The purpose of this lesson is for students to continue to consider what numbers to use to label the tick marks as they create line plots. Students will use data presented in a table to determine the longest and shortest length and then create a line plot and interpret the data to answer questions. When working with measurements with larger numbers, students learn to set up their number line to start with the shortest length. Students also answer questions that require calculations.
- Interpret data presented in a line plot.
- Represent numerical data in a line plot using an appropriate scale.
- Representemos y entendamos datos en diagramas de puntos.
Materials to Copy
- Line Plot Template
|Activity 1||20 min|
|Activity 2||15 min|
|Lesson Synthesis||10 min|
Teacher Reflection Questions
- Number Puzzles: Addition and Subtraction (1–4), Stage 4: Within 100 with Composing (Addressing)
- Target Measurements (2–5), Stage 1: Inches and Centimeters (Addressing)
Print Formatted Materials
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|Student Task Statements||docx|
|Lesson Cover Page||docx|
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|Teacher Guide||Log In|
|Teacher Presentation Materials||docx|