Line Plot Questions

by
Alyssa Carmona

1. Learning Outcomes:
During this days lesson, students will be provided with the opportunity to use given
information to answer a variety of questions. Some of these questions can be
answered by looking directly at the line plots, while others will need to be analyzed
further. In addition, as students work to answer the provided questions, they will be
able to practice finding mean, median, mode, and range.

2. Common Core Standards:

CC.2.4.6.B.1: Demonstrate an understanding of statistical variability by displaying,
analyzing, and summarizing distributions.

3. Lesson Objectives:
Students will be able to collectively create a line plot that accurately represents data
from a corresponding tally chart.
Students will be able to practice using and analyzing line plots to answer a variety of
questions as they work as a group with the teacher.
Students will be able to calculate the mean, median, mode, and range of given sets of
data.

4. Anticipatory Set:
For this lessons anticipatory set, the previous nights homework will be reviewed.
Following Tuesdays lesson, students would have been given several line plots to
create using previously-completed tally charts. The teacher will choose one of the
line plots to review. This will not only activate students prior knowledge, but will
also provide the teacher with an opportunity to formatively assess the students. In
addition, it will provide the students with a chance to check the accuracy of their
own work.
In order to facilitate this, the teacher will have the students come up to the
classrooms interactive whiteboard and collectively create the chosen line plot. In
order to provide all students with an active role, the teacher will select an example
that contains at least seven steps, being that there are seven students in the class.
Once the line plot has been created, the teacher will determine its accuracy. If there
are any components of the line plot that have not been completed accurately, the
teacher will question/guide the students, in order to have them determine what
needs to be corrected.
At this point in time, the teacher will remind the students that, for the past two days,
they have been working on using given sets of data to create tally charts and line
plots. The teacher will then tell the students that, for todays lesson, they will be
working together to use and analyze line plots that have already been created in
order to answer a variety of questions. This is when the lessons procedures will
begin.
5. Procedures:
Before having the students use and analyze line plots in order to answer various
questions, the teacher will review with them how to find the mean, median, mode,
and range when given a set of data. The teacher will inform the students that they
will be asked to calculate the mean, median, mode, and range as they answer the
questions along with each line plot.
The teacher will have the students turn to page 5 of their line plots packet, and will:
o Demonstrate writing a list of the numbers from the set of data (including 0s)
from least to greatest.
o Explain that the 0s are still written, because they are a part of the data.
o Ask students to write down the list of numbers on their papers.
o Have students add up the numbers (the total should be 140).
o Have students count how many numbers were in the set of data (20).
o Ask students to find the mean of the set of data (140 20 = 7).
o Demonstrate how to/have students find the median (5).
o Ask students what the mode (the number that appears the most in the data)
is (5).
o Ask students to find the range (20).
Point out that, when finding the range, we are still looking at the highest
number from the set of data and the lowest number from the set of data
not the number that appeared the most and the number that appeared
the least.
At this point in time, the teacher will have students turn to page 9 of their packet,
and they will begin the actual process of working together to use and analyze line
plots that have already been created in order to answer a variety of questions. Page
9 will be started with, but the aim is to complete pages 9, 10, and 11.
o For each page, the teacher will read the provided story/information. The
teacher will then point out/explain the line plot, as well as the provided key.
For example, on page 9, the numbers on the line plot represent the
amount of seashells that Rebecca collected each day she went to the
beach. Each X represents one day that she collected that amount of
seashells (i.e. the 5 Xs for the number 5 shows that there were 5 days
during which she collected 5 seashells).
o One by one, the teacher will then read each question listed. After doing so,
the teacher will ask students what they have to do/how they can find the
answer to each question.
o For any questions that students are unsure how to solve, explain what needs
to be done/guide them to figure out the correct answer.
Remind students that when finding the mean, even if they are not adding
the zeros, each zero is still counted as a number in the set of data.
For instance, on page 9, there was one day during which Rebecca
collected 0 seashells. This does not change the number of seashells
that she collected, but it still counts as a day that she went to the
beach to collect seashells.
When finding the range, remind students that they are still looking at the
 highest number from the set of data and the lowest number from the set
of data not the number that appeared the most and the number that
appeared the least.
The teacher will work with the students, repeating this process, to complete pages 9,
10, and 11. If the students are struggling, the teacher will provide additional
support/guidance. If they are mastering the content more quickly, the teacher will
provide the students with more independence. If some students are struggling, but
others are not, the teacher may choose to no longer complete the days lesson as one
whole group. Instead, the students can be provided with the opportunity to work
independently and/or with a peer in order to answer the questions. If this is the
case, the teacher will circulate around the room and check in with the students as
they work.
Once the questions from pages 9, 10, and 11 have been answered, the teacher will
move on to the closure portion of the days lesson.

6. Differentiated Instruction:
In order to provide differentiation for all students during this days lesson, the
teacher will be working with all of the students as one group. Although this will be
the third day during which the class will be working with line plots, it will only be
the first day during which the students are asked to use and analyze line plots that
have already been created in order to answer a variety of questions. Working as a
whole group will provide the teacher with the opportunity to differentiate his/her
instruction depending on the ease with which the students can complete the new
task at hand.
As stated previously, if the students are struggling, the teacher will provide
additional support/guidance. If they are mastering the content more quickly, the
teacher will provide the students with more independence. If some students are
struggling, but others are not, the teacher may choose to no longer complete the
days lesson as one whole group. Instead, the students can be provided with the
opportunity to work independently and/or with a peer in order to answer the
questions. If this is the case, the teacher will circulate around the room and check in
with the students as they work.
In addition, due to the reading levels of the students within this class, by reading the
provided information/questions, the teacher will be providing students with access
to the lessons content.

7. Closure:
In order to provide closure for the days lesson, the teacher will remind students
that, during the week so far, they have been working on using given sets of data to
create tally charts and line plots, and that, today, they used and analyzed line plots
that had already been created in order to answer a variety of questions.
The teacher will then tell students that, for homework, they are to complete page 12
of their packet, which will allow them to gain more practice using and analyzing line
plots to answer questions. The teacher will also inform the students that, tomorrow,
they are going to review page 12, continue their work with line plots, and will wrap-
 up before Fridays quiz.
At this point in time, the teacher will have each student fill out an exit ticket. The
teacher will ask the students to write at least one thing that they feel they were able
to accomplish during the days lesson, and at least one thing that they feel they are
confused about/still need practice with. The teacher will collect each students exit
ticket as they leave the classroom and head to lunch.

8. Assessment (Formative and Summative):

Formative Assessment
o The first instance of formative assessment for this lesson will take place
during the anticipatory set. As students work to collectively create a line plot
that accurately represents data from a corresponding tally chart, the teacher
will be able to assess their prior knowledge of line plots. This will help the
teacher to address any possible misconceptions prior to introducing new
content.
o The second instance of formative assessment will occur via students verbal
and written responses as they work to calculate the mean, median, mode, and
range of the given set of data on page 5 of the packet. This will be important
due to the fact that students will be asked to calculate the mean, median,
mode, and range of several other sets of data throughout the remainder of the
days lesson. If this is something that students struggle with at this point in
time, the teacher will be able to provide additional support moving forward. If
students demonstrate mastery, however, the teacher will be able to provide
more independence.
o The next instances of formative assessment will take place throughout the
entire duration of the lesson. As students work to practice using and analyzing
line plots to answer a variety of questions, the teacher will be able to observe
and actively listen to students responses, in addition to observing their
written responses. Some of the questions that students will be working with
can be answered by looking directly at the line plots, while others require
further analysis to be answered. In addition, some of the provided questions
require students to calculate mean, median, mode, and range. Thus, students
responses (both verbal and written) will allow the teacher to formatively
assess the second and third lesson objectives. In addition, the students
homework responses will provide the teacher with a means for formative
assessment during the next days lesson. The teacher may also choose to
collect each students packet prior to Fridays quiz in order to engage in
further assessment.
o The exit ticket used during the closure portion of this lesson will provide the
teacher with another opportunity to formatively assess the students. Being
that the students will be asked to write at least one thing that they feel they
were able to accomplish during the days lesson, and at least one thing that
they feel they are confused about/still need practice with, the teacher will be
able to inform his/her instruction for the next days lesson.
Summative Assessment
 o Summative assessment will occur via Fridays quiz.

9. Materials/Equipment:
Interactive whiteboard
Line Plots Packet
Calculators
Pencils
Exit Ticket (paper/index cards)

10. Technology:
The classrooms interactive whiteboard will be used throughout the entire duration
of the lesson. It will first be used to have the students collectively create a line plot
representing data from a corresponding tally chart. Then, as the class works to use
and analyze line plots to answer a variety of questions (including those that require
them to calculate mean, median, mode, and range), the content at hand will be
displayed/interacted with.

11. Reflection on Planning:

This was a very interesting lesson to plan for, because it is unlike any other that Ive
ever done before. While Ive created and implemented lessons in the field before,
theyve always been sort of stand alone lessons. Meaning, usually the cooperating
teacher tells me what to plan for, for only one day, and that is what I teach. This
time, however, I am teaching a lesson that falls in between a number of other
lessons that Ive also planned for and will teach. Since I will be taking over for all of
Mrs. Watkins math classes with this group for the week, it will be interesting to see
how it all goes!
After school on Friday, Mrs. Watkins and I sat down to plan what each days lesson
should consist of. We finally came to the determination that: Mondays lesson would
focus on using given data to create a tally chart; Tuesdays lesson would focus on
using those same tally charts to create line plots; Wednesdays lesson would consist
of using already-created line plots to answer various types of questions; Thursdays
lesson would consist of a discussion on outliers and wrapping up; Fridays math
class would be used to have the students take a quiz covering single-/double-digit
multiplication, mean, median, mode, and range, and using given line plot
information to answer a variety of questions.
When I began planning over the weekend, I started out by creating the packet that
would be used throughout the course of the upcoming week. Being that her students
in this class do not use the textbooks provided for the other 6th graders, the packet
will in a sense serve as their text. In order to create the packet, I used not only
the feedback provided to me by Mrs. Watkins, but also referenced the textbook that
the other 6th graders use, in addition to a few online sites suggested by Mrs.
Watkins. As I worked to create the packet, and Fridays quiz, I also created a more
detailed overall outline for the weeks lessons. Once the packet had been finished, I
was able to finalize the weekly schedule, and was also able to come up with the
specific content/flow of each days lesson.
 When planning for this days lesson, an important component was providing a
checkpoint at the beginning before introducing any new content. Furthermore, a
review of using a set of data to calculate mean, median, mode, and range had been
included, since this is something that comes up multiple times throughout the
remainder of the lesson. For the majority of the lesson, a whole group approach had
been used in order for me to not only provide students with access to the lessons
content, but also to provide them with varying levels of support throughout. The
homework given at the end of this lesson will provide the students with
independent practice, and will also serve as another checkpoint during the next
days lesson. Lastly, the exit ticket included during this lessons closure will provide
useful information regarding each students strengths and weaknesses. Once
collected, these exit tickets will help me to further plan out Thursdays lesson in
order to address the students varying needs.

12. Reflection on Instruction (once the lesson has been taught):

This was definitely an interesting lesson to teach! It took place on a Wednesday, and
was the third line plot lesson of the week. The previous line plot lessons, which
involved using given data to create tally charts and line plots, seemed to be a bit less
challenging for the students overall. While both of those lessons did contain their
challenges for the students, this lesson proved to be more difficult. After working
with the students individually during this lesson in particular, and in the days
following, I believe that the challenges they were facing were a result of both some
math and language difficulties. Some of their challenges seemed to arise from the
fact that they were not comprehending the questions correctly. For instance, if a
question asked them during how many weeks at least 90 tickets were sold, the
phrase at least was something that they struggled with. In this case, for example,
they would only look at the information provided by the 90 ticket mark, but not the
ones above 90.
All in all, the students did much better finding the answers to questions that were
readily available on the graph (i.e. questions that only required them to look at one
piece of information in isolation, and did not require them to piece together multiple
pieces of information). In addition, when students were struggling to find the
answers to various questions, providing them with additional support definitely
helped. This was one reason that, during the actual lesson itself, I eventually decided
to have the students work independently while I circulated around the room. I
definitely feel that working as a class toward the beginning the activity had been
beneficial, but once everyone seemed to be understanding the content and working
at different paces, I felt the need to more adequately individualize my instruction.
Having the students work in a more independent fashion not only allowed the
students to work at their own paces, but also allowed the students to help and work
with one another, and allowed me to alter my instruction in order to meet their
varying needs.
From the beginning of the lesson to the end, I was definitely able to see individual
student improvement. While still not all students were on the same page, when
comparing an individual students work/responses to his/her own from beginning
 to end, there was definitely growth. In addition, using the line plots to answer
questions was something that wound up carrying over into the next day, being that
the concepts/content had not been grasped as quickly as initially expected. During
the next class day, students continued to work at their own paces as I provided
individualized support, and more individual student growth was able to be noted.
Additionally, some students who had been working at similar paces were provided
with more opportunities to work with one another. This both allowed the students
to continue helping and working with one another, but also allowed me to
conference with groups of 2-4 students at one time, rather than just one student at a
time. This proved to be effective not only in utilizing class time, but also in aiding the
students.
The exit tickets filled out by the students at the end of the initial lesson also
provided me with insight into the students own feelings/understandings about the
lesson content, and helped me to plan for future instruction regarding the topic of
line plots. From that moment on, when working with the students, I was able to
place even more of a targeted focus on their individual needs.
One way to improve this lesson in the future, if it were to be carried out with a
similar group of students, might be to explain some of the language/phrases used in
the questions being asked (i.e. at least, less than, etc.). This was something that I did
the next day as we continued to work on answering our line plot questions, but I do
think that if it had been done from the start, the students might have initially
struggled less with the questions being asked of them. In addition, another idea
would be to more gradually increase the difficulty of the questions being asked. Of
course, though, this would depend on the exact strengths and needs of the students
being taught.