UNLV Student: Georgette Sheldon PSMT Name: Gina West

Lesson Plan Title: Plot it! Lesson Plan Topic: Math- Line Plots &
Data (Review)
Date: 6/19/2017 Estimated Time: 60-70 minutes
Grade Level: 5th grade School Site: Harriet Treem ES

1. State Standard(s):
5.MD.B.2- Make a line plot to display a data set of measurements in fractions of a
unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems
involving information presented in line plots.

2. Teaching Model(s):
Direct Instruction
Modeling
Cooperative Learning

3. Objective(s):
I know how to make a line plot, and plot points on the line plot.
I know how to divide a line plot in equal sections when plotting a fraction of a
unit.
I know how many parts to divide a line plot in based on the fractional part being
measured (e.g., 1/8s, divide into 8 sections).

4. Materials and Technology Resources

Whiteboard
Practice Questions (Teacher Copy)
Task Cards Answers (Teacher Copy)
Math Line Plot Task Cards
Interactive Math Notebooks (1 per student)
36 Sets of Fraction Card Manipulatives
Expo Markers
Pencils/Colored Pencils
36 Lesson Quizzes

5. Instructional Procedures:
a. Motivation/Engagement:
TW open the lesson by drawing a line plot on the board.
TW break the line into sections, each section labeled as a color (i.e. Green,
Pink, Blue, Red, Orange, Purple, and Yellow).
TW ask the students to raise their hands to share what their favorite colors
are.
As the students share their favorite colors, TW mark an X above each
students favorite color to represent how many students prefer each color.
 TW remind the students that the Xs represent the data they gathered by
conducting the survey.
TW then ask the students to identify which color is the most popular, and
which is the least popular. TW then find the difference between the most
popular and the least popular color.
Ex: 8 students like Pink, and only 1 likes Yellow. So, the difference between
the number of students who like Pink and the number of students who like
Yellow is: 8-1=7.
TW label each part of the line plot to ensure the students understand each
concept before beginning the more complex/abstract concepts of fractions
on a line plot (Strategy: Name the Steps).
SW copy down the sample problem and label the example line plot in their
Math Notebooks so that they can reference it later in the lesson when
working independently or with partners.
TW explain that we can make line plots and interpret data in math. In this
lesson we will be learning how to plot fractions on a line plot, and interpret
the data we plot.
TW review the standard and objectives with the students.

b. Developmental Activities or Learning Experiences:

TW review the lesson by asking the students to identify the different parts of
a line plot (i.e. line, data, fractions/increments/sections, part/whole).
TW also review how the line plots are broken into sections or increments
based on the fractions (i.e. parts of a whole).
TW review how students should label the line plot based on the fraction.
Ex: 0, 1/8, , 3/8, , 5/8, , 7/8, 1
TW provide students each a set of fraction card manipulatives and direct the
students to order their fraction cards so that they can better visualize what
fractions look like on a number line/line plot (Strategy: Show Me).
SW draw a line plot on their desk with an Expo marker, and order the
fractions from 0 to 1, ensuring that each fraction is in the correct order.
SW check with their table group to come to a consensus on the proper order.
TW then review the proper order, and write the fractions on the line plot on
the whiteboard.
TW explain that each increment or section on the line plot represents a part of
a whole (or a fraction).
TW then model how to complete two problems as a warm-up before allowing
the students to work independently (or with a partner).
TW then provide the students a warm-up problem to work on with a partner.
TW have the students Stand Up, Hand Up, Pair Up, and work with their
partner to solve two or 3 practice problems (Strategy: Stand Up, Hand Up,
Pair Up).
TW provide the students a few minutes to solve the problems, and will then
have them come back whole group to discuss how they solved the problems.
TW review how to solve each of the problems so that the students can see
 how to solve the problems step-by-step (Strategy: Name the Steps).
TW then have the students solve the remaining practice problems using the
task cards independently.
TW collect the practice problems and working papers at the end of the lesson.

c. Closure:
TW close the lesson with the extension activity/exit ticket if the students need
extra practice, or finish early (Strategy: Exit Ticket).
or
TW close the lesson with a brief review of the major points & will review the
standards and objectives to check if they were met during the lesson.
TW have students put their Math notebooks away, and turn papers in.

d. Extension:
If students need to build more background knowledge, or finish their
activities with time to spare, teacher will draw a line plot on the whiteboard.
TW label the line plot with fractions representing the students possible shoe
sizes.
Ex: 3, 3 , 4, 4 , 5, 5
TW then have the students come up to the board one table group at a time and
use a dry erase board marker to place an X over the fraction that represents
their shoe size.
TW then have all the students go back to their seats, and will ask the students
to identify the data.
Ex:
-What is the shoe size that occurs most on the line plot? How do you know?
-What is the shoe size that occurs least on the line plot? How do you know?
-What is the difference between the largest shoe size, and the smallest shoe
size?
SW record their answers on a half sheet of paper as an exit ticket and will turn
it in at the end of the lesson to be checked for understanding.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

ELLs/IEP students will receive extra support from the teacher during the
activities.
ELLs/IEP students will be seated near teacher, and teacher will give clear printed
and verbal instruction, and will implement visual aids/manipulatives when
available.
ELLs/IEP students can have extra time to finish their tasks if necessary.

Modifications:
Students who need extra support to understand can be paired with a student who
has a strong grasp of the concept.

Differentiation:
 The use of visual aids
Modeling
Cooperative Learning/Hands-on learning
Clear verbal and written instruction

7. Assessment and Evaluation of Learning:

a. Formative:
SW be monitored for understanding and participation during the whole-group
discussion.
SW complete practice problems both with partners and independently to
assess their comprehension and participation.
SW complete an exit ticket to assess their understanding.

b. Summative:
SW complete an end-of-unit quiz the following day.

8. Homework Assignment:
SW take home their math notes to review for the quiz the following day.

9. Reflection:

Strengths: I feel that the strength of my lesson was that I chose to review the concepts
using simple, less abstract examples and modeling before moving to more complex and
abstract problems. The students really struggle with fractions, as well as visualizing
fractions and whole numbers on a number line or line plot. So, I made it a point to break
down the concept step-by-step and explain each element of data and line plots. I made
sure to review the vocabulary, and used manipulatives so the students could visualize
each step of the process of plotting data.

Concerns: My main concern was that the students who struggled with fractions would not
even be able to order the fractions on the number line before plotting the information. I
felt that the most difficult part of the process for some students would be the ordering of
fractions as they struggle with making equivalent fractions. My solution for avoiding any
confusion, was to allow the students to use the fraction card manipulatives and practice
ordering the fractions before beginning any of the data plotting. This seemed to be
effective, especially for the students who generally struggle with math concepts. I felt
that it gave them more practice, and also connected their new knowledge with their prior
knowledge to act as a scaffold for the lesson.

Insight: I realized in this lesson especially that teachers sometimes need to scrap activities
if they are not effective for the students and use an alternative. I realized halfway through
my introduction that the students were still confused about the concepts, despite various
explanations, modeling, and scaffolding. So after my introduction, I decided to use my
backup idea of implementing fraction cards as manipulatives to let the students practice
ordering fractions before working with any abstract problems. This really helped the
students form a more concrete understanding of the idea of what line plots are and how to
organize the data and interpret it as well. I feel that each lesson is so different, that it is so
important to have back up plans so that you can implement an extension, or make a
change during the lesson smoothly so that there are no gaps in the lesson, and the
students have the chance to benefit from the instruction.

10. Lemov & Kagan Strategies:

Strategy: Name the Steps- Break down complex tasks into steps that form a path for
student mastery.

Strategy: Show Me- Teacher flips the classroom dynamic and gleans data from a passive
group of students.

Strategy: Exit Ticket- End class with an explicit assessment of your objective.

Strategy: Stand Up, Hand Up, Pair Up- Students stand up, and high five a classmate to
engage with during partner discussion.