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

• Divide students into groups of three or four students each.
• Distribute one prepared poster board strip per group, a set of "X" manipulatives, and the word problem about the butcher at the grocery store.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 by creating a line plot and then adding the fractions on the chart to find the answer. Circulate around the room as students are working to offer support and correct misconceptions.
• Have groups members move to a different group's line plot and evaluate the chart. Tell students to check the line plot and the answer to the word problem, and allow groups to confer with each other for a few minutes to review their answer again.

Independent working time

• Distribute the Donut Data worksheet and explain the directions. Check their understanding of how to complete the worksheet by allowing students to restate the directions.
• Instruct students to use the data to answer questions and also construct their own line plots as directed.
• Circulate around the room as students are working to offer support and correct misconceptions.