### Lesson plan

# Line Plots: Representing the Length of Classroom Items

#### Learning Objectives

Students will be able to use a line plot to represent data.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.

#### Introduction

*(10 minutes)*

- Review measuring items by asking students to explain how to measure using a ruler.
- Pass out rulers, and have students measure the length of their pencils.
- Record their results as numbers on the board.
- Tell students that today they're going to learn about using line plots to display the data they collect from measuring different items.
- Read aloud
*Kenley's Line Plot Graph: Another Math Adventure*by Kathleen Stone.

#### Explicit Instruction/Teacher modeling

*(10 minutes)*

- Explain to students that a
**line plot**uses a number line to show data, and that**data**is information collected about people or things. - Explain what the different parts of the line plot are, such as the title and axis label.
- Draw a line plot on chart paper.
- Write the title "Length of Pencils" at the top of the line plot and "Inches" at the bottom to label the axis.
- Ask students to look at the results from the pencil measurements and find the measurements for the shortest pencil and the longest pencil.
- Label the number line with the shortest pencil as the first mark and the longest pencil as the last mark.
- Draw an X for the length of each student's pencil in a single column above the number on the number line.
- Discuss the line plot with students. Potential questions include: "What is the most common length of a pencil in our class? How many pencils are there in all?"

#### Guided Practice

*(10 minutes)*

- Draw a number line from 1–6, and label the axis and numbers.
- Have each student measure another person's thumb using an inch ruler.
- Record students' results on the board.
- Ask students to help come up with a title for the line plot.
- Write the title "Thumb Lengths" on top of the line plot.
- Have students come to the board and draw an X for the length of their thumbs in a single column above the number on the number line.
- Discuss the line plot by asking questions. For example: "What is the most common length of thumbs? How many thumbs are three inches long?"

#### Independent working time

*(15 minutes)*

- Instruct your students to complete the Line Plot Practice worksheet.

#### Differentiation

**Enrichment:** Direct your students to come up with their own line plots and questions for other peers to answer. Give them time to exchange worksheets and answer each other's questions.

**Support:** Instruct your students to make their own questions and survey the classroom. Have the other students mark their X themselves on the student's graph, helping the student to see that each X belongs to a person.

#### Assessment

*(5 minutes)*

- Walk around the room, and observe students as they complete the Line Plot Practice worksheet.

#### Review and closing

*(10 minutes)*

- Ask students to describe how they made a line plot today.
- Take an easy poll, such as how many pets your students have, and invite a volunteer to make a line plot on the board to represent the data.