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

• “Con su grupo, observen la gráfica de barras sobre las elecciones de los estudiantes. Escriban tantas afirmaciones como puedan para mostrar lo que enseña la gráfica” // “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.”
• “Vamos a compartir con la clase las afirmaciones que escriban para ver si los demás pueden descubrir cuál gráfica interpretaron” // “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.

• Groups of 2
• Display “Our Favorite Seasons” bar graph, without revealing the questions.

MLR6 Three Reads

• “Esta es una gráfica de barras que muestra datos que se recolectaron sobre las estaciones favoritas de los estudiantes. Vamos a leer esta gráfica 3 veces” // “Here is a bar graph showing data collected about students’ favorite seasons. We are going to read this graph 3 times.”
• 1st Read: “Tómense un momento para leer los datos que muestra esta gráfica” // “Take a moment to read the data displayed by this graph.”
• “¿Sobre qué es la gráfica?” // “What is this graph about?”
• 1 minute: partner discussion
• Listen for and clarify any questions about the context.
• 2nd Read: “Lean e interpreten la gráfica de barras una segunda vez. ¿Qué se puede contar o medir en esta situación?” // “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.
• “¿Cómo podemos usar la gráfica de barras para responder estas preguntas?” // “How can we use the bar graph to answer these questions?”
• 30 seconds: quiet think time
• 1–2 minutes: partner discussion
• “Usen la gráfica de barras para responder las preguntas” // “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.