The purpose of this activity is for students to think about different activities they might participate in during free time, to generate data based on the activities, and to define categories for the data. When students collect data and define categories for the data, they model with mathematics (MP4). Encourage students to convert the time for their activities from minutes to hours. Students may notice that some fractions are more useful in the context of time, such as halves and quarters of an hour. Students will further explore further the relationship between time and fractions in the Activity Synthesis.

• “Miren los datos de las distintas categorías que hay alrededor del salón. ¿Qué observan?” // “Look at the data in the different categories around the room. What do you notice?” (Most people recorded, using halves and fourths. More students play games than read books. There is more data on one poster than on another. There are more small numbers on one poster, it’s hard to compare because there are so many numbers that are not in any order.)
• If it doesn’t come up, ask, “¿Por qué la mayoría de las personas anotaron el tiempo en forma de múltiplos de  y de ?” // If it doesn’t come up, ask students: “Why did most people record time as multiples of and ?” (Because half of 60 minutes is 30 and half of that is 15. I can see that easily on the clock.)
• “¿Tiene sentido hablar sobre el tiempo usando  o  de hora?” // “Does it make sense to talk about time, using  or of an hour?” (Yes, but it’s not a whole number of minutes, like  hour or   hour.)
• “¿De qué formas podemos representar los datos?” // “What are some ways we can represent the data?” (Bar graph, line plot, chart, list the numbers in order.)

The purpose of this activity is for students to make and analyze line plots. In this activity, students analyze the free-time data collected in the previous activity. They make observations and comparisons to tell the story of their data set.

• Invite previously selected groups to tell their line-plot-and-data story.
• “¿Qué información adicional podemos averiguar sobre nuestros compañeros a partir de los diagramas de puntos?” // “What other information can we tell about our classmates from the line plots?” (More students like to play sports than watch TV. People like to spend more time with their families than on social media.)