Why didn’t the children sell very many cups of lemonade on Thursday? (The people were down at the corner
watching Jed juggle.)
How did they solve the problem of getting those people who were watching Jed to come buy cups of
lemonade at their lemonade stand? (Sheri invited Jed to juggle lemons beside the lemonade stand.)
How many cups of lemonade did they sell on Friday? (So many that the sales were over the top.)
What does ‘over the top’ mean in this story? (There were so many cups of lemonade sold that they marked the bar
graph to the top and over the line at the top.)
Re-read the pages that show the number of cups of lemonade sold. Show pictures in the book to the students.
Make a chart of the number of cups of lemonade sold by each day (See Cups of Lemonade Sold page)
Refer to the bar charts/graphs in the book to get the correct number of cups of lemonade sold each day.
Make the connection between answers to the questions you’ve been asking and the definition of “data. Tell the student,
when we collect information about a subject, such as the information the students have collected from
Lemonade for Sale, that information is called data. Data can come in various forms: numbers, ideas, lists of
Ask the student: “What ‘data’ is collected in Lemonade for Sale?” (Number of cups of lemonade sold each day)
Have a discussion about charts/graphs and why they give us good data information.
Tell the student, charts are seen in daily life (newspapers, magazines, grocery stores, etc.). Bar graphs can give
us information at a quick glance.