Students use tally marks to record how many of each shape they find on the "On a Shape Hunt" sheet and write totals for each shape. The lesson asks specific questions that require students to combine and compare totals (e.g., "How many triangles and circles did you find altogether?" and "What's the difference between the number of squares and the number of rectangles?"). Students identify which shape they found most and least, using the collected counts to answer comparison questions.

Students are asked to complete the "Measurement Hunt" by finding objects for four columns labeled about an inch, about a foot, about a centimeter, and about a meter and to write the name of each object or draw a small picture of it. The "More Measurement Hunting!" page directs students to find and record objects that match specified lengths (e.g., 6 cm, 6 in, 12 cm, 12 in), requiring students to record examples for given measurement categories. The Student Activity Page includes a 10x10 blank grid described as usable for activities such as graphing or plotting, indicating a possible tool for representing collected data.

Students collect and record categorical and numerical data (tally marks in Activity 1 and temperature/conditions in Activity 3). Students read and answer questions about the bar graph in Lemonade for Sale, identifying which day had the most and fewest sales and noting features of Sheri's graph (numbers up the side by tens, colored bars for each day). The materials state that the student will "be showing his data using different types of graphs" after collecting weather data.

Students record survey data and create pictographs by cutting and pasting images (Favorite Sports, Furniture Pictograph) and place pictures evenly to represent counts. Students interpret pictographs provided (Puppies Adopted per Month; Days of the Week flowers) by answering questions about most/least, specific counts, and counts represented by multi-unit symbols. Students solve put-together and compare problems using the pictograph data (e.g., "How many tables and chairs in all?", "How many more chairs than beds?", comparing swimming vs. soccer).

Students place jelly beans onto a bar graph and answer questions about that graph in the Jelly Bean Tree activity, giving practice in plotting and reading bar graphs. Students watch a video and discuss similarities and differences between pictographs and bar graphs, identifying titles and labels. Students complete a 'Creating a Bar Graph' sheet by plotting given data, adding a title and labels, and coloring bars to represent categories.

Students create a pictograph by cutting and pasting weather icons into rows for categories (sunny, rainy, cloudy, snowy, windy) to represent counts. Students collect name-length data, record tallies and totals, and draw a bar graph by labeling the x-axis with numbers of letters and the y-axis with 1–10 and coloring bars to the appropriate counts. Students answer interpretation questions such as how many people have three-letter names, which group has the most or least, and whether there were more sunny or rainy days.

Students read and use a provided bar graph titled "Cupcakes Sold in a Day" with labeled categories and numeric values, and they create questions whose answers match values from the graph (e.g., answer is 8 or 12). Students play the Jelly Bean Tree activity in which they drag jelly beans onto a bar graph and then answer questions about the graph. The wrap-up asks students to compare category counts and give advice based on the bar-graph data, prompting comparative reasoning.

Students are asked to collect data sets that have four categories and to record tallies on a Data Collection sheet. Students receive 'Graphing Book Pages' including a pictograph page and a bar graph page with axes where they draw and label their graphs. For the bar graph students are told to put numbers up the left side and are prompted to decide whether the numbers should count up by 1s, 2s, 5s, etc. Students are asked comparative questions about their graphs such as "What does this graph show the most of?" and "What does this group show the least of?"