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


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
Essential Understanding:
Required Academic Vocabulary for Word Wall:
Line plots can be used to organize and represent collected
Listen: whole, ½
measurement data.
Speak: ½
Sentence Frame:
Additional Lesson Vocabulary:
Longest, shortest, biggest, mixed numbers
 Rulers (Teaching Tool 24)
 Copies of Guided Practice, Independent Practice and
Problem Solving.
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
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.”
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.
Guided Practice

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