Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 46631
Measure Up! Measuring to make a line plot.
In this lesson, students will generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch and show the
data by making a line plot.
Subject(s): Mathematics
Grade Level(s): 3
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Internet Connection,
Interactive Whiteboard, Adobe Flash Player, Computer
Media Player
Instructional Time: 1 Hour(s)
Freely Available: Yes
Keywords: line plot, fraction, measurement data
Instructional Design Framework(s): Direct Instruction
Resource Collection: CPALMS Lesson Plan Development Initiative
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to generate measurement data by measuring objects found in their desks and generate a line plot to display their findings.
Students will see the value of a line plot in how quickly we can see and interpret the data. They will show this understanding by answering questions related to data
analysis.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students need to know how to use a standard ruler, including details about halves and quarter marks on the ruler.
Students should connect their understanding of fractions to measuring halves and quarters of an inch.
Students should have multiple opportunities to use a ruler prior to this lesson.
Students should be familiar with line plots that display whole number measurements. (MACC.2.MD.4.9).
Guiding Questions: What are the guiding questions for this lesson?
1. How does the line plot help organize the data?
2. How would this help organize your thinking?
3. What helps you measure accurately?
Teaching Phase: How will the teacher present the concept or skill to students?
1. Ask students, "What are the ways we show or represent data?" Students will or may respond with affirmative responses such as bar graphs, circle graphs
and pictographs. Ask them why we use graphs. (To make data easier to see and analyze.) The teacher will review that graphs are a way of displaying information.
Acknowledge and confirm that there are many ways to display data but today we going to focus on Line Plots.
2. The teacher will say: "Today we are going to measure objects to plot data on a line plot graph. Does any one know what a line plot is?" Students
may respond with an affirmation or no knowledge at all. Ask the students what they remember about a line plot graph.
3. Display this sample and discuss how it is a way of representing measurement data. You might make up a story relating to your class that will match this data.
(Please note this attachment has multiple line plots that will be used throughout the lesson. At this point, you will only use the first line plot.)
page 1 of 3 4. This section of the activity will serve as a hook. The teacher can have students on the floor in front of a screen or board where the computer display is duplicated
or the teacher can have students in their seats to watch the board. The teacher will go to this K5 Learning Line Plot Game for Data Analysis. Line Plot Game Link
5. Have fun with the students on gathering the data during the game. After all, math is fun! Stop the video and discuss the different steps in forming the line plot
graph. Use the following questions to guide this conversation.
1. Why did we make one list of all the scores?
2. Why did we put the scores in numerical order?
3. How does the line plot help organize the data?
4. How would this help organize your thinking?
6. The game has two parts one with eggs and one with chicken feed. You can determine whether you want to do both parts with your students. You may want to
watch the egg part and discuss, but then create a line plot on paper or the board for the data from the chicken feed game.
7. Review. When you have finished with the game and instructional video, turn it off and ask the students what do they remember from the video on line plots. They
should mention the key elements of a line plot.
8. If you feel the students need further review of plotting measurements then create a line plot on the board or use one of the attached line plots and measure several
objects in the room. Put the measurements in order in a list then plot them on the line plot.
9. Remind the students that this year they have learned about numbers other than whole numbers. Ask what they are called (fractions) and then ask what they
remember about fractions.
10. Review how to find fractions of an inch on their rulers. Explain that just as with whole number we can put fractions of an inch on the line plot. (Please note 3rd
graders are only responsible for quarters and halves of an inch.) If you wish, you can model this on the line plot you are using for the class. However, if you want
this as more of an explore lesson, move to Guided Practice and let the students figure out how to plot these measurements themselves.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. Preparation for this guided portion includes: Enough paper bags for every 2 students in class. The teacher will need to put a ruler, a paper clip, chalk,
chalkboard/whiteboard eraser, 1 index card, and 1 index card cut in half. The teacher can substitute these objects with pieces of paper cut into strips of 7 inches or
less. Try to use items that measure at a quarter or half mark on the ruler. For example my chalkboard eraser is 2 3/4 inches.
2. The teacher will pair students up, give each pair the bag and a line plot recording sheet for each student attached here. (Again, attached are all the line plots for
this lesson. Use the Line Plot that has 7 units.) The students will measure the items in a bag, record the measurements on a piece of paper, then put these
measurements in order. Each student should then record their measurements on their own Line Plot graph. They can check each one others to make sure they are
correct. The teacher will allow students to go to a desk, table or use the floor to measure. Teacher will circulate the room, ask the Guiding Questions and
remediate.
3. Remediation or reminders may include: The starting point (0) of where one places a ruler to begin measuring and reminders that measuring is approximate. If an
item does not measure exactly on a quarter, half or one whole inch then they must make a decision to select the closest estimate for the length.
4. This should take about ten minutes. It is wise for teachers to give a time's up "warning" before time is up. This can be through any sort of attention technique or
signal.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
1. The teacher will now give each student his/her own ruler. The teacher will have students measure items in their desks whose measurements will also fit on their
line plots.
2. Tell them to try to find 4 objects, record the measurements in order, then place these measurements on the line plot.
3. Before the teacher collects papers, the teacher will close the lesson as noted in the Closure phase.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
1. The teacher will close the lesson by asking the following questions.
1. "How many objects measured?... 1/4 inch, 1 1/2 inches, 3 1/2 inches and so on. Can we see that easily on your graph?"
2. "How many had more than one measurement at the same length?" "Who had 3 of the same measurement?" and so on.
2. Discuss the following Guiding Questions:
1. How does the line plot help organize the data?
2. How would this help organize your thinking?
3. The teacher will collect papers and explain to the children that this is just one way of collecting measurement data.
4. The Summative Assessment is attached in the Summative Assessment section. Please note you will also need to make copies of the 7 unit line plot attached in
the Teaching Phase.
Summative Assessment
1. Attached are two pages which may be combined and used as the Summative Assessment. Once the students measure have them plot their measurements on a
copy of one of the attached line plots.
2. Use the line plot attached in the Teaching Phase that has 7 units.
Summative Assessment page 1 including answer key
Summative Assessment page 2 including answer key
Formative Assessment
1. Use the Line Plot Game and questions in the beginning of the Teaching Phase of the lesson to determine what students remember about line plots. In second
grade they were to measure and plot on line plots whole number measurements.
2. The Guided Practice activities will also be used as formative assessment.
Feedback to Students
The teacher will circulate and give the following measurement reminders:
the starting point on a ruler,
measuring is approximate,
items that are measured may not always measure exactly so choose the closest measurement.
Further feedback to the students is given within the lesson.
ACCOMMODATIONS & RECOMMENDATIONS
page 2 of 3 Accommodations:
1. Allow students to watch the measuring video or line plot video for remediation in the respective areas. Click here to go to videos.
2. Allow for extra time or less things to measure and record.
Extensions:
1. Ask the following questions:
How many more are needed for your lowest measurement to equal your greatest measurement?
How many items total did you measure?
2. Write a story about a time you needed to create a line plot.
3. Measure other items.
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, Interactive Whiteboard, Adobe Flash Player, Computer Media Player
Special Materials Needed:
The computer should to be projected onto a large screen.
The line plot handouts are attached in one attachment.
Additional Information/Instructions
By Author/Submitter
This lesson aligns to MAFS.K12.MP.4.1 as students will model with mathematics and organize information.
SOURCE AND ACCESS INFORMATION
Contributed by: Amy Harrod
Name of Author/Source: Amy Harrod
District/Organization of Contributor(s): Volusia
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.3.MD.2.4:
Description
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the
data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or
quarters.
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