Student Actions

Teacher Actions

• Develop strategies for problem solving by creating frequency tables and line plots to display data (including whole numbers and fractions).

• Develop the ability to communicate mathematically by including appropriate titles, labels, and units when creating frequency tables and line plots.

• Develop a deep and flexible conceptual understanding by using frequency tables and line plots to present real-world information (i.e., data the student has collected).

• Use and connect mathematical representations by providing students with data in list or chart form, and asking them to represent the data in a frequency table or line plot, as appropriate.

• Implement tasks that promote reasoning and problem solving by introducing a variety of real-world situations for which frequency tables and line plots are the appropriate format for communicating data.  These real-world situations should include data in the form of whole numbers as well as fractions.

• Elicit evidence of student thinking by inviting students to share and explain their frequency tables and line plots with the teacher and their peers.

• Facilitate meaningful mathematical discourse by discussing the similarities and differences between frequency tables and line plots, and the appropriate use of each.

Key Understandings

Misconceptions

• Data can be represented on a line plot or frequency table using whole numbers and fractions.

• In order for the data to be interpreted accurately, line plots and frequency tables must include a title and appropriate labels and units.

• Data sets only include whole numbers.

• Labels are not always needed for graphic representations.

• On a line plot, the data point with the largest value has the most X’s, the one with the smallest value has the fewest X’s.

• Frequency tables can only be in vertical format.