Name: Brenna Travis

Title of Lesson: KATS 2- Data Analysis

Grade Level: 4th

Objectives:

By the end of this lesson, students will be able to create a line plot based on their own
data, and fill out a line plot accurately from measuring pencils accurately from fourths of
an inch.

Standard:

Data Analysis, Statistics, and Probability

1. Visual displays are used to represent data

a. Make a line plot to display a data set of measurements in fractions of a unit (1/2,
1/4, 1/8). (CCSS: 4.MD.4)

Required Materials and resources:

Math Notebooks and Pencils

Document Camera

Pencil Measurement Line Plot Worksheet

Step-By-Step Procedures:

(Lead-In)

I will ask the students to get out their planners and math journals. The students will write
down their learning target, as they do at the beginning of every lesson. I will introduce
the lesson by saying that the PARCC test is coming up and they might need to know how
to read graphs and line plots for the test. (This lesson is a review for students to help them
in the PARCC test.) I will say that they also need to know how to analyze and interpret
data in everyday life.

I will ask the students to raise their hand if they have a pet. (The majority of the class
will.) I will then group the students by table groups and show them how to create a T-
Chart. The students will work together to create a T-Chart to record how many pets they
have between their group.
Example:

Dog 5

Cat 3

Fish 4

When students are done, I will show them how to transform their data into a line plot on
the white board. The students will then make their line plots in their math journals.

Example:

When the students are done, I will take one volunteer from each group to come up to the
doc-cam and share their line plot with the rest of the class. We will compare data, and
discuss most common and uncommon pets, etc. We will then discuss labels and how to
read line plots.

(Plan For Practice)

I will give students a line-plot worksheet. There are various pencils on the paper and the
students will measure each one within the nearest fourth of an inch. There is a line plot
given on the bottom and the students will fill it out.

Worksheet here:

When all of the students are done, I will go over the worksheet on the doc-cam and
discuss the findings. We will talk about the most common and uncommon pencil size,
create a title for the line plot, go over what the Xs represent and what the measurements
represent.

(Closure-Reflect Anticipatory Set)

After the worksheet discussion, I will show them a workseet they completed previously
in the year. The worksheet is of a bar graph, so I will go over the similarities of a bar
graph and line plot. I will go over one or two questions that the students struggled with
previously, but wont go over answers.

I will give students the worksheet. This will be their exit ticket. When they are done, I
will quickly check it and then show them their improvement from the previous time they
did the worksheet.

Pictures:
Reflection:

After discussing with my CT, we decided that my second math lesson should be

over data analysis. She showed me a worksheet the students completed at the beginning

of the year about reading a bar graph. The students had an extremely difficult time with

it, so she wanted me to do a review. I agreed, but soon realized that the standards only

covered creating line plots to show data measurements in fractional units. I did my best to

incorporate the two things together, but struggled with making sure I covered both topics

in one lesson. I decided to spend the most time addressing the standard, but incorporated

the worksheet at the end within the exit ticket.

Overall, I dont think this was one of my best lessons. Im happy with how the

lesson was timed, because it was the perfect amount of time for the 80 minutes they have

for math. During the intro when I had students create their own line plots based on pet

data, I had trouble keeping the whole class attention. I dont know if it was because the

students were excited for spring break or if they were just excited to be talking about their

pets in class, but they seemed to be much chattier and off-task than normal. I realized I

need to do more to get the class to follow the lesson.

The students seemed to enjoy the lesson, especially the intro, and had a lot of

energy throughout the lesson. I was a little concerned when I got to the worksheet that

they would be off task, but they surprised me and seemed to be very focused on the

worksheet and it took them less time than I had originally anticipated. I was thankful for

this, because the intro took much longer than I had planned. The worksheet seemed to be

at just the right difficulty level for the students. I went over two examples for how to fill

out the line plot and how to use their ruler to measure the pencils.
 Looking back on the lesson, I wish I would have spent more time comparing the

bar graphs and line plots and interpreting data on bar graphs. I think if I had more time, I

would have done this or if I could have split it up into two different lessons, the students

would have gotten the practice they needed to read both line plots and bar graphs. Since

my CT wanted me to go over bar graphs, I think I tried including too much into the

lesson, but it didnt turn out terrible. From the exit ticket, there was an improvement from

the previous time they filled out the worksheet. In the future, I would go over reading the

bar graphs when the bar is in between the lines of measurement, and accurately adding

and subtracting the differences.

More examples of student work: