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U n t er r i ch t spl a n
Prac t ic e wit h Line Pl o t s
(Ce nt ime t e rs )
Altersgruppe: 3 r d Gr ade , 4 t h Gr ade
Virginia - Mathematics Standards of Learning (2009): 2.17 , 2.19,
3 .17 a, 3 .17 b, 3 .17 c , 4 .14 , 5 .15
Virginia - Mathematics Standards of Learning (2016): 3 .15 .a, 3 .15 .b
Fairfax County Public Schools Program of Studies: 2.17 .a.4 ,
2.19.a.1, 2.19.a.2, 2.19.a.3 , 3 .17 .a.1, 3 .17 .a.2, 3 .17 .b.1,
3 .17 .b.4 , 3 .17 .c .1, 3 .17 .c .7 , 4 .14 .a.1, 4 .14 .a.11, 4 .14 .a.2,
4 .14 .a.5 , 4 .14 .a.7 , 4 .14 .a.9, 5 .15 .a.7 , 5 .15 .a.8
Online-Ressourcen: T he P l o t T hi c ke ns
Opening
T eacher
present s
St udent s
pract ice
Mat h
Pract ice
5
12
12
15
3
min
min
min
min
min
M at h Obj e c t i v e s
E x pe r i e nc e making a line plot from a table
P r ac t i c e creating line plots
L e ar n to gather, organize, and analyze data
De v e l o p statistical skills
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Closing
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Ope ni ng | 5 min
Display the following table and line plot:
S ay : The data in the table is accurate. One of the monsters made a
mistake when transferring the data to the line plot. What
information is displayed incorrectly in the line plot?
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There should not be any “X” marks above 141. There should be
one more “X” mark above 138. The data for 135 and 136 is
swapped – there should be 3 “X” marks above 135 and 5 “X”
marks above 136.
A sk : Why should there not be any “X” marks above 141 in the line
plot?
There are no monsters with height 141 centimeters. To show that
the height does not occur, we do not place any “X” marks above
the number 141.
A sk : What does each “X” mark represent?
Each “X” mark represents one monster’s height. Since there are 3
“X” marks above 133, we know that 3 monsters are 133
centimeters tall.
T e ac he r pr e se nt s M at h game : T he P l o t T hi c ke ns - L i ne
P l o t s: C e nt i me t e r s | 12 min
Using Presentation Mode/Smart Board Mode, present Matific ’s
episode T he P l o t T hi c ke ns - L i ne P l o t s: C e nt i me t e r s to
the class, using the projector.
The goal of the episode is to create a line plot from a table of data and
then answer questions about the data.
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S ay : Please read the instructions.
The instructions say, “Each student in the class measured the
length of his/her left arm in centimeters. Use the data to
construct the line plot.”
S ay : Let’s look at the line plot. Where have the “X” marks been
made for us?
There is 1 “X” mark above the 47 and 2 “X” marks above the 50.
S ay : Let’s look at the table. How many students have an arm length
of 47 centimeters? How many have an arm length of 50
centimeters? Have these been accurately represented on the line
plot?
Two students have an arm length of 47 centimeters, and 5
students have an arm length of 50 centimeters. So the line plot is
not accurate. We need to make 1 more “X” mark over the 47 and 3
more “X” marks over the 50.
Make the marks over the 47 and the 50.
A sk : Where else do we need to make “X” marks?
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5
Make “X” marks as the students suggest. When the line plot is
complete, click
.
If the line plot is accurate, the episode will proceed to a question.
If the line plot is not accurate, the instructions will wiggle, and the
incorrect portions of the line plot will be highlighted in red.
The episode will ask a total of three questions about the data in the
line plot.
S t ude nt s pr ac t i c e M at h game : T he P l o t T hi c ke ns - L i ne
P l o t s: C e nt i me t e r s | 12 min
Have the students play T he P l o t T hi c ke ns - L i ne P l o t s:
C e nt i me t e r 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 : Today we are going to poll our classmates and then display
what we find out in a line plot. The first task is to think of a
question we want to ask our classmates. It should be a question
that has a number for an answer. What questions could we ask our
classmates where their response would be a number?
Responses will vary, but may include: How old are you? How many
people do you live with? How many pets do you have? How many
pencils are in your desk? How many sports do you play?
S ay : Now write down your question in your notebook. Remember,
the answer to your question must be a number. You may choose one
of the questions we discussed as a class, or you may write a
different one.
When students have finished writing, ask the students to complete
the following:
1. Ask 10 different classmates the question.
2. Write down their answers.
3. 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 | 3 min
Display the following line plot:
S ay : Name some errors that were made in this line plot.
The numbers do not count up by the same amount each time. The
difference between one number and the next is usually 1, but at
one point, the number line jumps from 1 to 5. The space between
9 and 10 is not equal to the spaces between each of the other
numbers.
A sk : Why might this be misleading?
We don’t get an accurate picture of the data. It looks like the data
is spread out fairly evenly between 0 and 10, when really no
monsters have tails of length 2, 3, or 4 centimeters.
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