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Math lesson plan · 5th grade (Year 6 in England) · 60 minutes

Read changes and trends from a line graph

Statistics and probability

CCSS 5.G.A.2England: Y5 StatisticsEngland: Y6 Statistics

Objective and success criteria

Students will: Read changes and trends from a line graph.

  • 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: Line graphs; Coordinates in the first quadrant

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 (Line graphs; Coordinates in the first quadrant). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. A line graph shows the number of trees planted each year: 2020: 33, 2021: 7, 2022: 21, 2023: 14, 2024: 40. In which year were the most trees planted? (2020 / 2021 / 2022 / 2023 / 2024) → 2024Prompt: Find the highest point on the line.
  2. A line graph shows the number of trees planted each year: 2020: 11, 2021: 29, 2022: 22, 2023: 14, 2024: 40. In which year were the most trees planted? (2020 / 2021 / 2022 / 2023 / 2024) → 2024Prompt: Find the highest point on the line.
  3. A line graph shows the number of trees planted each year: 2020: 35, 2021: 10, 2022: 26, 2023: 21, 2024: 35. In which year were the most trees planted? (2020 / 2021 / 2022 / 2023 / 2024) → 2020Prompt: Find the highest point on the line.

Hook · 6 min

  • Take a quick class survey (favorite fruit, travel to school) and ask what the results tell us.
  • Share the objective: Read changes and trends from a line graph. 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.
  • Model one question from the student sheet, thinking aloud.
  • 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.

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.

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: Line graphs.
  • 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-5.

Free lesson plan from eurekami.com/lesson-plan-builder

eurekami

Read changes and trends from a line graph

Name

Date

Score/ 8

  1. Question 1

    The line graph shows the temperature (°C) at hours 0 to 6 of an experiment. By how much did the temperature change from hour 0 to hour 4? (Use a negative number for a fall.)

    xy12345624681012141618200(0, 3)(1, 4)(2, 6)(3, 6)(4, 3)(5, 2)(6, 1)

    Answer

  2. Question 2

    The line graph shows a plant's height (cm) from week 0 to week 6. In which week did it grow the most? (Give the week it ended in.)

    xy12345624681012141618200(0, 6)(1, 9)(2, 11)(3, 13)(4, 13)(5, 12)(6, 10)

    Answer

  3. Question 3

    The line graph shows the temperature (°C) at hours 0 to 6 of an experiment. By how much did the temperature change from hour 0 to hour 3? (Use a negative number for a fall.)

    xy12345624681012141618200(0, 7)(1, 4)(2, 7)(3, 11)(4, 13)(5, 16)(6, 18)

    Answer

  4. Question 4

    The line graph shows the temperature (°C) at hours 0 to 6 of an experiment. By how much did the temperature change from hour 3 to hour 6? (Use a negative number for a fall.)

    xy12345624681012141618200(0, 8)(1, 7)(2, 4)(3, 6)(4, 11)(5, 16)(6, 19)

    Answer

  5. Question 5

    The line graph shows the temperature (°C) at hours 0 to 6 of an experiment. By how much did the temperature change from hour 1 to hour 4? (Use a negative number for a fall.)

    xy12345624681012141618200(0, 5)(1, 4)(2, 2)(3, 0)(4, 2)(5, 2)(6, 3)

    Answer

  6. Question 6

    The line graph shows the temperature (°C) at hours 0 to 6 of an experiment. By how much did the temperature change from hour 1 to hour 6? (Use a negative number for a fall.)

    xy12345624681012141618200(0, 3)(1, 5)(2, 5)(3, 5)(4, 6)(5, 9)(6, 7)

    Answer

  7. Question 7

    The line graph shows the temperature (°C) at hours 0 to 6 of an experiment. By how much did the temperature change from hour 1 to hour 5? (Use a negative number for a fall.)

    xy12345624681012141618200(0, 4)(1, 9)(2, 10)(3, 9)(4, 11)(5, 15)(6, 16)

    Answer

  8. Question 8

    The line graph shows the temperature (°C) at hours 0 to 6 of an experiment. By how much did the temperature change from hour 0 to hour 5? (Use a negative number for a fall.)

    xy12345624681012141618200(0, 7)(1, 4)(2, 6)(3, 7)(4, 7)(5, 9)(6, 14)

    Answer

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Answer key: Read changes and trends from a line graph

  1. 1. 0

  2. 2. 1

  3. 3. 4

  4. 4. 13

  5. 5. -2

  6. 6. 2

  7. 7. 6

  8. 8. 2