# Group Work

The students are already seated in groups of four or five. She tells them to work within their groups to compile and display the group’s data with a bar graph.

Pick a recorder to record the tallies, a captain who will represent the data with a bar graph, and a reporter who will share the results with the rest of the class. Using rulers, pencils, and construction paper, the students proceed to do the tasks. They start discussing different ideas for making their graphs as Georgine circulates around the room to observe.

Group 1

Jose: We have to make the graph go like this—put the food on one line and the numbers on

the other line. I want to be team captain. I don’t see the construction paper. Where is it? Mirna: I think the construction paper is under the poem sheet—here it is. We already did the

tallies for our group. But I want to be team captain too.

Jose: Go ahead Mirna. You be captain since you found the paper.

Mirna: No, it’s ok. You can do it.

Jose eagerly accepts the role and picks up the ruler to begin creating the axis for the graph.

Group 2

Jessica: See, these are the numbers, but how should we put them on paper?

William: I think we have to do a straight line to form the graph.

Pablo: We have to use a ruler, but how far up should we go to draw the line?

William: Well, let’s see. How many tacos do we have?

Pablo: Three.

William: No. I mean, how many altogether from the three of us?

Pablo: Oh. I don’t know, so we have to do that first. How many did you get for tacos Jessica?

Group 3

Sandra: OK. I will be the captain. Let’s get what each of you got for your family Juan: I can add them up. (He goes around and looks at each person’s data.) OK. I got that 17 people

liked tacos altogether.

Sandra: And how many chalupas?

Juan: We have 17 tacos and eight burritos and two chalupas.

Sandra: Now how high should it go? (Miguel and Carlos place their hands over the grid paper that she is working on to show how high a bar should be.)

Group 4

Roberto: OK. Now, how can we know how high to go?

Mario: How many tacos did we get?

Kelvin: We got ten but does that tell you that it should be higher than ten?

Hector: I know how to do it! (He takes the ruler as Mario grabs it back.)

Mario: No. I can do it. Let’s just go up to the highest number. How do you spell number?

Anna: I think it’s n-u-m-e-r.

Group 5

Jessica: Tacos got the highest number of 23. Should we just start from zero and go up to 25?

Allan: No. It looks like going by fives would be better. Let’s go by fives, like 5, 10, 15, 20, and 25.

William: We can do that. Now we have to think of some problems.

After some time, Georgine asks each group captain to share the results of the group. The graphs show students using scales counting consecutively from 1 to 20 or 1 to 15, and by fives (see Figure 6.1) . Georgine asks members of Group 4 permission to use their graph for demonstration purposes.

Georgine then speaks to the students:

Let’s look at the graph from Anna’s group [Figure 6.1]. Please think about how you would answer these questions:

• 1. Which food is the favorite in this group?
• 2. How many fewer people liked burritos than chalupas?
• 3. How many more people liked chalupas than tacos?
• 4. How many people liked burritos or tacos?

FIGURE 6.1 Student’s Sample Work for Bar Graph

For homework, I would like you to consider similar questions for your graphs. So, for homework, you have three things to do: Make a bar graph of the results for the whole class and make up three math questions that you can answer from the graphs. Remember to use the vocabulary words that we learned for comparison like fewer, more , greater, less. Next, think about the important elements that make up a good bar graph because tomorrow we will make a rubric to grade each of the graphs. Finally, be prepared to share thoughts about foods you think are healthy.

She collects the graphs and dismisses the class.