Lesson: Pop Cycle 2, Math Lesson Plan Grade Level: 4th Grade

Central Focus

Representing and Interpret Line Plots

Standard

NY-4.MD.4- Make a line plot to display a data set of measurements in

fractions of a unit ½, ¼, ⅛. Solve problems involving addition and
subtractions of fractions by using information presented in line plots.

NY-4.MD.2b- Represent measurement quantities using diagrams that

feature a measurement scale, such as number lines.

Learning Objective

Students will be able to read and interpret data using line plots.

Materials ● Pencils
● Math toolkits
● Whiteboards
● Dry erase markers
● Envision 2.0 Textbook
Purpose

The purpose of learning how to represent and interpret data on line

plots is to introduce students to a different way of visualizing
numerical information as well as how to retrieve information from
line plots to answer specific and quantified questions about the
information recorded on the line plot.
Instruction Workshop Model

Mini-lesson

Connection: Today, we will be learning how to interpret data from

line plots.

Ask: Why do you think it is useful to organize information in this

way on a number line? ( Turn and Talk)

I do ( Teach): I will now show you how to answer questions about

information on the line plot.

Questions: Emily went fishing. She plotted the lengths of 12 fish

caught on the line plot shown.

a. First I need to make sure I understand “what the question is

asking me to find”
b. Now I need to think to myself, “where on the line plot can I find
this information?”

(short Paragraph on how to read line plots)

1. What was the length of the longest fish caught?

_______ inches

2. What was the length of the shortest fish caught?

 _______ inches

3. How many fish were above 7 2/4 inches?

______ Number of Fish

Workshop

Guided Practice: Let us look at a line plot of the different heights

of students in Ms. Jackson’s Class.

Questions

1. How many students are taller than 5 feet?

2. How many students are 4 ¾ or shorter?

3. What is the most common height?

4. How tall is the tallest student in Ms. Jackson’s class?

Anticipated Difficulties

● Students may be visually impaired

● Unengaged students
● Unable to interpret the data from the line plot
Learning Task Workshop

Guided Practice: Let us look at a line plot of the different heights

of students in Ms. Jackson’s Class.

Questions

1. How many students are taller than 5 feet?

2. How many students are 4 ¾ or shorter?

3. What is the most common height?

4. How tall is the tallest student in Ms. Jackson’s class?

Closing / Debrief ● Go over the teaching points that help you answer question

a. First I need to make sure I understand “what the question is

asking me to find”
b. Now I need to think to myself, “where on the line plot can I find
this information?”

● Encourage students to ask any clarifying questions about

the lesson and strategy
Assessments Exit Ticket

● Turn and Talk

1. Students will complete a line plot worksheet (post
assessment) that assess their understanding of the lesson.

Differentiation ● Emphasize the two steps to help students remember the

strategy
● Use visual representation (Presentation) to help visual
learners.
● Teachers can display/review exemplars to help students get
a better idea of what their end goal is.
● Students that scored Emerging Proficiency on the
preassessment will sit on the carpet closer to the
smartboard

Academic Line plot

Language