## Objective

Create line plots based on measurement data and ask and answer questions.

### Student-Facing

I can create line plots based on measurement data and ask and answer questions.

## Common Core Standards

### Core Standards

The core standards covered in this lesson

2.MD.B.6— Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.

### Measurement and Data

2.MD.B.6— Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.

2.MD.D.9— Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

### Measurement and Data

2.MD.D.9— Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

## Criteria for Success

The essential concepts students need to demonstrate or understand to achieve the lesson objective

- Construct a line plot by:
- Determining the starting and ending value for the line plot by finding the largest and the smallest value in the data set.
- Plotting X’s above the corresponding value for each value in the data set.
- Creating a label for the number line that describes the unit that is represented by the data.
- Creating a title for the line plot that explains what the data set represents.

- Understand the purpose of a line plot as a way to represent a data set to see trends and analyze data more easily.
- Make observations and inferences of the data represented in a line plot.
- Answer simple put-together, take-apart, and compare problems using information presented in a line plot.

## Tips for Teachers

Suggestions for teachers to help them teach this lesson

It is possible when generating the measurement data that there will be instances where there may not be any data points for a specific measurement within the measurement range.

### Lesson Materials

- Ruler (at least one per student group) — ensure the ruler has centimeters

## Warm Up

5-10 minutes

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## Anchor Tasks

Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding

15-25 minutes

### Problem 1

a.With the help of a partner, measure and record the length of your shoe from heel to toe with a centimeter ruler.

b.Share your measurement with your class. Together, complete the table.

Shoe Length in Centimeters | Number of Students |

15 cm | |

16 cm | |

17 cm | |

18 cm | |

20 cm | |

21 cm | |

22 cm | |

23 cm | |

24 cm |

#### Purpose

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#### Facilitation Guidance

Unlock Facilitation Guidance to make the most of each Anchor Task. Find tips to launch tasks, support all students, and synthesize new learning. Download a sample.

### Problem 2

Based on the data you gathered on your classmates' shoe sizes, make a line plot to show the data.

#### Purpose

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#### Facilitation Guidance

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### Problem 3

Based on your line plot, answer the following questions.

a.What was the most common shoe length? How many people had that length?

b.What was the least common shoe length? How many people had that length?

c.How many people had shoe lengths larger than 21 cm?

d.How many people had shoe lengths smaller than 19 cm?

e.Create a question that you can answer using the data.

#### Purpose

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#### Facilitation Guidance

Unlock Facilitation Guidance to make the most of each Anchor Task. Find tips to launch tasks, support all students, and synthesize new learning. Download a sample.

## Problem Set

15-20 minutes

Give your students more opportunities to practice the skills in this lesson with a downloadable problem set aligned to the daily objective.

## Target Task

A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

5-10 minutes

Crystal has a bucket of sidewalk chalk. The table below shows how many pieces of chalk of different lengths she has in her bucket.

Legnth (cm) | 4 | 5 | 6 | 7 | 8 | 9 | 10 |

Pieces of sidewalk chalk | 6 | 5 | 3 | 4 | 2 | 3 | 1 |

a.Create a line plot to show Crystal’s data.

b.How many pieces of chalk were 8 centimeters or more in length? How do you know?

c.What was the most common length for chalk pieces? How many were that length?

d.What was the least common chalk length? How many were that length?

e.How many pieces of chalk were less than 6 centimeters long?

#### Student Response

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## Additional Practice

Daily Word Problems, Warm Ups, and Center Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

### Word Problems and Fluency Activities

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Lesson 12