Math

Concept Planning
Miss Hester, 5th Grade
Date: Monday, February 9, 2015
Essential Question (EQ): How can a line plot help you find an
average with data given in fraction?
Lesson Objective: Make and use line plots with fractions to solve
problems.

Common Core Standard:

CCSS.MATH.CONTENT.5.MD.B.2:
Make a line plot to display a data set if
measurements in fractions of a unit
(1/2, 1/4, 1/8). Use operations on
fractions for this grade to solve
problems involving information
presented in line plots.

Opening (Engage): 12:05-12:25

Pair/Share HOT Questions:

"Stand up if you know what the word average/line plot is...stay

standing if you can explain the definition of an average/line plot to
the class."
Class discussion on line plots, its definition, and today's objective
*** Line Plot: a number line diagram that uses X marks to show the
frequencies (number of times) of items or categories being tallied.
Student created line plots using Skittles. Instructions will be posted
on the board so they are always visible to students. I will model an
image of a line plot using manipulatives by asking guiding
questions. Once completed students must write down two questions,
for their table teams that could be answered by using their line plot
then will share with the class. How is using a line plot helpful?

Informal Formative Assessment:

-Observations based on student participation in class discussion to
determine if students have background knowledge of line plots.
-Anecdotal Notes on questions asked by students on what specific
information they could find from line plots. (Skittle questions)

How did the tally chart help

you?

What connections do you see

with the tally chart and line
plot?

When can you use this

strategy?

How are the numbers on the

line plot different than the
number of Xs above them?

Math Concept Planning

Miss Hester, 5th Grade
*Building Understanding (Whole Group Exploration-Core):
12:25- 12:50
1. Unlock the problem pg. 369 (scaffold whole group approach
with guided questioning)
2. Record data in line plot (count number of cups for each
amount and draw and X for the number of times each
amount is recorded to complete line plot)
3. Find total of water in all of the beakers that contain 1/4 cup
of water. = 7/4 or 1 3/4 and repeat. (Create fractions,
simplest form)
4. Find total amount of water in all beakers (adding fractions)
5. Find the average by dividing the sum by number of beakers.
Example pg. 370 for extra practice if students have misconceptions
(students may perform division with fractions incorrectly, record the
incorrect number of Xs in the line plot, and may have
misconceptions on the word average meaning to round) or if they
have not mastered the objective.

Pair/Share HOT Questions:

How do you record the data of

1/2 cup in the line plot?

What do the factors in the

multiplication problem
represent?

Why do you add the total

amounts of water?

How did you find the number

to divide by?

How can you use what youve

learned in the engage to help
you solve this problem?

Checkpoint (Informal Formative Assessment):

Accountable Talk
Think-Pair-Share:
Question #1: How is a line plot helpful in solving these types of
problems? - Andy's Table Team
Question #2: Why might knowing the average be helpful? -Aryana's Table
Team
Question #3: Is there another way we could solve this problem besides
using a line plot? -Tyce's Table Team
Question #4: Describe a situation in which you would need to use
fractional increments on a line plot. -Jamiah's Table Team
***Table teams have been paired based on data-driven decisions, such as,
students academic levels and their compatibility when working in groups.

Independent /Small Group Practice (Differentiation):

Try #'s 1-4 on page
Once you receive a
Enrichment: p.370
371 (independent).
check from a
Try This!" Use
teacher, put your
order of operations
hands on your head
to find the average
to show that you are (independent).
ready to find a
partner to work on

Lesson Closure: 12:50- 1:05

Students will write in their math
journals a response to one of the
following prompts. I will use their
responses for grouping tomorrow, as
the objective is to learn how to use
line plots in real-world scenarios.

Math Concept Planning

Miss Hester, 5th Grade
page 372.
This point is really clear...

Because as teachers we
Provide opportunities for students to utilize graphing scenarios to
complete a line plot and analyze. (SMP 4)
Provide opportunities for students to make comparisons between
their peer's line plots based on the same data. (SMP 3,4)

One thing that squares with things

I already know is
An idea that is still going around
in my head is
***Send home parent letter which
explains the unit, what their children
will be able to do by the end of the
unit, and helpful links for content
practice.

Evidence of Learning (The students will be able to)

Create a line plot based on given data. (SMP 4)
Analyze data from a given line plot. (SMP 1, 2)
Compare two line plots representing the same data. (SMP 3, 4)
Understand what the X represents on a given line plot. (SMP 6)
Checkpoint (Formative Assessment)
Students' classwork will be checked, as well as homework, for formative assessment purposes.