The purpose of this activity is for students to learn a new way of organizing data: a picture graph. In the Launch, students engage in a discussion about what they notice about the graph and how a picture graph makes it easier to interpret data. After students discuss the picture graph and consider what they could learn from the graph, ask: “¿Cuál es el número total de niños a los que les encanta el baloncesto o el béisbol?” // “What is the total number of children who love basketball or baseball?” This question uses “or” to signify the sum of the two categories. This phrasing may be new for students.

• Display “Sports Adults Love” graph.
• “¿A cuántos adultos más les gusta el fútbol americano que el baloncesto? Expliquen cómo lo saben” // “How many more adults like football than basketball? Explain how you know.” (6 more adults like football than basketball. I saw there were 2 for basketball, so I counted the footballs above 2. I did , because there were 8 votes for football and 2 for basketball.)
• 30 seconds: quiet think time
• Share and record responses

The purpose of this activity is for students to interpret data represented in a picture graph. Students make sense of questions related to the context and decide whether questions can be answered with the data. This type of reasoning helps students make sense of the mathematical elements in a context and interpret and use the data presented in the picture graph to answer questions (MP4). When students read the graph and use methods based on addition and subtraction or those based on counting on or back from the pictures in the graph, they reason abstractly and quantitatively (MP2).

• “¿Qué pregunta decidieron que no podía responderse? Expliquen” // “Which question did you decide couldn’t be answered? Explain.” (We don’t know why so many children chose paint. The graph shows how many, but not their reasons.)
• Invite previously identified students to share responses for the questions that asked them to combine categories or compare categories.