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### Lesson plan

# Linking Line Plots and Fractions

#### Learning objectives

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.

#### Introduction

*(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.

#### Explicit instruction/Teacher modeling

*(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.

#### Guided practice/Interactive modeling

*(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.

#### Independent working time

*(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.

#### Differentiation

**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.

#### Technology integration

- 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.

#### Assessment

*(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.

#### Review and closing

*(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.