ¿Cuántos estudiantes más prefieren ___________________________ o

___________________________ que ___________________________ ?

2. Usa la gráfica de tu compañero para responder sus preguntas. Muestra o explica tu razonamiento.

Respuestas a las preguntas de la gráfica de ___________________________:

### Activity Synthesis

• “¿Cuál fue la pregunta más interesante que respondieron sobre una gráfica con escala?” // “What was the most interesting question you answered about a scaled graph?”

## Lesson Synthesis

### Lesson Synthesis

“Hoy representamos en gráficas de barras con escalas los datos que ustedes recolectaron con sus encuestas” // “Today we represented the data you collected with your surveys on scaled bar graphs.”

“¿Cómo les ayudó usar una escala diferente de 1 a hacer su gráfica?” // “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.)