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.

• “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 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.)
• “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.)
• “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.
• “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.)