In this activity, students write questions about percent increase or decrease based on the situations that they sorted in the previous activity. They ask and answer questions based on the information given and present this information graphically. Students create questions in order to interpret a situation, then reason abstractly and quantitatively to answer their questions in the context of the situation. (MP2).

Students will continue working with the questions they create in the following activity, so it is not necessary to have a whole-class discussion at this point in the lesson.

In this activity, students work in groups and make a poster using one of their news items. Next, students go on a gallery walk and use sticky notes to ask questions about the information presented on each poster. They practice critiquing the reasoning of others as they study information they have not themselves worked on (MP3). They then go back and study the feedback they received from their classmates and revise their own work.

After all groups have finished, display each group’s work around the room for students to do a gallery walk. Tell students that they should leave feedback on a sticky note attached to each group’s work. Feedback can include questions about the display or information as well as compliments or critiques. Comments and questions should be constructive with the goal to help the groups who made the poster improve their work. Consider displaying sentence frames for students to use when asking questions about features of the visuals displays they do not understand. For example, “Why did you ____?” “How did you ____?” “What does this part of _____ mean?” Tell each group which poster to start with and in which direction they should move.

As groups finish viewing the displays, allow them time to view the feedback left on their own display and, if necessary, time to improve their display based on the feedback.