The purpose of this activity is for students to read a scaled picture graph. A scale of 5 is used to encourage skip-counting because students skip-counted by 5 in grade 2. The questions in the task focus on the structure of a scaled picture graph and the strategies students can use to read them.

• “¿Cómo encontraste el número total de estudiantes representados en la gráfica?” // “How did you find the total number of students represented in the graph?”
• “¿Cómo te ayudaría contar de 5 en 5 a encontrar el número total de estudiantes representados en la gráfica?” // “How could you use counting by 5 to find the total number of students represented in the graph?”

• “Cuando una gráfica tiene muchos datos, podemos ajustar la escala para que cada dibujo represente más de 1 objeto. Si cada dibujo representa algo que no es 1, decimos que la gráfica es una gráfica de dibujos con escala. La leyenda nos dice que, en esta gráfica, cada carita feliz representa 5 estudiantes” // “In a graph where there’s a lot of data, we can adjust the scale so each picture represents more than 1 object. When each picture represents something other than 1, we say that it’s a scaled picture graph. The key tells us that in this graph, each smiley face represents 5 students.”

The purpose of this activity is for students to interpret a scaled picture graph and write questions that can be asked based on the data represented in a scaled picture graph.

• “¿Cómo hiciste para responder las preguntas sobre la gráfica?” // “How did you answer the questions about the graph?”
• “¿Qué nos dice la leyenda sobre cada dibujo en la gráfica?” // “What does the key tell us about each picture in the graph?”

• Invite students to share responses to the questions they answered and explain their reasoning.
• Consider asking:
  • “¿Cómo usaron la leyenda para responder las preguntas?” // “How did you use the key to answer the questions?” (I counted by the number that each picture represents—by 5 for the flowers and by 2 for the students.)
• Share a variety of student written questions.
• Consider asking:
  • “¿Cómo supieron que su pregunta se podía contestar con la gráfica?” // “How did you know your question could be answered with the graph?” (The data needed to answer the question is shown in the graph.)
  • If time ask, “¿Qué preguntas no se pueden contestar con esta gráfica?” // If time allows, ask, “What questions cannot be answered by this graph?” (How many students' favorite type of book is graphic novels?)