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Line Plots: Representing the Length of Classroom Items
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Students will be able to use a line plot to represent data.
- 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.
- Define what is means to measure something prior to the lesson, in English and student's home language. Have the student draw a picture to represent what it means to measure in their math journal.
- Have students sit near the front of the classroom during the read aloud.
- Use active questioning during the read aloud and provide sentence frames to support students in orally sharing their answers.
- Encourage students to explain their results to the class orally using a sentence stem or frame for support.
- Pause frequently during the read-aloud and ask students to summarize what happened during important events or to explain difficult concepts.
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?"
- Provide students with vocabulary cards that have corresponding visuals to place in their math journals with words such as measure, line plot, and data.
- Take a picture of the finished line plot and print it out for students to paste in their journal and label.
- Ask students to copy down the line plot in their math journals and label characteristics of the line plot such as title and axis label.
- Provide students with sentence stems and frames to support discussion about the line plot.
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?"
- Allow students to work in a small, teacher-led group during guided practice.
- Encourage students to access vocabulary cards, bilingual glossaries, and bilingual dictionaries to support their understanding of the characteristics of line plots.
- Allow students to work in small groups as you do the activity and have them copy down the line plot in their math journals.
- Ask students to explain their reasoning after answering questions and provide sentence frames to support them. For example:
- I know the most common length of thumbs is ____ because ____.
Independent working time(15 minutes)
- Instruct your students to complete the Line Plot Practice worksheet.
- Simplify the language in the worksheet and allow students to solve only one or two questions to focus on comprehension and language acquisition.
- Allow students to work in partnerships during independent working time.
- Encourage students to read over the problem once and then rephrase what the problem is asking in their own words.
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.
- Walk around the room, and observe students as they complete the Line Plot Practice worksheet.
- Read vocabulary words and ask students to act them out to show their understanding. For example, the student can pretend to measure something or lay on the ground to represent the x-axis.
- Guide students in their thinking and help them come up with ideas using visuals, gestures, and words in English and home language, if possible.
- Ask students to explain how they created the line plot, using sequencing words.
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.
- Allow students to share answers in English or home language (L1).
- Have students turn and talk to a partner, describing strategies that worked for them and strategies that did not.
- Provide sentence stems and frames to support students in their discussion.