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U n t er r i ch t spl a n
Us ing Line Pl o t s
Altersgruppe: 6t h Gr ade
Texas - TEKS: G6.12.M D.A , G6.12.M D.B
Fairfax County Public Schools Program of Studies: 5 .15 .a.10,
5 .15 .a.3 , 5 .15 .a.4
Oklahoma Academic Standards Mathematics: 6.D.2.1, 6.D.2.3
Virginia - Mathematics Standards of Learning (2009): 5 .15
Common Core: 6.S P .A .1, 6.S P .B .4 , 6.S P .B .5 a, 6.S P .B .5 b
Minnesota: 6.2.1.2, 6.4 .1.3
Alaska: 4 .M D.5 , 5 .M D.3 , 6.S P .4
Nebraska Mathematics Standards: M A .5 .4 .2.b, M A .6.4 .1.a,
M A .6.4 .2.a, M A .6.4 .2.c , M A .6.4 .2.d
Indiana: 5 .DS .1, 6.DS .2, 6.N S .3
Georgia Standards of Excellence: M GS E 6.S P .1, M GS E 6.S P .4 ,
M GS E 6.S P .5 a, M GS E 6.S P .5 b
Virginia - Mathematics Standards of Learning (2016): 5 .16.a,
5 .16.b, 5 .16.c
Online-Ressourcen: L i ne s i n t he S and
Opening
T eacher
present s
St udent s
pract ice
Mat h
Pract ice
6
10
10
15
6
min
min
min
min
min
M at h Obj e c t i v e s
E x pe r i e nc e analyzing data
P r ac t i c e gathering data
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Closing
2
L e ar n to create a line plot
De v e l o p statistical skills
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Ope ni ng | 6 min
Hand each student a sticky note as they enter the classroom.
Instruct them to write the number of siblings they have on it.
Display the following number line.
A sk the students to come forward a few at a time to place their
sticky note above the correct number on the number line.
If there is already a sticky note where a student wishes to place her
sticky note, she should place hers above the one that is already
there.
For example:
S ay: We have created a line plot with our sticky notes. What
information can we see from the line plot?
A possible response: We can easily see the r ange of the data and
the mo de .
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4
T e ac he r pr e se nt s M at h game : L i ne s i n t he S and - L i ne
P l o t s | 10 min
Present Matific ’s episode L i ne s i n t he S and - L i ne P l o t s to
the class, using the projector.
The goal of the episode is to allow students to create and analyze line plots.
E x a m p le :
S ay: Today we’re going to move the “X” off of each sandal and
place it above the correct number on the number line.
Ask for a volunteer to come to the front of the class and move the
“X” from each sandal to the line plot.
Once the student has moved all of the “X” marks, click on
.
If the line plot is correct, the episode will proceed to a question.
If the line plot is incorrect, the instructions will wiggle, and the incorrect “X”
will move back to its original sandal.
The episode will then ask five questions about the line plot. Some
questions may include percentages. Since there are always 10
sandals, the percentages should be easy to do mentally.
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5
S t ude nt s pr ac t i c e M at h game : L i ne s i n t he S and - L i ne
P l o t s | 10 min
Have the students play L i ne s i n t he S and - L i ne P l o t s on their
personal devices. Circulate, answering questions as necessary.
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M at h P r ac t i c e : L i ne P l o t s W o r kshe e t | 15 min
S ay: Now we will develop a statistical question, gather data, and
display it in a line plot. Your first task is to think of a statistical
question to ask some of your classmates. Remember, we are going
to display the answers in a line plot, so we want nume r i c al dat a .
What is numerical data?
Numerical data is data that consists of numbers or counts.
A sk: What is an example of a question that collects numerical
data?
Possible responses include: How tall are you? How many people
live in your house? How many pets do you have? How long do you
spend on homework each night?
A sk: What is an example of a question that collects c at e go r i c al
dat a , not numerical data?
Possible responses include: What is your favorite class? What is
your favorite sport? In what country were your parents born?
S ay: Now write down your question in your notebook. Remember,
the answer to your question must be a number.
When students have finished writing, give them the following
instructions:
Ask 10 different classmates your question.
Write down their answers.
Make a line plot of the data.
Have students move around the classroom to collect data. When
they have talked to 10 people, they should return to their seats to
draw the line plots. Distribute rulers and paper as necessary.
Remind the students that their line plots need a title and that the
intervals on the number line should be equally spaced and numbered
consistently.
Circulate, answering questions as necessary.
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C l o si ng | 6 min
Display several of the students’ line plots on the board.
A sk: What information can we quickly learn from the line plot?
We can read its title and learn the question. Depending on the
size of the plot, we can count to see how many people answered
the question. We can see the general shape (di st r i but i o n ) of
the responses, the most common response (the mo de ), and the
r ange .
A sk: What information is harder to find on a line plot?
It is not easy to read the me di an or the me an .
Bring the students’ attention to one of the line plots on the board.
Ask them questions specific to that line plot, such as:
What is the range of answers?
What is the mode?
What fraction of students answered in a specific way?
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