SUNY New Paltz Department of Elementary Education
1. Content area/grade level: Mathematics- Line Plots/Grade 5
2. Brief description of lesson: In this lesson, teacher will model proper strategies and
procedures for creating a line plot. Students will then independently complete a similar
problem on their own
3. Timeframe: 15 minutes (mini lesson) + independent practice
4. Assessment data used to inform the lesson: Independent class work from previous day’s
lesson (March 2) informed changes to this lesson, in order to better support areas of struggle
5. Number of students: 23
• Needs of Students –
• 504: prompting to stay on task, additional time, repeated directions/student repeats
directions, question for understanding, collaborate with good role model
• Gaps in Learning: may need to pair with a stronger partner to help with mathematics
vocabulary acquisition
6. Learning Standards:
• 5.MD.2: Make a line plot to display a data set of measurements in fractions of a unit
(1/2, 1/4, 1/8).
7. Content overview: Line plots are one of the many visual forms of displaying information
with which fifth grade students are required to understand. The goal of a line plot is to gather
and display data. This is a commonality between line plots and other types of graphs students
are familiar with, such as a bar graph. Line plots can be used with whole numbers, fractions,
and/or mixed numbers. Line plots are first introduced in third grade using simple whole
numbers. In fifth grade, students must extend their understanding of a line plot and integrate
their knowledge of fractions.
Vocabulary (ongoing): benchmark numbers, markers, line plot, fractions, data points,
number line, fraction model
8. Objective:
Condition
After watching teacher model
how to create a line plot with
student participation,
Behavioral Verb
students will,
1. make
Criteria
1. a line plot to display a data set
that includes fractions.
2. answer
2. questions based on their line
plot’s data points.
Student Friendly Objective: I can create a line plot to display data.
9. Criteria for student achievement of objective:
• Teacher asks questions during the mini lesson and prompts student participation and
pair-share discussions
• Teacher assess student independent work for understanding
10. Prior skills and knowledge required by students for achievement of objective:
• Students were introduced to line plots in third grade, using whole numbers.
• Students worked with fractions for several weeks earlier this year.
11. Learning model and arrangement: fully guided instruction for a whole group arrangement
12. Materials and resources:
Teacher:
• Smartboard
• Teacher created worksheet
Students:
• Teacher created line plot worksheet
• Pencil
• Clipboard (optional)
• Colored pencils (optional)
Technology:
•
Smartboard
13. Procedure:
13a. Introduction (1-2 Minutes)
Student actions:
Teacher actions:
> Teacher explains that today they will be
> Students pass out papers and get materials
working on line plots and plotting fractions on
ready as part of their morning work so they
their graph.
are ready to begin math at this point.
> Teacher asks students to turn and talk about
> Students turn and talk and share their
what they remember about line plots. “What is the responses.
purpose of a line plot?”
> Teacher reiterates that the purpose of a line plot
is to gather and display data.
> Teacher also comments on any other ideas
discussed, such as: benchmark numbers, fraction
models, number lines, labels, etc.
> Teacher introduces the day’s problem, which
students already have in front of them.
13a.i Differentiation/Intervention(s):
• 504 Plan: Student may need verbal and nonverbal cues to be reminded to focus on the
task, questions may need to be repeated, good role model for discussion
• Gaps in Learning: good role model for discussions to encourage use of mathematics
vocabulary
13a.ii On-going assessment strategies:
• Questioning students
• Listen in on student group discussions and responses
13b. Development (10-12 Minutes)
Student actions:
Teacher actions:
> Teacher asks student to read the
> Student reads the situation “snow
scenario/situation.
accumulated each hour of a snow storm”.
> Teacher explains that today we are going to try > Students may question why we are
a different strategy. We will start with the title of changing the order of our strategy.
the line plot. Teacher explains misconceptions
and areas of struggle from yesterday.
>Then, students turn and talk about how we
>Teacher records title.
can title our line plot.
> Teacher asks students what the next thing we
> Students raise hands and decided the next
are going to want to do.
step is to add benchmark numbers.
>Teacher asks what the benchmark numbers we
>Students say 0 and 1 as all the fractional
should use are, and then marks them on the
values are between these two numbers.
number line.
> Teacher reminds students that we want to make
sure our numbers align directly under the marker.
> Teacher asks students what should we do next.
> Teacher explains how to split the number line in
halves and labels the appropriate fraction.
> Teacher asks what students should do next; then
repeats what we did for halves, for fourths and
eighths.
> After all the appropriate labels are done, teacher
may lead students in checking that box on their
checklist.
> Next, the students can plot the points on the
graph. Teacher asks students in what order should
they plot the data points.
>Teacher tells students a good strategy is to check
off each value once it is plotted so that you don’t
forget which values have been marked already.
> Once the line plot is completed, teacher asks the
first question: “How many hours did it snow more
than ½ inches an hour?”
Teacher may ask guiding questions such as:
“What is this question asking for?” “How did you
come up with that number?” “What strategy did
you use to solve the problem?”
> Teacher asks the second question: “What snow
fall total was most frequent during the 12 hour
storm?”
> Teacher records all the information from the
questioning on the worksheet depicted on the
Smartboard.
> Teacher explains that the students should use
this line plot they created as a model to help with
their independent work. Teacher introduces the
independent problem, which is very similar.
> Teacher asks for questions before sending
students to their first station.
> Student says splitting the number line by
2/2.
> Students explain each step of this process,
discuss as necessary, and then record
necessary information on their worksheet.
> Students decide that it is easiest to start at
the top of the chart and work down to make
sure they do not miss any points.
> Students plot data points on their graph to
represent the values from the chart.
> Students respond to questioning and share
their thinking.
> Students turn and talk and discuss what
snowfall amount was most frequent.
> Students check that they have recorded all
their information.
> Students may ask questions.
*Students complete independent practice
problem during one of their math stations
13b.i Differentiation/Intervention(s):
• 504 Plan: Student will need to be reminded to focus on the task with verbal and
nonverbal cues, repeated questions and directions, good role model for discussion
• Gaps in Learning: good role model for discussions to encourage use of mathematics
vocabulary
13b.ii On-going assessment strategies:
• Questioning students
• Listens to student group discussions and responses
• Student independent work will be evaluated and graded
13c. Closure (2-3 Minutes) *end of math
block
Teacher actions:
> Teacher asks students to put their pencils
away and take out their red correction tool.
> Teacher goes over the correct answers for the
questions and displays how their line plot
should look.
> Teacher asks students for questions.
Student actions:
> Students take out their red pens to selfevaluate their work.
> Students follow along and correct their work
using their red pen.
> Students may ask questions at the end or
throughout the assessing of their work.
> Students share their thinking and feedback.
> Teacher asks students for feedback: How did
your line plot go? How are you feeling about
line plots? What did you learn from today’s
lesson that you might not have known before?
> Teacher reminds students this is only the first
week of line plots and we will continue
working on them all week as a class and next
week in small group.
> Teacher asks students to hand in their class
>Students hand in their work in the class work
work.
bin.
13c.i Differentiation/Intervention(s):
• 504 Plan: Student may need to be reminded to focus on the task and to quietly correct
work. Student also may need additional reminders to put his/her name on the class work
as well as remember to turn it in.
• Gaps in Learning: N/A
14. Method(s) of Assessment and Evaluation of Student Learning: After the use of teacher selected materials and discussions, students will work together as a
class and then independently to make a line plot and respond to questions about the data.
14a. Differentiation /Intervention(s): Students with gaps in learning will collaborate with
their good role model table partner to discuss at various points throughout the lesson. The
student with the 504 will also work with a good role model. This student will also need
verbal and nonverbal prompting to stay on task.
15. Next Instructional Step: Students will continue learning about line plots as a whole class
throughout this week. Mixed numbers will be introduced next.