The purpose of this activity is for students to create a line plot from data presented in a table. The table includes data with longer lengths and a greater difference between the shortest and longest lengths than the data used in previous lessons. Students make decisions about how to label the number line using what they have learned about the structure of line plots and how to represent and label measurement data. The Synthesis discussion focuses on sharing and comparing the strategies students used to create their line plots, focusing on how they chose which numbers to use on their line plots (MP3).

• Invite 2–3 students to display their line plots.
• Consider asking each student:
  • “How did you decide which numbers to start and end your line plot with?” (I looked at the table to find the shortest and longest lengths.)
• “How are these line plots the same? How are they different?”
• “What can you say about the height of their plants by looking at the line plot?” (There are 3 Xs over 33, so those plants all measured 33 cm. Only 1 plant was 27 cm.)
• “How many students had a plant that measured more than 30 cm?” (4 because 3 had 33 and 1 had 35).

The purpose of this activity is to interpret measurement data represented by line plots. Students use the line plots they created in the previous activity and another line plot about plant heights to answer questions. In the Activity Synthesis, students share how they found the difference between two lengths using the line plot and discuss how the structure of the line plot helps to show differences (MP7).

• Invite 1–2 students to share how they found the difference between the height of the tallest and shortest plants on their line plot.
• “How does the line plot help you see differences in the measurements that are collected?” (Each tick mark is the same length apart. You can count the distance between each. You can see if there’s a big or small difference between the measurements by how they are spread out.)