# Lesson 13

Fractional Measurements on Line Plots

### Lesson Purpose

The purpose of this lesson is for students to display a set of measurements in fractions of a unit ($$\frac {1}{8}$$, $$\frac {1}{4}$$, and $$\frac {1}{2}$$) on a line plot and interpret the data. Students also add and subtract fractions to answer questions about data presented in line plots.

### Lesson Narrative

In grade 3, students generated measurement data in nearest $$\frac{1}{2}$$ inch or $$\frac{1}{4}$$ inch and represented such data on line plots. Earlier in the course, students learned about equivalent fractions and about sums and differences of fractions with the same denominator. In this lesson, students plot data involving lengths measured in $$\frac{1}{8}$$ inch and analyze the data. They use the line plots and their knowledge of equivalence and fraction operations to answer questions about situations.

An optional measuring activity is included in the lesson. While grade 4 standards do not require students to measure lengths or generate measurement data, measuring reinforces student understanding of the relative size of fractions and gives meaning to the context used in subsequent activities.

The activities in this lesson call for used colored pencils. If colored pencils are unavailable, substitute with regular pencils.

• Representation
• MLR7

### Learning Goals

Teacher Facing

• Analyze and interpret fractional measurement data on line plots.
• Organize measurement data in fractions of a unit ($\frac {1}{8}$, $\frac {1}{4}$, $\frac {1}{2}$) onto line plots.

### Student Facing

• Let’s create line plots and analyze the data.

### Required Materials

Materials to Gather

### Required Preparation

Activity 1:

• Each student needs a used colored pencil.

Building On

Building Towards

### Lesson Timeline

 Warm-up 10 min Activity 1 25 min Activity 2 20 min Activity 3 15 min Lesson Synthesis 10 min Cool-down 5 min

### Teacher Reflection Questions

Today’s lesson encouraged small-group collaboration. How did students interact with each other’s ideas today in the work? How can you ensure in future small-group collaborations that all students’ voices are heard?

### Suggested Centers

• Estimate and Measure (1–4), Stage 4: Eighth Inches (Addressing)
• Target Measurements (2–5), Stage 3: Eighth Inches (Addressing)
• Creating Line Plots (2–5), Stage 2: Quarter Inches (Supporting)