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Teaching Line Plots: Activities & Assessments

This document discusses using line plots to display and analyze data. It provides an example where students count the number of buttons on their clothes and create a line plot showing this data. Students are asked questions about the line plot like the highest and lowest number of buttons. The document also describes having students create their own line plots from word length data and asking them questions to analyze the line plots. Finally, it discusses reflecting on when line plots are useful and having students compare line plots to other graphs.

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Marianne Guillaume
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19 views1 page

Teaching Line Plots: Activities & Assessments

This document discusses using line plots to display and analyze data. It provides an example where students count the number of buttons on their clothes and create a line plot showing this data. Students are asked questions about the line plot like the highest and lowest number of buttons. The document also describes having students create their own line plots from word length data and asking them questions to analyze the line plots. Finally, it discusses reflecting on when line plots are useful and having students compare line plots to other graphs.

Uploaded by

Marianne Guillaume
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

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Solicit from students the ideas about different graphs they have seen and/or used. Discuss
why graphs are useful and the purposes for displaying data in graphic form.

Engage and Educate (POS: DSP 1; SOL: 3.21, 3.22)


As a class, have each student count the number of buttons on the clothes they are wearing. Construct a line plot to show this
data. Have each student place his/her data on the line plot. After the line plot is constructed, discuss the data. Questions
should include: What is the most number of buttons anyone is wearing? Least? How many more people had ___ buttons
than ___? How might this data differ if we collected this data during a different season? Ask students to pose a question that
could be answered using the data.

Assessment: Observe students as they respond. Check for understanding in the actual construction of the line plot, then in
answering the questions posed.. Listen to question students create to see if their questions relate to the line plot constructed

Active Learning
All Students: Activity A: Activity B:

Distribute the Line Plot Count- Direct instruction with small Pairs or individuals (options)
ing Letters for students to group
complete independently. #1 Have students write 3 ques-
Write the following sentence tions that can be answered
where all students can read it: with the data from the line plot
they constructed when count-
Line plots help us to organize ing letters.
Assessment: Students should data . A line plot is a type of
be able to construct a simple graph that shows each piece of #2 Have students think of data
line plot and write one simple data. they would like to gather to
statement regarding the data. create a line plot. What ques-
For students having difficulty, As a group, create a line plot that tion would they ask? What
proceed to Activity A. For stu- shows how many letters are in would they expect the data to
dents who are successful, pro- each word. Then, pose questions look like? What would be the
ceed to Activity B. to the students that require them smallest number on the line
to understand the data (similar plot? Largest?
questions as were posed with the
button data).
Assessment: Make notes of stu-
dents who are continuing to have
difficulty understand the construc-
tion and interpretation of line
plots. Assessment:

Reflect
Ask students what information can be gained by using a line plot as opposed to data listed in table form. What is the value
of constructing a line plot? When might a line plot be used?

Homework

Now and Then


Encourage students to find similarities and differences in line plots and bar graphs and pictographs. Students have likely
had several experiences with bar graphs and pictographs — when would each be used? What type of data lends itself to line
plots?

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