# Fractions

## Objective

Create line plots (dot plots).

## Common Core Standards

### Core Standards

?

• 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.

?

• 2.MD.D.9

## Criteria for Success

?

1. Represent measurement data in a line plot/dot plot where the horizontal scale is marked off in appropriate units—whole numbers, halves, or fourths.
2. Answer interpretive questions about data in a line plot that do not involve the use of operations to solve (e.g., what is the largest recorded value?) (MP.2).
3. Reason inductively about data in a line plot to make a plausible argument that takes into account the context from which the data arose (e.g., based on this data, what is typical?) (MP.3).
4. Understand the purpose of a picture graph as a way to represent a measurement data set to be able to see trends and analyze it more easily (MP.5).

#### Fishtank Plus

• Problem Set
• Student Handout Editor
• Vocabulary Package

?

### Problem 1

Mr. Schaut measured the height of all of the sunflower plants in his garden. The data are shown in the table below.

 Heights of Sunflower Plants (in inches) $61$ $63$ $62$ $61$ $62\frac{1}{2}$ $61\frac{1}{2}$ $61\frac{1}{2}$ $61\frac{1}{2}$ $62$ $60$ $64$ $62$ $60\frac{1}{2}$ $63\frac{1}{2}$ $61$ $63$ $62\frac{1}{2}$ $62\frac{1}{2}$ $64$ $62\frac{1}{2}$ $62\frac{1}{2}$ $63\frac{1}{2}$ $63$ $62\frac{1}{2}$ $63\frac{1}{2}$ $62$ $62\frac{1}{2}$ $62$ $63$ $60\frac{1}{2}$
1. Make a dot plot of Mr. Schaut’s data. Remember to label all parts of your dot plot.
2. Answer the following questions based on the data.
1. How many plants were measured in all?
2. What are the three most frequent measurements in order from shortest to tallest? How many plants were one of those three heights?
3. What is the typical height of a sunflower in Mr. Schaut’s garden? Justify your reasoning.

#### References

EngageNY Mathematics Grade 3 Mathematics > Module 6 > Topic B > Lesson 8Concept Development

Grade 3 Mathematics > Module 6 > Topic B > Lesson 8 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by The Match Foundation, Inc.

### Problem 2

1. Create a line plot using just the first three rows of the line plot in Anchor Task #1, copied below. Remember to label all parts of your line plot.
 Heights of Sunflower Plants (in inches) $61$ $63$ $62$ $61$ $62\frac{1}{2}$ $61\frac{1}{2}$ $61\frac{1}{2}$ $61\frac{1}{2}$ $62$ $60$ $64$ $62$ $60\frac{1}{2}$ $63\frac{1}{2}$ $61$
1. In what ways does this subset of data change the answers to the following questions:
1. How many plants were measured in all?
2. What are the three most frequent measurements in order from shortest to tallest? How many plants were one of those three heights?
3. What is the most typical height of a sunflower?

#### References

EngageNY Mathematics Grade 3 Mathematics > Module 6 > Topic B > Lesson 8Concept Development

Grade 3 Mathematics > Module 6 > Topic B > Lesson 8 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by The Match Foundation, Inc.

## Problem Set & Homework

#### Discussion of Problem Set

• What can you say about most of the students surveyed in #3?
• If the only measurement data we had was the top two rows of the chart in #2, how might that change your understanding of the mass of most of the porcupines at the zoo?
• Why does having a large amount of data help us have a clearer understanding of what the data means?

?

The table below shows the lengths of fish a group of fishermen caught in one day.

 Lengths of Fish (in inches) $24$ $23\frac{1}{4}$ $23\frac{1}{4}$ $23\frac{1}{2}$ $22\frac{2}{4}$ $23\frac{1}{2}$ $23\frac{1}{4}$ $23\frac{3}{4}$ $23$ $22\frac{3}{4}$ $22$ $23\frac{1}{4}$ $23\frac{2}{4}$ $22\frac{3}{4}$ $23\frac{1}{2}$ $23$ $23\frac{2}{4}$ $23$

1. Make a line plot of the data. Remember to label all parts of your line plot.

2. Answer the following questions based on the data in the line plot.

1. What is the length, in inches, of the shortest fish the fishermen caught?
2. How many fish did they catch that day? Explain how to use the line plot to solve.

#### References

EngageNY Mathematics Grade 3 Mathematics > Module 6 > Topic B > Lesson 8Exit Ticket

Grade 3 Mathematics > Module 6 > Topic B > Lesson 8 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by The Match Foundation, Inc.

?