Math lesson plan · 2nd grade (Year 3 in England) · 60 minutes
Line plots of measurements
Statistics and probability
CCSS 2.MD.D.9
Objective and success criteria
Students will: Line plots of measurements.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Measure in cm, m, inches and feet
Leads to: the next skill in this area.
Materials: Squared paper for charts, Class survey data, Sticky notes for a live chart, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Measure in cm, m, inches and feet). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- What is the best estimate for the length of a door? (200 m / 2 cm / 20 m / 2 m) → 2 mPrompt: A centimetre is about the width of a finger nail.
- What is the best estimate for the length of a football pitch? (10000 m / 100 cm / 100 m / 1000 m) → 100 mPrompt: A centimetre is about the width of a finger nail.
- What is the best estimate for the length of a pencil? (15 cm / 15 m / 150 cm / 1500 cm) → 15 cmPrompt: A centimetre is about the width of a finger nail.
Hook · 6 min
- Take a quick class survey (favorite fruit, travel to school) and ask what the results tell us.
- Share the objective: Line plots of measurements. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: The class measured some leaves. Each ✕ is one leaf. 5 cm: ✕ 6 cm: ✕ ✕ ✕ ✕ ✕ 7 cm: ✕ 8 cm: ✕ How many leaves were 7 cm long?
- Step 1: 7 cm: 1
- Answer: 1
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- The class measured some leaves. Each ✕ is one leaf. 7 cm: ✕ ✕ ✕ ✕ ✕ 8 cm: ✕ ✕ 9 cm: ✕ ✕ ✕ ✕ ✕ 10 cm: ✕ How many leaves were 9 cm long? → 5Prompt: Find 9 cm.
- Lengths of pencils (each ✕ is one pencil): 4 cm: ✕ ✕ ✕ 5 cm: ✕ ✕ ✕ ✕ 6 cm: ✕ ✕ 7 cm: ✕ Which length was the most common? (4 cm / 5 cm / 6 cm / 7 cm) → 5 cmPrompt: Most common means the length with the most ✕ marks.
You do: independent practice · 17 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- The class measured some leaves. Each ✕ is one leaf. 8 cm: ✕ ✕ 9 cm: ✕ ✕ ✕ 10 cm: ✕ ✕ ✕ ✕ ✕ 11 cm: ✕ ✕ ✕ How many leaves were 8 cm long? → 2Prompt: Find 8 cm.
- Lengths of pencils (each ✕ is one pencil): 7 cm: — 8 cm: ✕ 9 cm: ✕ ✕ 10 cm: ✕ ✕ ✕ Which length was the most common? (7 cm / 8 cm / 9 cm / 10 cm) → 10 cmPrompt: Most common means the length with the most ✕ marks.
Watch out for
- Forgetting to put data in order before finding the median.
- Reading a bar's height wrongly when the scale goes up in 2s or 5s.
Support and stretch
Support
- Review first: Measure in cm, m, inches and feet.
- Use concrete materials: squared paper for charts.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-2.
Free lesson plan from eurekami.com/lesson-plan-builder