# Grade 3 Lesson: 16-2 Length and Line Plots Reference to English

## Transcription

Grade 3 Lesson: 16-2 Length and Line Plots Reference to English

Grade 3 Lesson: 16-2 Reference to English Length and Line Plots Math Standard(s): 3.MD.4 Domain: Measurement and Data Content Objective(s): Language Objective(s): Students will use create a line plot to show the data on a chart. Students will create a line plot and be able to count the numbers I can create a line plot to show the information on a chart. in order on the line plot. I can create a line plot and count the numbers in order on the line plot. Essential Understanding: Required Academic Vocabulary for Word Wall: Line plots can be used to organize and represent collected Listen: whole, ½ measurement data. Read: Write: Speak: ½ Sentence Frame: Materials: Additional Lesson Vocabulary: Longest, shortest, biggest, mixed numbers Rulers (Teaching Tool 24) Copies of Guided Practice, Independent Practice and Problem Solving. Lesson: Instructional Time: 25 – 30 minutes Opening: (4 minutes) T: “You know how to measure lengths to the nearest inch, half-inch, and quarter-inch.” Show the students measurement to the nearest inch, half-inch and quarter-inch to refresh their memories. T: “Today you will learn how to make a line plot to organize and represent lengths measured to the nearest half- and quarterinch.” Teacher will write a list of mixed and whole numbers on the board (2, 5, ¾ , 1 ½ , 3, 2 ½ , 4). T: “Mixed numbers. Look at the board. Which numbers are mixed numbers? When I point at a number show me thumbs up if it is a mixed number and thumbs down if it is not a mixed number.” S: will show thumbs up or down depending on the number. T: “Here are the mixed numbers. I will erase the whole numbers.” T: “Look at the mixed numbers, we need to organize them. What can I use to organize these mixed numbers?” S: will respond, “number line” T: “Yes, I can use a number line to organize these mixed numbers. Let’s order them from least to greatest. Which number is the least?” S: will respond and put the numbers in order from least to greatest. Write the order the students give on the board. Introduction to New Material (Direct Instruction): (2 minutes) Pass out white boards, erasers, and markers. T: “I have a question for you. A shoe manufacturer wants to know the lengths to the nearest half-inch of third graders’ feet. What information could our class send?” S: will respond, “our shoe sizes” T: “How could we organize out shoes sizes?” S: will respond, “line plot” Guided Practice: (8 minutes) Use the modeling cycle: Teacher Does: T: “I am going to separate you into pairs. I will give each of you a ruler and you will need to measure each others’ feet. Remember you are measuring to the ½ and to the whole… nothing else. Once you have measured them you will need to write those measurements on a post it. Let me first show you what I mean. 1 Student Does with Teacher: T: “I need a helper.” Teacher will pick a student. T: “Here is our ruler. I will measure your foot first. Your foot is ____ inches long. Please write that down.” S: will write down the length of their foot. T: “Now you measure my foot.” S: T: S: T: will measure the teachers’ foot. “Don’t forget to say “your foot is ____ inches long.’” will say, “your foot is ___ inches long.” “I will record it on the paper.” All Students Do: T: “Now it is your turn. I will call out the groups. You will get a ruler and 2 papers.” S: will work in pairs to complete the activity. Teacher will bring the students back together. Introduction to New Material (Direct Instruction): (4 minutes) con’t T: “I need all your sticky note. When I call your row please put them on the board and then go and pick up a white board, eraser and marker.” Teacher will call out the rows. S: will put their measurements on the board and collect their white board, eraser and marker. T: “We need to draw a number line. Look at our numbers on the sticky notes, it ranges from ___ to ___. What number should we start with?” S: will respond. T: “Everyone draw a number line on your board. We are going to start it with _____. Look at our measurements again. Do we only want to write whole numbers or do we want to write whole numbers and mixed numbers.” S: will respond, “whole and mixed numbers” T: “Yes, we need to write whole and mixed numbers. So, we will start with ____ and then ___1/2 and then _____. We need to go to what number? What is the biggest measurement?” S: will respond, “___ is the biggest.” T: “So, ____ is a stopping number.” T: “Once you have all finished drawing your number line, I need you to work with your partner and organize the measurements to make a line plot. Please use the sticky notes to find the measurements, but don’t touch them.” S: will go back into their pairs and organize the data. When students are done plotting the data gather them back together. T: “Let’s fill in this number line together.” Students and Teacher will fill in the number line together with the measurements. Independent Practice: (6 minutes) T: “I am going to put a chart of information up on the board, I need you to use your white board and draw a line plot to represent the information.” Use document cam to show Lengths of Sandy’s Pencils. S: will make a line plot with the given information. T: “Now I am going to ask you some questions and I need you to turn to your neighbor and answer them. What does the line plot tell you about Sandy’s pencils?” S: will turn to their neighbor and tell them what the line plot tells them about Sandy’s pencils. T: “Next question, compare Sandy’s chart and line plot with Serena’s.” Teacher will show Serena’s and Sandy’s information. T: “Tell you neighbor who has more pencils that are the same length?” S: will turn to their neighbor and say “Serena has more pencils that are the same size.” T: “How do you know that? How do you know that Serena has more pencils that are the same length?” S: will respond. Continue with Rico’s Paper Chain questions the same way. Closing: (4 minutes) T: “We have one more line plot to look at.” Use document cam to show Lengths of Mrs. Bell’s Hamsters. T: “How may hamsters does the class have in all? Show me with your fingers.” S: will show 6 fingers.” T: “Yes, the class has 6 hamsters. How long is the shortest hamster? Tell your neighbor.” S: will turn to their neighbor and say “the shortest hamster is 5 inches.” T: “Show me with your fingers, the length of the shortest hamster.” S: will show 5 fingers. T: “How long is the longest? Tell your neighbor.” S: will turn to their neighbor and say, “6 ¾ inches long” T: “How long is the longest?” S: will respond, “6 ¾ inches long” T: “Correct. Tell you neighbor how you know which length of hamster is the most common?” Teacher will walk around listening to student conversations. S: will tell their neighbor how they know which length of hamster is the most common. Assessment: Guided Practice