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Lesson Plans and Worksheets for Grade 3

Lesson Plans and Worksheets for all Grades

More Lessons for Grade 3

Common Core For Grade 3

Videos, examples, solutions, and lessons to help Grade 3 students learn how to represent measurement data with line plots.

Common Core Standards: 3.MD.4

**New York State Common Core Math Grade 3, Module 6, Lesson 7, Lesson 8**

Lesson 7 Application Problem

The chart shows the lengths of straws measured in Mr. Han’s class.

a. How many straws were measured? Explain how you know.

b. What is the smallest and greatest measurement on the chart?

c. Were the straws measured to the nearest inch? How do you know?

Concept Development

Problem 1: Draw a line plot representing measurement data.

Problem 2: Plot data set on the line plot. Lesson 7 Homework

1. Mrs. Felter's class builds a model of their school’s neighborhood out of blocks. The students measure the heights of the buildings to the nearest 1/4 inch and record the measurements as shown below.

a. Use the data to complete the line plot below.

b. How many buildings are 4 1/4 inches tall?

c. How many buildings are less than 3 1/2 inches?

d. How many buildings are in the class model? How do you know?

e. Brook says most buildings in the model are at least 4 inches tall. Is she correct? Explain your thinking.

Lesson 8 Application Problem

Mrs. Byrne’s class is studying worms. They measure the lengths of the worms to the nearest quarter inch. The length of the shortest worm is 3 3/4 inches. The length of the longest worm is 5 2/4 inches. Kathleen says they will need 8 quarter inch intervals to plot the lengths of the worms on a line plot. Is she right?

Why or why not?

Concept Development

Problem 1: Plot a large data set to the nearest half inch.

Problem 2: Observe and interpret data on a line plot. Lesson 8 Homework

1. Mrs. Leah's class uses what they have learned about simple machines to build marshmallow launchers.

They record the distances their marshmallows travel in the chart below.

a. Use the data to draw a line plot below.

b. Explain the steps you took to create the line plot.

c. How many more marshmallows traveled 48 3/4 inches than 48 1/4 inches?

d. Find the three most frequent measurements on the line plot. What does this tell you about the distance that most of the marshmallows traveled?

Lesson Plans and Worksheets for Grade 3

Lesson Plans and Worksheets for all Grades

More Lessons for Grade 3

Common Core For Grade 3

Videos, examples, solutions, and lessons to help Grade 3 students learn how to represent measurement data with line plots.

Common Core Standards: 3.MD.4

Lesson 7 Application Problem

The chart shows the lengths of straws measured in Mr. Han’s class.

a. How many straws were measured? Explain how you know.

b. What is the smallest and greatest measurement on the chart?

c. Were the straws measured to the nearest inch? How do you know?

Concept Development

Problem 1: Draw a line plot representing measurement data.

Problem 2: Plot data set on the line plot. Lesson 7 Homework

1. Mrs. Felter's class builds a model of their school’s neighborhood out of blocks. The students measure the heights of the buildings to the nearest 1/4 inch and record the measurements as shown below.

a. Use the data to complete the line plot below.

b. How many buildings are 4 1/4 inches tall?

c. How many buildings are less than 3 1/2 inches?

d. How many buildings are in the class model? How do you know?

e. Brook says most buildings in the model are at least 4 inches tall. Is she correct? Explain your thinking.

Mrs. Byrne’s class is studying worms. They measure the lengths of the worms to the nearest quarter inch. The length of the shortest worm is 3 3/4 inches. The length of the longest worm is 5 2/4 inches. Kathleen says they will need 8 quarter inch intervals to plot the lengths of the worms on a line plot. Is she right?

Why or why not?

Concept Development

Problem 1: Plot a large data set to the nearest half inch.

Problem 2: Observe and interpret data on a line plot. Lesson 8 Homework

1. Mrs. Leah's class uses what they have learned about simple machines to build marshmallow launchers.

They record the distances their marshmallows travel in the chart below.

a. Use the data to draw a line plot below.

b. Explain the steps you took to create the line plot.

c. How many more marshmallows traveled 48 3/4 inches than 48 1/4 inches?

d. Find the three most frequent measurements on the line plot. What does this tell you about the distance that most of the marshmallows traveled?

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