Constructing+Line+Plots

Constructing Line Plots
 * Teacher:** Jennifer Beach, Lauren DeGuglielmis, Ellon Scherer
 * Grade:** 3rd
 * Subject:** Mathematics
 * Date Taught:** May 3, 2010
 * __Judges Prior Learning:__**
 * Background:**
 * It is a tested skill in third grade.
 * Real-life skill that the students can apply to everyday life by collecting and comparing information.


 * __Planning and Teaching__**
 * Participants/Grouping**:
 * Students will work collaboratively as a whole class, in partners, and individually.

**Indicators 1**: Collect, organize, and display data
 * Voluntary** **State** **Curriculum (3rd Grade Mathematics):**
 * Standard 4.0**: Knowledge of Statistics
 * Topic A**: Data displays.
 * Objective e:** Organize and display data to make line plots using a variety of intervals

informed decisions using appropriate digital tools and resources. Students: c: collect and analyze data to identify solutions and/or make informed decisions.
 * NETS-S Standard 4:** Critical Thinking, Problem Solving, and Decision Making- Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make

** Justification for Use of Technology: ** Students will use a website created by the teacher through Google Docs in order to communicate their answers to questions. This data will then be used to create line plots. ** Lesson Objective(s): ** Students will collect and organize data in order to display data in a line plot.
 * Materials:**
 * @http://tinyurl.com/lineplots
 * “Number of Books Students Own” for each student
 * “Timed Test Scores” for each student
 * “X” for each student
 * Computer for each student

** Responsiveness for All Children: ** This lesson will be modified according to the pace and needs of the students. Questioning will be adapted depending on understanding and prior knowledge.

** Adaptations for Students with Special Needs ** : The students will be given the opportunity to construct other line plots displaying a set of data after the parts of a line plot and steps for constructing a line plot are re-explained. The vocabulary can be applied to other graphs for clarification. Small groups may be pulled during following lessons for re-teaching. Prepare a list of the steps for constructing a line plot for students to keep at their desk. Provide the visual of a line plot on the board as students work individually. ** Multicultural Considerations: ** ALL students will be included in through the collection of data. Special consideration was given when creating questions (Number of Siblings: diverse family situations were included.)

ENGAGE:
 * Procedures: **
 * “How many pets do you have?”
 * Have each student take an “X” and stand in front of the number on the board that corresponds with the number of pets in your family.

EXPLORE:
 * Show students a line plot from the slideshow presentation.
 * Ask students, “What information can we learn from this graph?”
 * Record answers in their math journals. Share responses.

EXPLAIN: code Number of Siblings: Poll the class ( @http://tinyurl.com/lineplots  ) to find the number of siblings each student has. (Allow students to include step-siblings.) View their answers. On the backboard of the classroom, create a line plot. Have students use a blank line plot to construct the line plot using the class data. code
 * Write a title for the line plot to show what data is represented in the line plot.
 * Circle the least and greatest number in the data. This will be the range for the number line. Be sure to start with the least data value and end with the greatest data value. Do not skip numbers on the number line.
 * “Cross it off, make an “X”.” Write an “X” above the numbers on the number line to represent the frequency of the data.

Number of Shoes Owned: Pass out the blank line plot to every student. Ask the students to work with their partners to complete the line plot.
 * Write a title for the line plot to show what data is represented in the line plot.
 * Circle the least and greatest number in the data. This will be the range for the number line. Be sure to start with the least data value and end with the greatest data value. Do not skip numbers on the number line.
 * “Cross it off, make an “X”.” Write an “X” above the numbers on the number line to represent the frequency of the data.

EXTEND: Have students complete “Number of Books Students Own” individually.

EVAULATE: Students will complete “Timed Test Scores.”
 * Assessment: **
 * On-going assessment throughout lesson in order to guide instruction
 * Students will be given a table of data and a blank graph. They will use the data to complete a line plot.


 * Summary:**
 * Review the parts of a line plot and the vocabulary. Bar graphs use bars. Pictographs use pictures. Line plots use “X’s.” Scale starts with the least data value and ends with the greatest data value.