The purpose of this activity is for students to ask questions that can be answered about a given set of categorical data represented in picture graphs and bar graphs. Students will decide which graph can be used to answer each question, so students should be encouraged to mix up the order of the questions.

• “How many categories would someone need to look at to answer your question(s)?”
• “What is a question you could write that asks someone to compare two categories on your graph? What is a question you could write that asks someone to find the total of two or more categories on your graph?”

• Invite previously identified students to share the questions that they created that would require combining or comparing two more categories.
• “How do you know these questions will require someone to combine or compare the totals of two or more categories?” (The questions ask about two or more categories. It doesn't just ask to tell how many are in one category or which category had the most. I see words like “how many more” or “how many less.”)
• “If you would like, you can revise your questions or add a bonus question.”

The purpose of this activity is for students to answer questions about the data represented by their picture graphs and bar graphs. Students switch student books with a new partner, which is an opportunity for students to view each other’s work and see different representations of data. While students are answering questions based on different graphs, identify the questions that are harder for students to answer. These questions can be discussed in the Lesson Synthesis. In upcoming lessons, students will have more opportunities to work with questions that require comparing categories.

• Select 2–3 identified students to share a question they answered and how they knew where to find the answer.