Linking Line Plots and Fractions

Explicit instruction/Teacher modeling

• Remind the students that a line plot is used to represent data, using vertical X’s to represent data.
• Tell the students that fractional parts can be counted and combined using a line plot.
• Demonstrate the process of creating a line plot on the whiteboard. Begin with a line plot that shows the quantity of 1 and includes the following fractional parts: ¼, ½, and ¾.
• Display the teacher modeling problem on the board or write the following problem on the board.
  • A group of students went on a field trip to the strawberry farm. Shelly picked ½ pound of strawberries. Jose and Mike picked ¾ pound of strawberries each. Four other classmates picked ¼ pound of strawberries. How many pounds of strawberries did the students pick in all?
• Show the students how to use the data to create a line plot and then add the fractions together to find the total.

Guided practice/Interactive modeling

• Divide students into groups of three or four students each.
• Distribute one prepared poster board strip per group, along with a set of “X" manipulatives. Tell the students that they will need to create a line plot that represents their information and then find the solution to the problem.
• Ask the students to work in groups to solve the problem given to their group.
• Circulate around the room as students are working.

Independent working time

• Distribute the Donut Data worksheet and instruct students to use the data to answer questions and also construct their own line plots as directed.
• Circulate around the room as students work.

Enrichment:

• Using the worksheet “Peachy Line Plots” have the students create their own problems with line plots and fractions.

Support:

• If students have difficulty understanding the concept of equivalent fractions, use fraction bars or other fraction manipulatives. Have students use these manipulatives alongside their computation.
• Have the students complete the Adding Fractions interactive worksheet.

• Use an interactive whiteboard to create the line plots designated in the teacher modeling and closing sections.
• Have the students use Google drawing or another program to create their own line plots and problems.

• Distribute the Looking at Line Plots worksheet that requires students to determine if a problem was solved correctly and to justify their answers.
• Discuss responses with students and clarify any misconceptions.

• Draw a line on the whiteboard that can be used to create a line plot.
• Distribute fractions among students and ask students to participate in making a class line plot by drawing an “X” that matches where their fraction is located on the line plot.
• Ask students to use individual whiteboards and individual white board markers to find the total.