2015-2016 Curriculum Blueprint
Grade: 4
Course: Mathematics
Topic 11 – Represent and Interpret Data on Line Plots
Flexible Time
Line
5 days
Topic Overview
Student will read, interpret, and use line plots to solve real-world problems involving fractions.
Vertical Progression
3rd Grade:
 Students learn the relationship between a number line and a line plot.
 Students make line plots to represent measurement data involving whole numbers as well as fractions and mixed numbers in halves or fourths of an
inch.
5th Grade:
 Data represented on line plots will include halves, fourths, and eighths. Data represented on line plots will be used to solve problems including
multiplication with fractions and mixed numbers.
Learning Goal
Essential Questions
Students will represent and interpret data on a line plot.
How can you read data on a line plot?
Topic 11 Scale
How can you make a line plot?
Textbook Correlation
Recommended Instructional Sequence
Essential Vocabulary
*Be selective in choosing problems aligned to the standards
Step 1: Problem-Based Learning “Solve and Share”
 line plot
within the topic. Lessons and problems used for instruction
Problem-Based Learning Lesson Flow Map
 outlier
and assessment should be determined through collaborative
Conceptual understanding is developed when mathematics is
unit planning.
introduced in the context of solving a real problem in which
ideas related to the new content are embedded. Conceptual
Topic 11: Represent and Interpret Data on Line Plots
understanding results because the process of solving a problem
Lesson 11-1: Read Line Plots
requires students to connect their prior knowledge with the new
concept or procedure (Charles, R., Bay-Williams, J., et al., 2016).
Lesson 11-2: Make Line Plots
Lesson 11-3: Use Line Plots To Solve Problems
Each lesson in the book begins with a Solve and Share. See the
Lesson 11-4: Math Practices and Problem Solving: Critique
links below for additional tasks to be used as needed:
Reasoning
Math Formative Assessment System (MFAS) Tasks by Standard
Illustrative Mathematics Tasks by Standard
Step 2: “Visual Learning Bridge”
Enhance student learning by connecting student thinking and
solutions from the Solve and Share to the new ideas of the
lesson through the use of the worked-out problem in the
textbook.
Deconstructed Standards
MAFS.4.MD.2.4 (DOK 2) Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and
subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the
longest and shortest specimens in an insect collection.
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Analyze and interpret a line plot to solve problems involving addition and subtraction of fractions.
Add and subtract fractions.
MAFS.4.NF.1.1 (DOK 3) Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number
and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
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Recognize and identify equivalent fractions with unlike denominators.
Explain why a/b is equal to (n x a)/ (n x b) by using fraction models with attention to how the number and size of the parts differ even though the two fractions
themselves are the same size.
Use visual fraction models to show why fractions are equivalent.
Generate equivalent fractions using visual fraction models and explain why they can be called “equivalent.”
MAFS.4.NF.2.3. (DOK 2) Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
a) Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
b) Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify
decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
c) Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of
operations and the relationship between addition and subtraction.
d) Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual
fraction models and equations to represent the problem.
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Understand accumulating unit fractions (1/b) results in (a/b), where a is greater than 1.
Recognize multiple representations of one whole using fractions with the same denominator.
Replace mixed numbers with equivalent fractions, using visual fraction models.
Replace improper fractions with a mixed number, using visual fraction models.
Using fraction models, reason that addition of fractions is joining parts that are referring to the same whole.
Using fraction models, reason that subtraction of fractions is separating parts that are referring to the same whole.
Using visual fraction models, decompose a fraction into the sum of fractions with the same denominator in more than one way.
Record decompositions of fractions as an equation and explain the equation and explain the equation using visual.
Add and subtract mixed numbers with like denominators by using properties of operations and the relationship between addition and subtraction.
Add and subtract fractions with like denominators.
Add and subtract mixed numbers by replacing each mixed number with an equivalent fraction.
Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators by using visual fraction models and
equations to represent the problem.
Math Practice Standard(s)
Link to Mathematical Practice Standards Rubric
MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.4.1 Model with mathematics.
Additional Resources & Links
Higher Order Questions & Writing Connections
Link to Webb’s DOK Guide
*Higher order questions should be utilized to foster a deep, conceptual
understanding of the topic. Encouraging students to express their
mathematical thinking in writing helps them solidify their learning.
Georgia Unit
Unit 7
 What’s the Story?
EngageNY- Module 5
 Topic E: Lesson 28
 Topic G: Lesson 40
CPALM Lessons:
 Marshmallow Math
 One Leg Up
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Home-School Connection Page
Reteaching Pages
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Using your line plot, write as many interpretations of the data as you
can make.
Write to explain how you solved the problem.
Using your line plot, write an addition/subtraction problem(s).
Write a situation equation to represent the word problem.
Generate a word problem to match the given equation.
What do you notice about the intervals in the line plot?
How do you determine which intervals to use in a line plot?
Marzano Proficiency Scales Bank
Math Formative Assessment System (MFAS) Tasks by Standard
CPALMS -MFAS includes tasks and rubrics that the teacher can implement with
their students.
Illustrative Mathematics Tasks by Standard
The site illustrates standards with impeccably crafted tasks, videos, lesson plans,
and curriculum modules.
Common Core Flip Books: Provides additional information and sample problems
for every standard
FSA Test Item Specifications
Spiral Review
*Consistent review of previously learned standards allows students multiple opportunities to master and build fluency with mathematical concepts and
procedures.
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Daily Review 11-1 through 11-4