The purpose of this activity is for students to plan a seating arrangement. Students are only given the information of the number of players required for each game and the total number of tables. The numbers 2, 4, 5, and 10 have been chosen to reflect the multiplication work students have done in previous lessons. Students make their own decisions about other aspects of the scenario before planning their seating arrangement. They also choose how to represent their seating arrangement.

Students may want answers from the teacher before making the arrangement. Encourage them to make their own assumptions as long as it does not contradict the given information. When students consider assumptions about information not given in a situation, they model with mathematics (MP4).

• Invite previously selected students to display their posters for all to see.
• “What does this arrangement tell us about the situation?” (It shows us how many of each game are played. It shows us how many people can play each game. It shows us how many people can play games in the room if it's set up like this.)
• “What multiplication expression represents the number of people that can play Game A? B? C? D?” (For Game A, because there are 4 tables and each table has 2 players. represents Game B because there are 4 tables with 4 players at each table. For Game C, because there are 2 tables with 5 players at each table. Game D would be because there's 1 table with 10 players.)

• Display graphs that use different scales.
• “How did choosing different scales affect the graphs?” (Some of the graphs have shorter bars because each jump on the graph is larger. Some of the graphs are easier to read than others.)
• “What information does this bar graph give us about your game night plan?” (We can see the different games at the game night and the number of people playing each game. We can find the total number of people if we add them all up. We can see that the Game B tables would have room for the most guests.)