### Examples

Gloria is keeping track of her money every week. She starts with $10.00, after one week she has $7.50, after two weeks she has $12.00 and after three weeks she has $6.25. Represent the amount of money she has using a line graph.### Clarifications

*Clarification 1:*Within this benchmark, the expectation is for an estimation of fractional and decimal heights on line graphs.

*Clarification 2:* Decimal values are limited to hundredths. Denominators are limited to 1, 2, 3 and 4. Fractions can be greater than one.

**Subject Area:**Mathematics (B.E.S.T.)

**Grade:**5

**Strand:**Data Analysis and Probability

**Standard:**Collect, represent and interpret data and find the mean, mode, median or range of a data set.

**Date Adopted or Revised:**08/20

**Status:**State Board Approved

## Benchmark Instructional Guide

### Connecting Benchmarks/Horizontal Alignment

### Terms from the K-12 Glossary

- Line Graphs
- Line Plots

### Vertical Alignment

Previous Benchmarks

Next Benchmarks

### Purpose and Instructional Strategies

The purpose of this benchmark is to collect and display authentic numerical data in tables, line graphs or line plots, including fractional and decimal values. Students have represented whole number and fractional values using tables, stem-and-leaf plots and line plots in grade 4 (MA.4.DP.1.1). In grade 6, this work will extend to box plots and histograms (MA.6.DP.1.5).- Instruction with line graphs should develop the understanding that values in this graph often represent data that changes over time.
- Instruction should include identifying the meaning of the points presented on the
*x*-axis and*y*-axis with both axes being labeled correctly.

### Common Misconceptions or Errors

- For line plots, students may misread a number line and have difficulty because they use whole-number names when counting fractional parts on a number line instead of the fraction name.

### Strategies to Support Tiered Instruction

- Instruction includes opportunities to use concrete models and draw number lines to connect learning with fraction understanding. Students plot fourths on the number line, paying particular attention to what each tick mark and the “distance” between each tick mark represents.
- Example:

- For example, utilizing fraction strips or tiles, students will be able to connect fractional parts to the measurement on a number line.

### Instructional Tasks

*Instructional Task 1 *(MTR.3.1)

### Instructional Items

*Instructional Item 1 *

- Part A. What is the approximate change in the kitten’s mass, in grams, between Days 3 and 4?
- Part B. What is the approximate change in the kitten’s mass, in grams, between Days 2 and 5?

**The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.*

## Related Courses

## Related Access Points

## Related Resources

## Formative Assessment

## Lesson Plans

## Original Student Tutorials

## MFAS Formative Assessments

## Original Student Tutorials Mathematics - Grades K-5

Help build a Grasshopper Hut for Gus by creating line plots and answering questions about the line plots in this interactive tutorial.

Learn to interpret data presented on a line plot and use operations on fractions to solve problems involving information presented in line plots as you complete this beach-themed, interactive tutorial.

## Student Resources

## Original Student Tutorials

Help build a Grasshopper Hut for Gus by creating line plots and answering questions about the line plots in this interactive tutorial.

Type: Original Student Tutorial

Learn to interpret data presented on a line plot and use operations on fractions to solve problems involving information presented in line plots as you complete this beach-themed, interactive tutorial.

Type: Original Student Tutorial