(playful music) (magical music) (glass squeaking) - [Children] Math Mights!

- Welcome, third grade Math Might friends!

I'm so excited that you've joined us today.

My name is Ms. Askew.

Are you ready to have fun with math?

I sure am, so let's check out our plan for today.

First, we're gonna do a number talk, and after our number talk, we're gonna collect data on a line plot.

Before we begin, let's warm up our math brains with a number talk.

A number talk has three steps.

First, I'm going to pose a problem for you today using fractions.

Next, you're gonna try to solve the problem mentally without pencil and paper.

And finally, we're gonna share out how you solved and explain your strategy.

Take a look at these six fractions.

Which fractions are less than half, equal to half, or more than half?

I want you to think of some reasons why these fractions would go into the columns.

Let's see what our friends Ava and Mia think.

Mia says, "I think 4/8 is equal to 1/2."

Let's take a closer look at that.

Here I have my fraction tile that represents 1/2.

Mia thought that 4/8 is equal to 1/2.

One eighth, two eighths, three eighths, four eighths.

As you can see, she is correct.

4/8 is the same, or equivalent to, 1/2.

I'm gonna record that on my chart, 4/8, then I'm gonna cross it out.

Now let's see what Ava thinks.

Ava says, "I think 3/4, 4/6, and 5/6 are larger than 1/2."

Ava says that she thinks 3/4 is larger than 1/2.

So I'm gonna take my fourths fraction tiles and see if she's correct.

And she's right, 3/4 is larger than 1/2.

I'm going to record that.

I'm gonna cross it out because I've already looked at it.

She also says that 4/6 is larger than 1/2.

One sixth, two sixths, three sixths, four sixths.

She's right again, I can visually see that 4/6 is more than 1/2.

I'm going to record that.

And finally, she says that 5/6 is also larger than 1/2.

All I have to do is add another sixth to my 4/6, and that makes 5/6.

Once again, Ava's right.

5/6 is also greater than 4/6.

Let's look at some more fractions.

Mia says, "I know 1/8 is less than 1/2."

Let's take a look at that.

I have my 1/8 fraction tile, and when I compare it to 1/2, Mia's correct.

1/8 is less than 1/2.

So I'm gonna record that in my column.

Ava says, "This is becoming easier when I can visualize it.

I know 3/8 is less than 1/2."

Ava's right, visualizing those fractions is becoming easier.

I know that 3/8 is less than 1/2, because when Ava showed us 4/8 is equal to 1/2, I know that 3/8 is less than 4/8, so I didn't even have to build it using my fraction tiles.

I just know that 3/8 is less than 1/2, so I can record that in my column.

Great job using what we know about fractions to sort them.

Now let's check out our I can statement for the day.

I can collect data and represent it in a line plot.

Now we're going to create a line plot from the data on this chart.

It looks like somebody collected leaves and measured them.

Now that we have our data, we're gonna record it on our line plot.

As you can see, we have our line plot here, and our numbers.

These numbers represent the length of leaves in inches.

I'm going to plot leaf number one, which measures 2 3/4 inches.

Now, looking at my line plot, I see the number two, but it's 3/4 inches more.

So I have to determine where that is after the number two.

Remember, when we were working with fractions on a number line?

When we were dividing those fractions into fourths, we had to count four tick marks after the whole number.

So let's do the same thing here on our line plot.

Here's the number two, and we have one fourth, two fourths, three fourths.

So this is where I would put my X, which represents the length of leaf number one.

Now we're going to plot leaf number two, which measures three inches long.

That one's easy.

I'll just find the number three on my line plot and put my X right above it.

Now we're going to measure or plot leaf number three, which is 3 1/2 inches long.

Again, that's not at a whole number.

3 1/2 is more than three.

So thinking back to our fractions, we know that the halfway mark is in between, right in the middle of two whole numbers.

So I'm going to look at three and four and find the tick mark that's right in the middle, and that represents 3 1/2.

I'm gonna put my X there for leaf number three.

Next, we're going to plot leaf number four, which measures 3 1/4 inches.

Remember, those tick marks, when we count them, we can count by fourths.

So here's three, and 1/4.

This is where I'm going to put my X for leaf number four.

Now let's move on to leaf number five, which measures 4 1/2 inches.

I'm going to find the four on my line plot, and remember, the halfway mark is right in between those two whole numbers, so I'm gonna find the halfway point, which is right here at this tick mark, and I'm going to mark that as leaf number five.

Next we have leaf number six, which measures 3 1/4 inches.

Now, wait a minute, that's really easy, because we've already plotted a leaf that's 3 1/4 inches.

So we just find it again on our line plot, and because it's two, we put it right above the X that we already have there.

Now we're gonna plot leaf number seven.

It measures 2 3/4 inches.

So I'm going to find the whole number two, and then I'm gonna count my quarter inches.

One fourth, two fourths, three fourths.

Look at that.

There's another leaf that's 2 3/4 inches, so I'm gonna put an X right above it.

And finally, we have leaf number eight.

It's 2 1/2 inches.

So I'm gonna find my two and the three, and find that halfway mark and put my X here for leaf number eight.

Great job using that data that was collected to create a line plot.

I wonder if we can answer some questions using that data.

Which leaf is the longest?

Which leaf is the shortest?

What is the most common length of the leaves?

First let's determine which leaf is the longest.

I see that this X has been plotted at the 4 1/2 tick mark.

There aren't any leaves that are greater than 4 1/2, which means this leaf is the longest leaf.

Let's use our line plot to see which leaf is the shortest.

Here's my tick mark that represents 2 1/2.

There aren't any leaves that are less than 2 1/2, so this tells me that this leaf is the shortest leaf.

Now let's look at our line plot to see which leaf has the most common length.

When I look at my line plot, I can see that these two tick marks both have two X's that represent the leaves.

This tick mark represents 2 3/4, and this tick mark represents 3 1/4.

So the most common leaf length is 2 3/4 and 3 1/4.

Great job, third grade Math Mights, using that data to create a line plot.

I wonder if we can take it one step further and create some data ourselves.

Let's think about some things that we can use in our own environment.

Let's use pine cones and collect our own data and create a line plot.

I collected eight pine cones.

We're gonna measure the pine cones, record the data on our chart, and then create a line plot with that data.

The first pine cone measures end point to end point 2 1/4 inches long.

So I'm gonna record that on my chart, 2 1/4 inches.

Remember, it's important to make sure you put the unit there.

Now I'm gonna use my line plot and put that data here.

Here's my two, and I know that 2 1/4 is a little bit longer than two, so I'm gonna think about how we partition our number line using fractions.

Remember to count fourths.

Starting with two, this first tick mark would be fourth.

So I'm gonna put an X right above that tick mark for my first pine cone.

Now let's measure pine cone number two.

Pine cone number two measures from end point to end point four inches long.

So I'm gonna record that on my chart, four inches.

Now I'm going to find the four on my line plot and put my head X there to represent my pine cone.

Let's try the third pine cone.

From end point to end point, it measures 3 1/4 inches.

We're gonna put that on our chart, and then we're gonna find 3 1/4 inches on our line plot.

Here's our three, and remember, we can count our tick marks as quarter inches.

So this is 3 1/4 inches.

So we're gonna put our X here for pine cone number three.

We're doing an awesome job measuring and plotting those lengths.

Now let's do pine cone number four.

Pine cone number four measures from end point to end point about 1 1/2 inches long.

So we're gonna record that on our chart, and then we're gonna plot it on our line plot.

Here's our one, and here's our two.

Remember, halfway is right in between those two numbers.

So I'm gonna put my X here for pine cone number four.

All right, third grade Math Mights, we have four down and four more to go.

Let's measure the length of pine cone number five.

Pine cone number five measures from end point to end point two inches long.

I'm gonna record that on my chart, and then I'm gonna put it on my line plot.

Here's the two, so I'm gonna put my X here for pine cone number five.

Now we're gonna measure cone number six from end point to end point, and it measures two inches long.

I'm gonna record that on my chart.

It looks like pine cone six measured the same length as pine cone number five.

So when I plot that on my line plot, I'm gonna put the X for pine cone number six right above the point where I put pine cone number five.

We're almost done, third grade Math Mights.

Let's measure pine cone number seven.

Measuring from end point to end point, this pine cone measures 1 1/2 inches long.

Gonna record that on my chart, 1 1/2 inches.

Now I'm gonna plot it on my line plot.

Here's the one, and here's the two.

Here's my midway point or the halfway point.

There was a pine cone that was already 1 1/2 inches long, so we're gonna put our X for number seven right above it.

We're at our last pine cone, third grade Math Mights.

Let's measure pine cone number eight.

Measuring pine cone number eight from end point to end point, we see that it measures 1 1/2 inches long.

I'm gonna record that on my chart, 1 1/2 inches, and then I'm gonna plot that on my line plot.

We already know it's here because of the other two pine cones.

So I'm gonna put my X for number eight right above it.

Great job, third grade Math Mights, collecting all of that data.

Let's use that data to answer some questions.

Which pine cone is the longest?

Looking at my line plot, I can see that the X is right above the four inches mark.

There aren't any other X's that are greater than four, so I know that pine cone number two is the longest out of all of those pine cones.

Now that we have determined the longest pine cone, do you think you can use the data to find the shortest pine cone?

Let's have a look.

Looking at our line plot, we can see that the pine cones that have been plotted at the 1 1/2 mark must be the shortest, because there aren't any other X's that are less than 1 1/2.

Those pine cones would be pine cone number four, pine cone number seven, and pine cone number eight.

Those were three pine cones, and that's why we have three X's.

Now let's see if we can find the pine cone that has the most common length.

Looking at our line plot, we see that 1 1/2 is the most common, because it has the most pine cones plotted at that point.

Third grade Math Mights, you did an awesome job collecting all that data and plotting it on our line plot.

Now it's your turn to collect data and create a line plot on your own, just like we did today.

You did an awesome job today, third grade Math Mights.

You were working really hard.

First we did a number talk where we sorted fractions, and then we moved on to collecting data and taking that data and creating a line plot with it.

I am so glad you decided to join me today to learn about fractions.

I hope to see you real soon, and enjoy the rest of your day.

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