Plans and Worksheets for Grade 4
Plans and Worksheets for all Grades
Lessons for Grade 4
Common Core For Grade 4
Examples, videos, and solutions to help Grade 4 students learn how to solve word problems with line plots.
Common Core Standards: 4.NF.1,
NYS Common Core Grade 4 Module 5, Lesson 28
Download Worksheet for Common Core Grade 4, Module 5, Lesson 28
Lesson 28 Problem Set
1. The chart to the right shows the distance fourth-graders in Ms.
Smith’s class were able to run before stopping for a rest. Create
a line plot to display the data in the table.
2. Solve each problem.
a. Who ran a mile farther than Jenny?
b. Who ran a mile less than Jack?
c. Two students ran exactly 2 1/4 miles. Identify the students. How many quarter miles did each student
d. What is the difference, in miles, between the longest and shortest distance run?
e. Compare the distances run by Arianna and Morgan using >, <, or =.
f. Ms. Smith ran twice as far as Jenny. How far did Ms. Smith run? Write her distance as a mixed
g. Mr. Reynolds ran 1 4/10 miles. Use >, <, or = to compare the distance Mr. Reynolds ran to the distance
that Ms. Smith ran. Who ran farther?
3. Using the information in the table and on the line plot, develop and write a question similar to those
above. Solve, and then ask your partner to solve. Did you solve in the same way? Did you get the same
Lesson 28 Homework
1. A group of children measured the lengths of their shoes. The
measurements are shown in the table. Make a line plot to
display the data.
2. Solve each problem. Write an equation and a statement for each. Draw models as needed.
a. Who has a shoe length 1 inch longer than Dickon?
b. Who has a shoe length 1 inch shorter than Susan?
c. How many quarter inches long is Martha’s shoe length?
d. What is the difference, in inches, between Lilias's and Martha’s shoe lengths?
e. Compare the shoe length of Ben and Frances using >, <, or =.
f. How many students had shoes that measured less than 8 inches?
g. How many children measured the length of their shoes?
h. Mr. Jones’s shoe length was 25/2 inches. Use >, <, or = to compare the length of Mr. Jones’s shoe to the
length of the longest student shoe length. Who had the longer shoe?
3. Using the information in the table and on the line plot, write a question you could solve by using the line
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