## Unit Overview

**Essential Questions: **

**Lesson Plans and Seeds**

Lesson Plan B.2: Measurement and Data

Lesson Seed B.2: Line Plots and Fractional Measurement

**Download Seeds, Plans, and Resources (zip)**

**Content Emphasis By Clusters in Grade 5**

**Progressions from Common Core State Standards in Mathematics**

Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.

### Unit Overview

This unit requires students to make a line plot to organize and display a data set of measurements in fractions of a unit (for example: , and ), and to use operations on fractions to solve problems involving data presented on line plots.

**Teacher Notes:**

- Students will need to draw on their background knowledge of unit fractions and their comparative values.
- Make sure that students can express measurements in a larger unit in terms of a smaller unit.
- Know how to relate volume to addition and multiplication.
- Students should know that volume in fifth grade is limited to the right rectangular prism.

**Enduring Understandings:**

At the completion of the unit on represent and interpret data, the student will understand that:

*Operations on fractions can be used to solve problems involving information displayed on line plots.**Measurement data comes from taking and recording measurements of objects, including length, height, depth, width, weight, capacity, and volume.**Measurement data differs from categorical data, which is the result of sorting objects into groups by type.*

**Focus Standards (Listed as Examples of Opportunities for In-Depth Focus in the PARCC Content Framework document):
**

**Possible Student Outcomes:**

The student will be able to:

- Use a pair of perpendicular number lines to define a coordinate system, with the intersection of the number lines at 0 on each line.
- Accurately use new vocabulary including x-axis, y-axis, x-coordinate, y-coordinate, and origin, among others.
- Solve word problems by graphing points in the first quadrant of a coordinate plane.

**Evidence of Student Learning:**

*The Partnership for Assessment of Readiness for College and Careers (PARCC) has awarded the Dana Center a grant to develop the information for this component. This information will be provided at a later date. The Dana Center, located at the University of Texas in Austin, encourages high academic standards in mathematics by working in partnership with local, state, and national education entities. Educators at the Center collaborate with their partners to help school systems nurture students' intellectual passions. The Center advocates for every student leaving school prepared for success in postsecondary education and in the contemporary workplace.*

**Fluency Expectations and Examples of Culminating Standards:**

**Common Misconceptions:**

Students may:

- Think that line plots can be made with data and scales using whole numbers only.
- Make the scale using whole numbers only and then place the x’s or dots between the whole number tic marks to represent fractions, rather than making the tic marks the appropriate fractional units to match the data.

**Interdisciplinary Connections:**

Interdisciplinary connections fall into a number of related categories:

*Literacy standards within the Maryland Common Core State Curriculum*

*Science, Technology, Engineering, and Mathematics standards*

*Instructional connections to mathematics that will be established by local school systems, and will reflect their specific grade-level coursework in other content areas, such as English language arts, reading, science, social studies, world languages, physical education, and fine arts, among others.*

**Sample Assessment Items: ***The items included in this component will be aligned to the standards in the unit and will include:*

*Items purchased from vendors*

*PARCC prototype items*

*PARCC public release items*

*Maryland Public release items*

**Interventions/Enrichments/PD: ***(Standard-specific modules that focus on student interventions/enrichments and on professional development for teachers will be included later, as available from the vendor(s) producing the modules.)*

**Vocabulary/Terminology/Concepts: ***This section of the Unit Plan is divided into two parts. Part I contains vocabulary and terminology from standards that comprise the cluster, which is the focus of this unit plan. Part II contains vocabulary and terminology from standards outside of the focus cluster. These “outside standards” provide important instructional connections to the focus cluster.*

**
Part I – Focus Cluster
Write and Interpret Numerical Expressions **

**NOTE: None of the vocabulary, terminology, and concepts in this cluster are new, nor should they be particularly problematical for instruction of the related standards.**

**Part II – Instructional Connections outside the Focus Cluster**

** Benchmark Fractions: **Benchmark fractions are used for estimation. When you add 1/3 + 3/5, or 5/15 + 9/15 , the sum is 14/15. When you estimate the addition, you would think that 1/3 is closer to 1/2 and 3/5 is closer is 1/2 so your estimated answer would be about 1. The benchmarks used with fractions are 0, 1/2, 1. Also 1/3 is less than 1/2 and 3/5 is more than 1/2, so we know that 1/3 < 3/5.