mcsfourthgrade - MD-Represent & Interpret Data

Common Core Standard

4.MD.4. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.

‍‍‍‍‍‍Anchor Standard/Mathematical Practice(s)

MP.2. Reason abstractly and quantitatively.
MP.4. Model with mathematics.
MP.5. Use appropriate tools strategically.
MP.6. Attend to precision.
MP.7. Look for and make use of structure.

‍‍‍‍‍‍Information Technology Standard

Use technology tools and skills to reinforce classroom concepts and activities.

‍‍‍‍‍‍Revised Bloom's Level of thinking

Applying,Analyzing, Creating

‍‍‍‍‍‍Learning Target/Task Analysis

This standard provides a context for students to work with fractions by measuring objects to an
eighth of an inch.
Students are making a line plot of this data and then adding and subtracting fractions based on
data in the line plot.
Example:
Students measured objects in their desk to the nearest ½, ¼, or 1/8 inch. They displayed their
data collected on a line plot. How many object measured ¼ inch? ½ inch? If you put all the
objects together end to end what would be the total length of all the objects.
Common Misconceptions:
Students use whole-number names when counting fractional parts on a number line. The
fraction name should be used instead. For example, if two-fourths is represented on the
line plot three times, then there would be six-fourths.
Students also count the tick marks on the number line to determine the fraction, rather
than looking at the ―distance‖ or ―space‖ between the marks.

‍‍‍‍‍‍I can...

I can use a ruler to correctly measure the length of an object.
I can create a line plot that displays data in fractional units.
I can solve problems (adding & subtracting) by using a line plot.

‍‍‍‍‍‍Essential Vocabulary

line plot

‍‍‍‍‍‍Sample Assessments

Thinkgate
Active Expressions/Clickers for Formative Assessment
Assessment Question:
Kwon and Miguel have an insect collection. They have measured the lengths of all their insects. Their data shows that 4 insects are 1/8 inch long, 6 are 1/4 inch long, 8 are 1/2 inch long, 2 are 1/6 inch long, 1 is 1/12 inch long, and 5 are 1/3 inch long. Create a line plot that shows the data. How much longer is the longest insect from the shortest insect?
Assessment Activity:
Give each student a bag containing a variety of pasta, with multiple examples of each. For the class, give the measurement of each type of past to use for graphing purposes (fettuccine is ¼ inch, orzo is
1/8 inch, spaghetti is 1/6 inch, etc). Ask the students to create a line plot that displays their set of data. Then ask the students to interpret their data set using a set of questions. What is the difference in length from the longest pasta to the shortest pasta? What is the total length of the shortest pasta?
Common Assessment
Teacher Observations

‍‍‍‍‍‍Differentiation

MD-Represent & Interpret Data