Mathematical Practices Lesson Planning Tool

Course Name:

Unit:
Date:
Lesson:
Essential learning standard: 4.MD.2.4 Make a line plot to display a data set of measurements in fractions of a unit.
Solve problems involving addition and subtraction of fractions by using information presented in line plots.
Learning Objective:
As a result of this lesson, students should be able to:
o

Represent measurement data (to the nearest 1/2 foot) on a line plot.

Solve word problems based on data from a line plot.

o Add and subtract mixed numbers with like denominators by converting whole numbers to mixed numbers.
Essential standards for Mathematical Practice: As a result of class today, students will be able to demonstrate
proficiency in modeling mathematics.
Formative Assessment process:
o In this lesson, the opening assessment will focus on interpreting data from a line plot and answering
questions about the data. Students should answer questions in unison using their fingers to represent their
answers to the questions. Displaying the Formative Assessment Sample Line Plot using a computer and LCD
projector.

How many students have 2 pets in their household? (1 pet, 3 pets, 4 pets, 5 pets)

How many pets per household is the most common? How do you know? (least common)

How many more students have 2 pets in their household than 5 pets? How do you know?

How many students either had 1 or 2 pets in their household? How do you know?

Periodically, ask students to explain the strategy used to get their answer. If 5 or more students miss a
question, stop and clarify misconceptions and model the problem on the board. Have an index card handy
to write down the names of students who miss more than 2-3 questions. Plan to review line plots with them
at a later time.

Probing Questions for Differentiation on Mathematical Tasks

Assessing Questions
Advancing Questions
- What does each X represent?
- What is the difference between the longest/shortest
- How many inches are in one foot?
distance?
- What is 17 rounded to the nearest foot
- If you put the longest/shortest length together what
- Is your data recorded correctly?
would the distance be?
Source: Beyond the Common Core (Kanold et.al, 2014)

Mathematical Practices Lesson Planning Tool

Course Name:
-

Tasks

Convert measurements to a fraction.

What will the teacher be doing?

1.

To determine if
students have
mastered the
learning objectives
for this lesson, they
should be able to fill
in all 15 data points
on the line plot.
They should answer
both questions
correctly and show
their work. In quick
student interviews,
students should be
able to explain the
strategy they used
to solve one of the
problems.

1. During the activity, the teacher

should be circulating
throughout the room and
asking students to describe
their strategy for problem
solving. The teacher should be
asking Guiding Questions and
providing feedback to students
throughout the process.
2. Students will receive feedback
as to whether their answers are
correct from their peers when
students share their work on
the board. They can compare
their results and reflect on their
own reasoning process and
findings.

2. The purpose of the

summative
assessment is to
determine if
students are able to
correctly document
data on a line plot
and to use that data
to solve word
problems that
involve addition and
subtraction of
Source: Beyond the Common Core (Kanold et.al, 2014)

What will the students be doing?

1. Students should be given
the Marshmallow Math
Worksheet and complete
the questions
independently using the
data from the
Marshmallow Math Line
Plot on display.
2. The teacher should
circulate during this time
and ask Guiding
Questions to students.
Ask students to explain
their thinking. Students
who struggle with math
concepts should be
monitored closely and
given support (see
Accommodation Section).
If needed, provide
fraction strips and have
students model their
work.

Mathematical Practices Lesson Planning Tool

fractions and mixed
numbers. This
assessment also
requires students to
generalize skills
from the
marshmallow math
activity into other
subject areas such
as science.
1

Beginning of class routines

How does the warm-up activity
connect to students prior
knowledge, or how is it based on
analysis of homework?

Prior to this lesson, students should:

o

Be able to measure to the

nearest 1/2 foot.

Understand that 1 foot equals

12 inches and 1/2 foot equals 6
inches.

Be able to represent and

interpret data on a line plot.

Add and subtract fractions with like

denominators
Task 1
How will the students be
engaged in understanding the
learning objective?

1. Give the following instructions:

Source: Beyond the Common Core (Kanold et.al, 2014)

We will be going outside

to throw marshmallows.
The first person in your
group will stand on the
edge of the sidewalk and
throw a marshmallow as
far as you can. Another
person in your group will
measure the distance of

Course Name:

Mathematical Practices Lesson Planning Tool

the throw to the nearest
1/2 foot. The person who
throws the marshmallow
will come and mark
his/her score on the line
plot that I am holding on
a clipboard. Every person
in the group will take 2
turns throwing a
marshmallow and 2 turns
measuring.

Task 2
How will the task develop
student sense-making and
reasoning?

Task 3
How will the task require student

1. Students should be given the

Marshmallow Math Worksheet
and complete the questions
independently using the data
from the Marshmallow Math
Line Plot on display.
2. The teacher should circulate
during this time and ask
Guiding Questions to students.
Ask students to explain their
thinking. Students who struggle
with math concepts should be
monitored closely and given
support (see Accommodation
Section). If needed, provide
fraction strips and have
students model their work.
3. When all groups are finished
and data is recorded, return to

Source: Beyond the Common Core (Kanold et.al, 2014)

Course Name:

Mathematical Practices Lesson Planning Tool

conjectures and communication?

Closure
How will student questions and
reflections be elicited in the
summary of the lesson? How will
students understanding of the
learning objective be
determined?

Course Name:

the classroom and post the line

plot using the document
camera. Discuss data trends on
the line plot and ask Guiding
Questions about the
measurement process and
data.
1. For each of the questions, have
a student come to the board
and show how they solved the
problem. Ask them to explain
what strategies they used to
solve the problem. Ask another
student to explain what that
student just said. Ask if any
students solved the problem
using a different strategy and
have them explain.
2. Give students the Summative
Assessment (and any leftover
marshmallows to enjoy).

Materials Needed
Bell work,
Students:
o

Mini marshmallows-about 4-5 each (1 bag

should be enough for an entire class)

Measuring tape (4-1 for each group)

Pencil/Paper

Student worksheet

Source: Beyond the Common Core (Kanold et.al, 2014)

Technology Tips
: Computer for Presenter, LCD Projector, Document Camera

Mathematical Practices Lesson Planning Tool

o

Fraction strips (for students who need

accommodations)

Teacher:
o

Clipboard (to hold line plot)

Document camera for display of line plot. (See

Further Recommendations)

Computer and LCD projector or overhead

Source: Beyond the Common Core (Kanold et.al, 2014)

Course Name: