The purpose of this lesson is for students to continue to consider what numbers to use to label the tick marks as they create line plots. Students will use data presented in a table to determine the longest and shortest length. Then they create a line plot and interpret the data to answer questions. When working with measurements with larger numbers, students learn to set up their number line to start with the shortest length. Students also answer questions that require calculations.

In another unit, students are introduced to the number line. They learn how to represent numbers and equations on the number line. How will their work with line plots support that learning?