3rd / Global Concept 3 of 3 for this Unit of Study:
Collect and Analyze Data Using Line Plots / Projected Time Allotment:
3 days
Essential Questions:
Day 1: How is a line plot like a number line?
Day 2: How do you read data in a line plot?
Day 3: How do you display data in a line plot?
Related Go Math Chapter Test Questions: Unit 4 (Go Math! Chapter 2) #10, 11, 15
Instructional Resources
Manipulatives:
  • Line Plot Template – A blank template that can be used to help students create a line plot.
  • Number lines – can be used to created numerical categories
  • Two color counters – students can use counters instead of X’s to make an activity more tactile
  • Centimeter cubes - students can use cm cubes instead of X’s to make an activity more tactile
Go Math Lesson Components/Lesson Ideas:
  • 2.9 Essentials: A selection of problems from SE p.95-98. P. 95-Use the Unlock the Problem (but substitute the names of students in your classroom) and create a class line plot.
  • 2.10 Essentials: P. 101 #6-13, P. 102 #14-18
Online Resources:
  • The Soup Spot- Students will conduct a survey to create a pictograph and line graph.
  • Compare Temperature- Students construct two line plots from data to make comparisons.
  • Tropical Fish- Performance task that has students interpret and create bar graphs.
  • Parking Cars- Performance task that has students analyze and create bar graphs.
For more information about integrating the content within this GCG, clickhere for the Powerpoint
Sample HOT Questions:
  • How is a line plot similar to a number line?
  • How are line plots like bar graphs? How are they different?
  • How are the numbers on the number line different than the number of Xs above them?
  • How would you represent a category with no occurrences on a line plot?
  • How can you determine if the data displayed in a line plot matches the data shown in another representation?

Students are better able to …
  • Compare line plots to bar graphs and pictographs. (SMP 3, 4)
  • Create a line plot based on given data. (SMP 4 )
  • Convert bar graphs and pictographs to line plots. (SMP 3, 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 )
  • Choose a type of graph needed to best represent given data. (SMP 1, 3, 4)
  • Use survey results to create a line plot. (SMP 4)
For more info on SMP’s click here. / 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)
  • Provide students with multiple representations of data (pictographs, bar graphs, line plots) and find relationships between them. (SMP 3,4)