Lesson: Matching Data: Line Plots
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Lesson Objective
SWBAT match a data set to a line plot
Lesson Plan
Materials Needed: DN Worksheet, Example of a Line Plot, white board, dry erase markers, chart with line plot and data, IND Practice Worksheet
Vocabulary: line plot, number line, frequency, data
……….
Do Now (2  3 min): The teacher asks the student complete questions 1, 2, and 3 of DN worksheet on line graphs.
Opening (2 3 min): Teacher opens with showing a completed bar graph from the DN data. The teacher then states the objective; “Yesterday we learned how to make line graphs from a data set. Today, we are going to learn about line plots. By the end of the lesson, you will be able match a data set to a line plot.”
Direct Instruction/Guided Practice (15 20 min): Teacher explains, “Today we are going to be learning about line plots. A line plot shows data on a number line with x or other marks to show frequency. Frequency refers to the number of times something occurs. The data used in line plots normally is mixed up; we use line plots to organize data. Watch as I show you what I mean. Then we will match data to line plot.”
Teacher shows the Example of Line Plot to the class and says, “This is an example of a line plot. It uses a number line to show the scale of the data, notice is starts at 30 and ends at 50. A line plots scale depends on your data.
Teacher writes the following the board:
50, 48, 50, 30, 40, 30, 35, 38, 30, 45, 30, 35, 30, 35,
40, 43, 45, 48, 50, 48, 50, 40, 35, 38, 50, 30,
Teacher says, “Now, lets look at the data used to create this line plot. Notice how it is very hard to make any sense of the data? Why do you think that is? [Intended Answer: Because is not in any order] Very Good! The data is not in any order so it makes it very difficult to understand. “
The teacher continues, “The first step to matching a line plot with a data set, or matching a data set with a line plot is to arrange the data from least to greatest, so it is easier to understand. Let’s use this data set as an example. Say I get this data set on the DCCAS. First I am going to arrange it from least to greatest so I know the frequency of each test score. Watch as I do that.” The teacher then arranges the data into one of the two Example Options indicated on the Examples Chart.
“The teacher continues, now that I have my data arranged from least to greatest, I can easily check to see if the line plot matches the data set. Ok, now watch as I look at a data set and match it to the correct line plot. I have two line plots and a jumble of data. Who can tell me what my first step is? [Arrange the data from least to greatest] That is exactly right! I have to arrange my data so I know what I am looking for. Let’s do that together.” The teacher calls students up to the board to arrange the data. The teacher should instruct the students to cross off items from the original data set once arranged in the new order. The teacher should refer to Example 3 for the visual of the organized data.
$10, $30, $10, $10, $20, $30, $50, $40, $45, $50,
$10, $30, $35, $30, $20, $40, $50
The teacher continues by calling on students for the following answers and marking their answers over each line plot. “Ok, so who can tell me how many 10s should be represented on the correct line plot? [4]. What is the frequency of 20? [2] What is the frequency of 30? [4]. What is the frequency of 35? [1]. What is the frequency of 40? [2]. What is the frequency of 45? [1]. And what is the frequency of 50? [3].”
Teacher points to a representation of Example 4 and says, “So, by show of hands which line plot is correct? Put up silent 1 finger for figure 1 and a silent 2 fingers for figure 2. “ The teacher gets a pulse of the classes understanding and then announces that the correct answer is figure 1.
Independent Practice (10 min): The students begin to independent work time. The teacher circulates to assist students that have questions
Closing (23 min): Teacher calls the attention of the students back toward the front of the class to quickly review the answers to the Independent Practice worksheet/ ask what we learned about.
Vocabulary: line plot, number line, frequency, data
……….
Do Now (2  3 min): The teacher asks the student complete questions 1, 2, and 3 of DN worksheet on line graphs.
Opening (2 3 min): Teacher opens with showing a completed bar graph from the DN data. The teacher then states the objective; “Yesterday we learned how to make line graphs from a data set. Today, we are going to learn about line plots. By the end of the lesson, you will be able match a data set to a line plot.”
Direct Instruction/Guided Practice (15 20 min): Teacher explains, “Today we are going to be learning about line plots. A line plot shows data on a number line with x or other marks to show frequency. Frequency refers to the number of times something occurs. The data used in line plots normally is mixed up; we use line plots to organize data. Watch as I show you what I mean. Then we will match data to line plot.”
Teacher shows the Example of Line Plot to the class and says, “This is an example of a line plot. It uses a number line to show the scale of the data, notice is starts at 30 and ends at 50. A line plots scale depends on your data.
Teacher writes the following the board:
50, 48, 50, 30, 40, 30, 35, 38, 30, 45, 30, 35, 30, 35,
40, 43, 45, 48, 50, 48, 50, 40, 35, 38, 50, 30,
Teacher says, “Now, lets look at the data used to create this line plot. Notice how it is very hard to make any sense of the data? Why do you think that is? [Intended Answer: Because is not in any order] Very Good! The data is not in any order so it makes it very difficult to understand. “
The teacher continues, “The first step to matching a line plot with a data set, or matching a data set with a line plot is to arrange the data from least to greatest, so it is easier to understand. Let’s use this data set as an example. Say I get this data set on the DCCAS. First I am going to arrange it from least to greatest so I know the frequency of each test score. Watch as I do that.” The teacher then arranges the data into one of the two Example Options indicated on the Examples Chart.
“The teacher continues, now that I have my data arranged from least to greatest, I can easily check to see if the line plot matches the data set. Ok, now watch as I look at a data set and match it to the correct line plot. I have two line plots and a jumble of data. Who can tell me what my first step is? [Arrange the data from least to greatest] That is exactly right! I have to arrange my data so I know what I am looking for. Let’s do that together.” The teacher calls students up to the board to arrange the data. The teacher should instruct the students to cross off items from the original data set once arranged in the new order. The teacher should refer to Example 3 for the visual of the organized data.
$10, $30, $10, $10, $20, $30, $50, $40, $45, $50,
$10, $30, $35, $30, $20, $40, $50
The teacher continues by calling on students for the following answers and marking their answers over each line plot. “Ok, so who can tell me how many 10s should be represented on the correct line plot? [4]. What is the frequency of 20? [2] What is the frequency of 30? [4]. What is the frequency of 35? [1]. What is the frequency of 40? [2]. What is the frequency of 45? [1]. And what is the frequency of 50? [3].”
Teacher points to a representation of Example 4 and says, “So, by show of hands which line plot is correct? Put up silent 1 finger for figure 1 and a silent 2 fingers for figure 2. “ The teacher gets a pulse of the classes understanding and then announces that the correct answer is figure 1.
Independent Practice (10 min): The students begin to independent work time. The teacher circulates to assist students that have questions
Closing (23 min): Teacher calls the attention of the students back toward the front of the class to quickly review the answers to the Independent Practice worksheet/ ask what we learned about.
Lesson Resources
IND Lesson 12 Line plot Classwork 
1,320

DN Lesson 12 Starter / Do Now 
619

EX lesson 12 Exemplar 
548

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