options: Convert like measurement units within a given measurement system.

Classify objects and count the number of objects in each category.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Describe and compare measurable attributes.

Work with time and money.

Measure lengths indirectly and by iterating length units.

Geometric measurement: understand concepts of angle and measure angles.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Represent and interpret data.

Relate addition and subtraction to length.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Tell and write time.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Measure and estimate lengths in standard units.
problem_activity: Narrative
The purpose of this activity is for students to answer questions about the data represented by their picture graphs and bar graphs. Students switch workbooks 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.
Representation: Internalize Comprehension.
Synthesis: Invite students to identify which details were important or most useful to pay attention to. Display the sentence frame, “The next time I answer questions about a graph, I will . . . .“
Supports accessibility for: Conceptual Processing, Memory
Required Materials
Materials to Gather
Materials from a previous lesson
Required Preparation
Each student needs the picture graph and bar graph they created in the previous lesson.
Launch
Groups of 2: different partner than previous activity
“Tear out the page in your books labeled ‘Answering Questions Using Graphs.’”
Activity
“Now you are going to answer questions a different partner has written about their graphs.”
“Write your name and your partner’s name on the top of the page.”
“Trade graphs and questions with your partner. Answer each of the questions your partner wrote.”
6 minutes: independent work time
“Discuss the questions and answers with your partner to see if you agree.”
6 minutes: partner discussion
Monitor for students who mention the graph features like the title or labels when answering, "How did you know where to find the answer to each question?"
Student Facing
Answer your partner’s questions from Activity 1 using the graphs.
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How did you know where to find the answer to each question?
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Student Response
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Activity Synthesis
Select 2
–
3 identified students to share a question they answered and how they knew where to find the answer.


correct_option_index: 9