## Reflection: Routines and Procedures Interpreting Line Plots (Owl Pellets Day 4) - Section 3: Pulling it Together for a Math Museum

Students need time to develop statements and ask questions.  If I rush them, their thoughts will be limited.  I encourage students to collaborate, ask friends for suggestions, and try for statements that compare groups, contrast groups, or identify holes.

I remind students that their work will be displayed to help motivate them to be more thoughtful about the statements made.

It is important to emphasize the this lesson is a culminating lesson. The students understand what is expected from them and are able to meet these expectations with more independence than earlier in the year.  If this lesson were to come earlier in the school year, I would provide more parameters around the types of statements I expect (more comparisons than statements).

Culminating project
Routines and Procedures: Culminating Project

# Interpreting Line Plots (Owl Pellets Day 4)

Unit 6: Bringing It All Together
Lesson 5 of 10

## Big Idea: Students have been investigating owl pellets both mathematically and scientifically. Now, they use the information they have gathered to interpret data and ask higher level thinking questions based on the results.

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Standards:
45 minutes

### Julie Kelley

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