Interpreting and Creating Line Plots

Mr. Matt Fogg introduces line plots, explaining how to read and interpret them using a survey of pencils in students' desks. He discusses the most and least common data points and introduces the concept of a bell-shaped curve. The lesson concludes with instructions on creating a line plot using classmates' height data, emphasizing the importance of accurate measurement and data representation.

What symbol is used to represent each student's data on the line plot?

• A circle

• A square

• An X

• A triangle

Tags

CCSS.3.MD.B.4

How many students had exactly six pencils in their desk?

• Six

• Three

• Five

• Four

Tags

CCSS.2.MD.D.9

Which number of pencils was the most common among the students?

• Six

• Five

• Four

• Three

Tags

CCSS.2.MD.D.9

What does the shape of the data on a line plot indicate?

• The distribution

• The median value

• The total count

• The average value

Tags

CCSS.2.MD.D.9

What tools are necessary to create a line plot?

• A measuring tape and a calculator

• A calculator and a ruler

• A ruler and a measuring tape

• A ruler and a pencil

Tags

CCSS.3.MD.B.4

What was the height range of the students measured for the line plot?

• 48 to 57 inches

• 49 to 56 inches

• 47 to 58 inches

• 50 to 55 inches

Tags

CCSS.3.MD.B.4

Which height was most common among the students?

• 52 inches

• 53 inches

• 54 inches

• 55 inches

Tags

CCSS.2.MD.D.9

Which heights appeared the least often?

• 52 and 53 inches

• 51 and 54 inches

• 50 and 55 inches

• 49 and 56 inches

Tags

CCSS.2.MD.D.9

Most students in the class were how tall or taller?

• 54 inches

• 53 inches

• 51 inches

• 52 inches

Tags

CCSS.2.MD.D.9

Were there any heights not represented in the data?

• Yes, exactly 55 inches

• No, only 52 inches was missing

• No, all heights were represented

• Yes, below 49 inches and above 56 inches

Tags

CCSS.2.MD.D.9