Fractions on a Line Plot

Transcription

1 s e s s i o n. 5 A Fractions on a Line Plot Math Focus Points Making a line plot to display a data set of measurements involving fractions Using operations on fractions to solve problems involving information given in line plots Today s Plan activity Discussion Session Follow-Up 5 Min Class Individuals Min Class Materials Student Activity Book, pp. A B or C C9, Make copies. (as needed) Student Activity Book, pp. A B or C C9 (completed) Student Activity Book, p. C or C, Comparing Rainfall Data Make copies. (as needed) Student Math Handbook, pp. Ten-Minute Math Estimation and Number Sense: Closest Estimate Show Problems 9 on Estimation and Number Sense: Closest Estimate (T6), one at a time. Give students approximately seconds to look at the three possible estimates and determine which is the closest to the actual answer. Have two or three students explain their reasoning for each problem. Ask students: How did you break the numbers apart? How did you determine the magnitude of the answer? If you changed the numbers in the problem, how did you change them and why? Also, ask if the closest estimate is greater than or less than the actual answer and how students know. CC6 Investigation Comparing Balancing Data

2 Activity Discussion Session Follow-Up AC TIVIT Y 5 Min class individuals (page of ) A scientist collected two types of grasshoppers and recorded their lengths in the boxes below. Show the lengths on the line plots. Have students look at Student Activity Book page A or C. Ask them to tell in their own words what the boxes of data show. Then ask them what they notice about these data that is different from the balancing data. (These data contain fractions.) 5 Lengths of Two-Striped Grasshoppers (inches) 5 On the board, draw a number line like those on page A or C. Ask students how they can show halves, fourths, and eighths on the number line. Lengths of Two-Striped Grasshoppers (inches) To show half inches, you have to divide the space between the numbers in half. Then divide each of those spaces in half again to show fourths. Then divide those spaces in half again to show eighths. Session.5A Unit 9 A Student Activity Book, Unit 9, p. A; Resource Masters, C INVSE5U9.indd 6// : PM I d just do eighths right away. Then every two eighths is a fourth, and four eighths is a half. Have volunteers draw tick marks on the number line to indicate halves, fourths, and eighths, and label the halves. You re going to represent the data about the lengths of the grasshoppers on two line plots. Let s do the first two lengths for the clear-winged grasshopper together. Call on volunteers to mark the first two lengths, inches and inches, on the line plot. x x Session.5A INVTE5U9S.5A.indd 6 Fractions on a Line Plot CC6 6// :56 PM

3 Activity Discussion Session Follow-Up Give students 5 minutes to mark the data on the line plots on Student Activity Book page A or C. (page of ) Use the information in the line plots on the previous page to solve the following problems. Show your work. Then discuss how the two data sets compare.. a. What is the range of the clear-winged grasshopper data? How do the lengths of the clear-winged grasshoppers compare to the lengths of the two-striped grasshoppers? Think about the aspects of the standing-on-one-foot data sets that we compared. b. What is the range of the two-striped grasshopper data? c. Which range is larger? How much larger?. If all the -inch grasshoppers were lined up end to end, how long would they be? If students only describe what they notice about one data set, ask them to compare the two data sets.. If the -inch two-striped grasshopper and the -inch clear-winged grasshoppers were lined up end to end, how long would they be?. Which is longer, the longest clear-winged grasshopper or the longest two-striped grasshopper? How much longer? B Unit 9 5. Which is shorter: the shortest clear-winged grasshopper or the shortest two-striped grasshopper? How much shorter? Session.5A Student Activity Book, Unit 9, p. B; Resource Masters, C9 INVSE5U9.indd 6// :5 PM Based on our comparisons, would you say that clear-winged grasshoppers are longer or two-striped grasshoppers are longer? Ask students to cite evidence from the data to support their conclusions about which kind of grasshopper is longer. Then ask students to look at Student Activity Book page B or C9. You are going to solve some problems based on the information you gathered from these two data sets. Remind students that the range of a set of data is the difference between the highest value and the lowest value. Ongoing Assessment: Observing Students at Work Students represent a data set of measurements involving fractions on a line plot. They use the data in the line plot to solve problems involving fractions. Do students accurately mark the fractions on the line plot? Do students accurately represent the data on the line plot? Can students use the information on the line plot to solve addition, subtraction, and multiplication problems involving fractions? What strategies are students using to solve the addition, subtraction, and multiplication problems? differentiation: Supporting the Range of Learners Some students may have difficulty transferring data from the line plots to the word problems. Help these students identify each of the numbers needed to solve the problem. Some students may find subtracting or adding fractions with unlike denominators or multiplying fractions challenging. Encourage these students to draw representations or to use the number line in the line plot to help them. CC6 Investigation INVTE5U9S.5A.indd 6 Comparing Balancing Data 6// :56 PM

4 Activity Discussion Session Follow-Up Students who easily solve these problems can be asked to make up their own problems using the grasshopper length data. Encourage them to use fractions with unlike denominators. D i s c u s s i o n Math Focus Points for Discussion Min Using operations on fractions to solve problems involving information given in line plots Let s start with Problem a. Was this an addition, subtraction, multiplication, or division situation? How did you know? Ask students to share their solutions for Problem a. The problem was a subtraction problem, but I used addition. I knew it was inch more to inch, and then another inch to inches. So I add one more eighth is, so there is from the. So inches. and. plus left is I knew is the same as The range is inches.. The range is. minus is. class Let s look at Problem. Was this an addition, subtraction, multiplication, or division situation? How did you know? Ask students to share their solutions for Problem. It was a multiplication problem. There is a total of three grasshoppers. I did which is and then which is groups of which is 9. 9 is. plus is 5. Session.5A Fractions on a Line Plot CC6

5 Activity Discussion Session Follow-Up Comparing Rainfall Data The table gives data for the cities of Eureka, California and Gainesville, Florida. Show the data on the line plots. note Students represent two sets of data in line plots and compare the data. S e s s i o n F o l l o w - U p Average Monthly Rainfall, 9 (inches) Jan. Feb. Mar. Apr. May Jun. Jul. Aug. Sep. Oct. Nov. Dec. Eureka Eureka Average Monthly Rainfall (inches) 5 6 Gainesville Average Monthly Rainfall (inches) Gainesville : For reinforcement of this unit s content, have students complete Student Activity Book page C or C. Student Math Handbook: Students and families may use Student Math Handbook pages for reference and review. See pages 5 in the back of Unit 9. Compare the rainfalls in the two cities. Write three statements about how they compare. Explain how the data support your statements. Session.5A Unit 9 C Student Activity Book, Unit 9, p. C; Resource Masters, C CC6 Investigation Comparing Balancing Data