Pockets Graph

Remind students of the questions asked at the start of the lesson and explain how to determine the answers using Math Practices Expectation 5 so someone else can understand their thinking.

Students should recognize that the greatest number with names above it on the horizontal axis answers the question.

Some will think the tallest bar is the answer since it is the bar with the "greatest" height, confusing the most common number of pockets in class with the greatest number of pockets on an individual's clothing.

Students should recognize that the number with the least value which has names above it on the horizontal axis answers the question. Again, some will think the shortest bar is the answer since it is the bar with the "smallest" height, confusing the least common number of pockets in class with the least number of pockets on an individual's clothing.

Provide time for students to work together in pairs or individually to arrive at an answer. Some may use counters, number lines, or group data into several addition problems using pencil and paper. Others may use counting on from column to column on the data table or represent each column total with tally marks as their strategy.

Ask students to explain their strategies to the class. If none use counting on or tally marks, lead a discussion demonstrating how to count on from column to column. Likewise demonstrate how each column total can be represented as tallies, then group tallies into groups of ten with remaining ones. Regroup remaining ones as fives or total the groups of ten and use counting on for the remaining ones.