Students measure and record capacities on the "How Much Will It Hold?" sheet, writing estimated and actual capacities for several containers and answering questions such as "How much more water does the largest container hold than the next largest container?" Students also compare units (cups, pints, quarts) and use measurements to determine differences between containers. The activity asks students to keep track of counts (cups or pints) which produces a small data set of measured values for several categories (the different containers).

Students examine pictographs that include a key (e.g., a flower symbol representing 10 flowers) and bar graphs with labeled axes and y-axis increments (e.g., counts by 2 up to 12). Students practice creating bars on an interactive activity (IXL 'Create Bar Graphs') and answer questions about bar-graph data, including a two-step problem that asks how many more chocolate bars and gummy bears combined were sold than popcorn. The lesson explicitly defines scaled versus non-scaled graphs and has a worksheet ('Scaled or Non-Scaled?') that asks students to choose appropriate graph types for scenarios.

The lesson explicitly asks students to read and interpret scaled pictographs (e.g., apple graph where one whole apple = 10 and tennis-ball fractions represent 5 or 10) and includes a "Reading a Scaled Pictograph" activity with book icons where each icon equals 10, with questions such as "How many more books were sold on Thursday than on Wednesday?". Activity 2 directs students to generate numerical data from clues and then create a pictograph, and the answer key and templates show shaded squares with a key indicating each square represents 5 books. A student-facing bar-graph template is included where students are instructed to use their collected data and a key showing 5 books per square when creating their graph and title.

The Skills section explicitly tells students to "Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories" and to "Solve one- and two-step 'how many more' and 'how many less' problems using information presented in graphs." Activity 1 directs students to play a game that asks them to read scaled bar graphs and determine the scale (including examples that use a scale of 5). Activities 2 and 3 require students to create scaled bar graphs (choosing an appropriate scale, entering data, and producing a graph) and ask students questions about the scale (e.g., "What's the scale for your graph? (10) What other scale could be used? (5)").

The Skills list explicitly includes "Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories." Activity 1 instructs students to create a pictograph with a title, labels, and a key showing how much each image represents, and asks them to choose how much one image equals. Activity 2 gives coin-count data and directs students to create a bar graph, write a title, label the coins, and "figure out the scale you want to use and write the numbers on the left side of the graph." The Wrapping Up section directs students to answer 10 practice items at a link titled "Use Bar Graphs To Solve Problems."

Students read and interpret a pictograph (Number of Red Boxes Sold) and answer comparison questions such as "How many more boxes were sold on Friday than on Saturday?". Students read a scaled bar graph for miles hiked (scale = 10) and answer "How many fewer miles did he hike in May than in June?". The Unit 8 Test asks students to determine the scale of a picture graph (If Mark read 35 books in May, how many books does a picture of one book equal?) and to read a bar graph (identify the scale and add categories such as soccer or volleyball). The wrap-up invites students to create more bar graphs using an interactive graphing tool.

Students are asked to compute totals from tally charts and calendar data and then create three graphs (a pictograph, a bar graph, and a line plot). The materials tell students to identify and write the key/scale for the pictograph and the bar graph and suggest appropriate scales (a scale of 5 for cupcake flavors and a scale of 2 for days of the week). Students are instructed to title and label each graph and to provide a key for the pictograph and the bar graph, and to use their graphs to answer questions about flavors and days open.