March 9, 2017
|
by Anna Whaley
Lesson Plan:

Linking Line Plots and Fractions

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Students will be able to create a line plot that includes fractions of a unit. Students will be able to use a line plot to solve problems that includes fractions of a unit.

(5 minutes)
  • Introduce the lesson with a fraction match game. Distribute one card per student and have each student illustrate what their fraction represents on the rectangle provided.
  • Have the students mingle around the room and find a partner or group with an equivalent fraction. (If there will be duplicate cards, tell the students that only one type of fraction can be in each group.)
  • Once students have returned to their seats, tell the students that they will be learning how to use fractional parts on a line plot to solve problems. Different fractions will be combined to find the answers to the problems.
(10 minutes)
  • 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.
(10 minutes)
  • 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.
(15 minutes)
  • 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.
(10 minutes)
  • 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.
(10 minutes)
  • 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.

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