# Lesson 9

Interpret Bar Graphs

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

### Narrative

The purpose of this warm-up is for students to make connections between bar graphs and picture graphs. While students may notice and wonder many things about these graphs, focus the synthesis on how the graphs represent the same data in different ways. This conversation leads directly into the next activity, in which students will read and interpret data represented in bar graphs.

### Launch

- Groups of 2
- Display the image.
- “What do you notice? What do you wonder?”
- 1 minute: quiet think time

### Activity

- "Discuss your thinking with your partner."
- 1 minute: partner discussion
- Share and record responses.

### Student Facing

### Student Response

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### Activity Synthesis

- “The graph on the right is called a bar graph. A
**bar graph**is a way to show how many in each group or category using the length of rectangles.” - “How is the data represented differently in the bar graph compared to the picture graph?” (The number of objects are shown on the scale on the left instead of in pictures. We don’t have to count.)

## Activity 1: Field Trip Choices (15 minutes)

### Narrative

The purpose of this activity is for students to write true statements to show what they can learn about the data in a bar graph. In the synthesis, students match their peers' statements to the graph they think they came from and explain how they know using the features of the graph (MP2, MP3). In order to have a variety of different statements to share in the synthesis, look for ways to encourage students to write statements that combine multiple categories or compare categories. Share examples using the bar graph from the warm-up as needed (for example, 8 total students liked fish or lizards as their favorite pet.)

*Action and Expression: Develop Expression and Communication.*Provide access to different colored connecting cubes that students can use to represent the data when answering the questions. This offers a concrete representation of the two data points to focus attention on.

*Supports accessibility for: Conceptual Processing, Organization, Attention*

### Launch

- Groups of 3
- Assign each group a graph to interpret.

### Activity

- “With your group, write as many statements as you can to show what can be learned about the students' field trip choices from your graph.”
- "We will share the statements you write with the class to see if they can guess which graph you interpreted."
- 8 minutes: small-group work time
- Monitor for students who create a variety of different statements, including those that combine or compare categories, to share during the activity synthesis. Choose at least 1 group for each graph.

### Student Facing

Groups of students in different classes were asked, “Where would you like to go for our field trip?” Their responses are shown in the **bar graphs** below.

Write as many statements as you can to show what can be learned about the students’ field trip choices from the bar graph.

### Student Response

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### Activity Synthesis

- Invite one of the previously identified groups to share 2–3 of their statements.
- “Which graph did this group interpret? How do you know?”
- Repeat, varying groups that interpreted different graphs, as time permits.

## Activity 2: Our Favorite Seasons (20 minutes)

### Narrative

The purpose of this activity is for students to interpret data represented in a bar graph and answer questions about the data. In previous work with picture graphs, students had to count the pictures in order to answer “how many” questions. During this activity, identify students who recognize that they can use the scale (numbers on the side) instead of counting each line or section of the bar. Ask these students to share during the synthesis. It is important for students to consider the benefits of using a bar graph compared to a picture graph.

This activity uses *MLR6 Three Reads. Advances: reading, listening, representing*.

### Launch

- Groups of 2
- Display Our Favorite Seasons bar graph, without revealing the questions.

### Activity

**MLR6 Three Reads**

- “Here is a bar graph showing data collected about students’ favorite seasons. We are going to read this graph 3 times.”
- 1st Read: “Take a moment to read the data displayed by this graph.”
- “What is this graph about?”
- 1 minute: partner discussion
- Listen for and clarify any questions about the context.
- 2nd Read: “Read and interpret the bar graph a second time. What can be counted or measured in this situation?” (number of students who voted for each season, number of students who voted)
- 30 seconds: quiet think time
- 2 minutes: partner discussion
- Record quantities on a display for all to see.
- 3rd Read: Read the question(s) aloud.
- “How can we use the bar graph to answer these questions?”
- 30 seconds: quiet think time
- 1–2 minutes: partner discussion
- “Use the bar graph to answer the questions.”
- 7 minutes: independent work time
- Monitor for students who:
- count each section of the bars
- use the scale
- create equations to record how they combine categories

- If some students finish early, you can ask them to write statements about what can be learned or other questions that can be asked about the data in the bar graph.

### Student Facing

A group of students were asked, “What is your favorite season?” Their responses are shown in the bar graph.

Answer the questions using the graph.

- How many students voted for summer?
- What is the total number of students who voted for fall or spring?
- Which two seasons have a total of 10 votes?
- How many students voted?

### Student Response

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### Activity Synthesis

- Invite previously identified students to share how they used the bar graph to find how many students voted for summer.
- Invite previously identified students to share how they found the total number of students who voted.

## Lesson Synthesis

### Lesson Synthesis

Display the bar graphs from the warm-up.

“Today we interpreted data represented in a **bar graph**. Using a bar graph is a little different than using a picture graph to answer questions.”

“How are the ways you used a bar graph to answer questions different than how you used picture graphs?" (The bar graphs have a scale that helps you see how many are in each group without having to count each one. You really had to read the bar graphs to make sure you were counting the right thing because there weren't pictures that matched each group.)

"How are they the same?" (They both show a number in each group. You can count each picture in a picture graph and you can count each part of the bar in a bar graph.)

## Cool-down: Animals at the Zoo (5 minutes)

### Cool-Down

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