I.

Purpose:

The purpose of this lesson is to review line plots and data analysis to show
frequency of data along a number line, practice and reinforce the students'
understanding of line plots, bar graphs, and pictographs

VA SOLs:

Math
Probability and Statistics
Focus: Applications of Data and Chance
3.17

The student will

a) collect and organize data, using observations, measurements, surveys, or experiments;
b) construct a line plot, a picture graph, or a bar graph to represent the data; and
c) read and interpret the data represented in line plots, bar graphs, and picture graphs and
write a sentence analyzing the data.

II. Objectives:
Given the notes on line plots in their math notebooks, TSWBAT write 3 data analysis
statements together as a group with 100% accuracy.
Given the All About Graphs packet, TSWBAT complete, assemble, and glue the flip
book in their math notebooks.

III. Procedure:
a. Introduction (auditory, visual)
The students will be seated at their desks.

Today we will be reviewing line plots, writing data analysis statements, and
constructing a graph flipbook in our math notebooks.

The students will need their math notebooks out for the line plot review.

Nature Hike will also be shown on the Promethean Board.

o The students may follow along on the PB or in their notebooks.

What is the title of this line plot? (Nature Hike)

What do the numbers on the horizontal bar represent? (# of types of birds

seen)

What do the Xs represent? (1 student)

o Please make sure you have Each X represents 1 student highlighted
in your notebooks.

b. Development (auditory, visual, kinesthetic)

The students will each need a pencil and their math notebooks on their desks.

This graph tells me that while out on a nature hike, a variety of birds were seen
by students.
o More specifically, I can tell the number of different types of birds were seen
by each student.

This graph allows me to quickly compare the number of students that only saw 1
type of bird versus the number of students that saw 6 types of birds.
o There were 2 students only saw 1 type of bird, and 2 students that saw 6
types of birds.

Where there any other different number of bird types seen by the
same number of students? (2 types of birds)

Based on my analysis of this Nature Hike line plot graph, I

could then state There were 2 students that saw 1 type of
bird, 2 students that saw 2 types of birds, and 2 students
that saw 6 types of birds.

I could also state The same number of students saw 1 type

of bird, 2 types of birds, and 6 types of birds.

o Together we are going to come up with 3 additional data analysis

statements to record in our math notebooks.

Student volunteers will be asked to provide data analysis

statements for the class to record in their notes.

Differentiation

The teacher will monitor students, while providing guidance to those that need
additional support in analyzing and comparing line plots.

For advanced students:

o The questions with a higher degree of difficulty will be asked.

Analytical or constructing math sentences.

For struggling students:

o Additional wait time will be utilized.
o Students may be asked if they agree with the answer provided by a classmate
and why or why not.
o Students will be given the opportunity to quietly consult with a neighbor for
assistance.

This lesson fits the needs of visual learners by providing visual representations for the
purpose of comparing the number of items.

This lesson fits the needs of auditory and verbal learners by having a class discussion
and explanation of the recorded items and consulting with a neighbor, as needed.

This lesson fits the needs of tactile and kinesthetic learners by including written notes
(data analysis statements) to be recorded in math notebooks.

c. Summary (auditory, visual, kinesthetic)

The students will duplicate the Lucky Number Roll line plot from the
Promethean Board in their math journal.

The students will be divided into 4 groups for centers.(lesson plans for each
center attached)
o Officer Buckle math problems (teacher station)
o War (subtraction game)

o Collect the shapes

o Record data analysis statements from Lucky Number Roll line plot in
their math journal (spiral).

IV. Materials needed for the lesson

* math notebook
*

Promethean Board

Promethean Board pen

*
* pencil
* scissors
* glue stick
* crayons or colored pencils
* hylighter

V. Evaluation Part A:

To assess the students knowledge and understanding of analyzing and comparing data
recorded on a pictograph, the students math journals will be reviewed for accuracy. The
following rubric will be used during this accuracy review:
Name

Additional

Developing

Target

Support

Beyond
Expectation

Needed
0-1 correct

2-3 correct

4-5 correct

6+ correct

comparisons

comparisons

comparisons

comparisons

made

made

made

made

V. Evaluation Part B:

Did the students meet the objective?

Did the lesson accommodate/address the needs of all your learners?

What were the strengths of this lesson?

What were the weaknesses of this lesson?

How would you change the lesson if you could teach it again?

Name

Additional

Developing

Target

Support

Beyond
Expectation

Needed
0-1 correct

2-3 correct

4-5 correct

6+ correct

comparisons

comparisons

comparisons

comparisons

made

made

made

made