The Arizona STEM Acceleration Project
Line Plots
Line Plots
A 2nd grade STEM lesson
Shonda Roer
1/21/24
Notes for teachers
Launch: 5-10 minutes
Give the students a couple of minutes to think about the two graphs. Call on 5-8 students to share what they think, notice or wonder about the graphs.
Explore: 15 -20 minutes
Before they trace or measure their feet ask a couple of questions about the ruler as a reminder. Where do you start measuring at? How do I know if I’m measuring in inches or centimeters? Which is larger?
Have each group put their information on their slide. Then have them move their X onto the line plot graph on slide 10.
Discuss: 15 -20 minutes
What does each x represent on the line plot?
How many students feet are 7 inches long? How do you know?
Closure: 10-15 minutes
Exit Ticket
List of Materials
Arizona Math Standards
2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
Arizona Technology Standards
2.DA.CVT.1
Subconcept: Collection, Visualization and Transformation (CVT)
Collect and transform data using digital devices; Display data for communication in various visual formats. The collection and use of data about the world around them is a routine part of life and influences how people live. Many everyday objects, such as cell phones, digital toys, and cars, can contain tools (such as sensors) and computers to collect and display data from their surroundings. Students could collect data on the weather, such as sunny days versus rainy days, the temperature at the beginning of the school day and end of the school day, or the inches of rain over the course of a storm. Students could count the number of pieces of each color of candy in a bag of candy, such as Skittles or M&Ms. Students could create surveys of things that interest them, such as favorite foods, pets, or TV shows, and collect answers to their surveys from their peers and others. The data collected could then be organized into two or more visualizations, such as a bar graph, pie chart, or pictograph. Practice(s): Communicating About Computing, Developing and Using Abstractions: 7.3, 4.2
Objectives:
Today
I can collect data and represent it on a line plot on a Google Slide.
I can interpret data on a line plot.
Agenda (60 minutes) 1 class period
Launch: 5-10 minutes
Explore: 15 -20 minutes
Discuss: 15 -20 minutes
Closure: 10-15 minutes
(exit ticket)
What do you think? What do you notice? What do you wonder?
Description
Launch:
Hands-on Activity Instructions
How long is your foot?
You are going to get a partner and measure the length of your foot. Have your partner trace around your shoe with a pencil on the construction paper.
Use a ruler to measure your foot on the construction paper to the nearest inch. Make sure you measure from your toes to your heel. Then record it on your slide. Make sure to check your partners measurement. (Slides 11 -19)
Explore:
Foot Length of the Class
0 1 2 3 4 5 6 7 8 9 10 11 12 13
Class Line Plot
X
X
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X
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X
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Length of the students feet in inches
Group 1: Names
_____________ foot is ___________ inches.
_____________ foot is ___________ inches.
Student Work:
Using slide 11 answer the following questions?
How many measurements did we collect for our line plot?
How many students feet are 6 inches or 8 inches long?
How many students feet are 4 inches or 5 inches long?
Group 2: Names
_____________ foot is ___________ inches.
_____________ foot is ___________ inches.
Student Work:
Using slide 11 answer the following questions?
How many measurements did we collect for our line plot?
How many students feet are 6 inches or 8 inches long?
How many students feet are 4 inches or 5 inches long?
Group 3: Names
_____________ foot is ___________ inches.
_____________ foot is ___________ inches.
Student Work:
Using slide 11 answer the following questions?
How many measurements did we collect for our line plot?
How many students feet are 6 inches or 8 inches long?
How many students feet are 4 inches or 5 inches long?
How long is your foot?
We made a line plot. A line plot shows us how many of each measurement there is by using an x for each measurement.
What does each x represent on the line plot?
How many students feet are 7 inches long? How do you know?
What do you notice about the line plot we made?
Discussion:
Closure: Exit Ticket
1. How many pencils did I find in class?
2. How many pencils did I find that are 12 or 9 centimeters long?
Differentiation
You can make a blank line plot on chart paper and give the students a sticky note. Have the students place an x on the sticky note. Then have the students put the sticky note on the chart paper that corresponds to their foot length. After that have them move their x on slide 11.
Remediation
Extension/Enrichment
Students who quickly answer the questions on their slide can be given a different line plot graph and answer some questions about it. You can use the launch line plot and ask some addition and subtraction questions. Ex. How many more 10 inch fish were caught than 6 inch?