Interpret Measurement Data on Line Plots

10 min

Narrative

The purpose of this Warm-up is to remind students that measurement data can be shown on a line plot, preparing them to interpret a line plot that includes fractional measurements in a later activity. While students may notice and wonder many things about the given data, the general structure of the line plot and how it shows the measurement data in the table are the important discussion points.

Launch

  • Groups of 2
  • Display the data and line plot.
  • “What do you notice? What do you wonder?”
  • 1 minute: quiet think time
Teacher Instructions
  • “Discuss your thinking with your partner.”
  • 1 minute: partner discussion
  • Share and record responses.

Student Task

What do you notice? What do you wonder?

Lengths in Inches

  • 3
  • 5
  • 4
  • 4
  • 5
  • 6
  • 7
  • 5
  • 3
  • 4
  • 4
  • 5
  • 6
  • 6
  • 4

<span>Line plot from 0 to 7 by ones. Horizontal axis, length in inches. Beginning at 3, the number of X’s above each number is 2, 5, 4, 3, 1. </span>

Solution Steps (3)
  1. 1
    Observe the list of lengths
    →15 lengths ranging from 3 to 7 inches, all whole numbers
  2. 2
    Observe the line plot
    →X marks above each number showing frequency: 3 has 2, 4 has 5, 5 has 4, 6 has 3, 7 has 1
  3. 3
    Connect list to line plot
    →Both show same data - line plot organizes by frequency

Sample Response

Students may notice:
  • The lengths are in inches.
  • All the lengths are whole numbers.
  • The shortest length is 3 inches.
  • The longest length is 7 inches.
  • There are three items that are 6 inches long.
  • Objects that are 4 inches long make up the largest group.
Students may wonder:
  • What objects were being measured? 
  • Why were all the lengths whole numbers?
  • Why weren’t there any lengths between whole numbers?
  • Could these be lengths of pencils or something in the classroom?

  • Do the table and line plot show the same data?

Activity Synthesis (Teacher Notes)
  • “How would we adjust the line plot to include a length that is 6126\frac{1}{2} inches?” (Add half-inch marks to the scale. Partition each inch into 2 equal parts.)
Standards
Building On
  • 2.MD.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.
  • 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.
Building Toward
  • 3.MD.4·Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
  • 3.MD.B.4·Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units–-whole numbers, halves, or quarters.

20 min

15 min