Unit Overview
Content Area: Math
Unit Title: Data
Unit: 10
Target Course/Grade Level: Fifth Grade
Timeline: 3 weeks
Unit Summary: Students apply their understanding of operations with fractions to solve problems from
information presented by line plots.
Primary interdisciplinary connections: Language Arts , Science and Technology
9.1 21st-Centuries Life & Career Skills
Standard 9.1 All students will demonstrate the creative, critical thinking, collaboration, and
problem-solving skills needed to function successfully as both global citizens and workers in
diverse ethnic and organizational cultures.
Strand: A. Critical Thinking and Problem Solving
B. Creativity and Innovation
C. Collaboration, Teamwork and Leadership
Content Statement:
9.1.8: A The ability to recognize a problem and apply critical thinking skills and problem
solving skills to solve the problem is a lifelong skill that develops over time.
9.1.8: C Collaboration and team work enable individuals or groups to achieve common goals
with greater efficiency.
Leadership abilities develop over time through participation in group and or teams that
that are engaged in challenging or competitive activities.
9.1.8: B Gathering and Evaluating knowledge and information from a variety of sources,
including global perspective, fosters creativity and innovative thinking.
st
21 Century themes and skills: Critical Thinking and Problem Solving, Collaboration, Teamwork and
Leadership, Creativity and Innovation
Mathematical Practices:
5.MP.1 Make sense of problems and persevere in solving them.
5.MP.2 Reason abstractly and quantitatively.
5.MP.3 Construct viable arguments and critique the reasoning of others.
5.MP.4 Model with mathematics.
5.MP.5 Use appropriate tools strategically.
5.MP.6 Attend to precision.
5.MP.7 Look for and make use of structure.
5.MP.8 Look for and express regularity in repeated reasoning.
Learning Targets
Domain: Measurement and Data 5 MD
Cluster: Represent and interpret data 5. MD.2
Standard #
Standards
5.MD.2
Make a line plot to display a data set of measurements in fractions of a unit (1/2, ¼, 1/8).
Use operations on fractions for this grade to solve problems involving information
presented in line plots. For example, given different measurements of liquid in identical
beakers, find the amount of liquid each beaker would contain if the total amount in all the
beakers were redistributed equally.
9.1.8.A.1
Develop strategies to reinforce positive attitudes and productive behaviors that impact
critical thinking and problem-solving skills.
9.1.8.A.2
Implement problem-solving strategies to solve a problem in school or the community.
9.1.8.B.2
Assess data gathered to solve problems for which there are varying perspective (e.g., cross
cultural, gender specific, generational, etc.) and determine how the data can best be used to
design the multiple solutions.
9.1.8.C.1
Determine an individual’s responsibility for personal actions and contributions to group
activities.
9.1.8.C.2
Demonstrate the use of compromise, consensus and community building strategies for
carrying out different task, assignments and projects.
9.1.8.C.3
Model leadership skills during classroom and extracurricular activities.
Unit Essential Questions
 How can the collection, organization,
interpretation, and display of data be used to
answer questions?
Unit Enduring Understandings
 The message conveyed by the data depends on
how the data is collected, represented and
summarized.
 The results of a statistical investigation can be used
to support or refute an argument.
Unit Learning Targets
Students will ...
 Make a line plot with fractions of a unit.
 Understand the use of a line plot and how it different from other forms of data representation.
 Add, subtract, multiply and divide to answer questions in any given measurement system.
 Identify outliers and how they affect data.
 Calculate measures of central tendency (mean, median, mode and range) with use of calculator as
needed.
Evidence of Learning
Summative Assessment
 Make a number line with fractional intervals including whole numbers, 1/2s,1/4ths, and 1/8.
 Given a set of data including fractional intervals, whole numbers, 1/8ths, construct a line plot.
 With a given set of data including whole numbers, 1/2s, 1/4ths, 1/8ths, calculate measures of central
tendency.
Equipment needed: Smart Board, white boards, computers, number lines, fraction cubes, calculators, line
plots
Teacher Instructional Resources: Scott Foresman and Addison Wesley
Study Island
Khan Academy Videos
Formative Assessments
 Skill sheets
 Quizzes/Tests
 Student workbook
 Homework
 Math games
 Study Island
Integration of Technology:
 Smart Board to play online games and utilize online resources.
 Kahn Academy Videos
 Excel
 Elmo – for demonstration
 Scott Foresman – Pearson Success Net - https://www.pearsonsuccessnet.com/snpapp/login/login.jsp
 Study Island
Technology Resources:
Click the links below to access additional resources used to design this unit:
http://www.icoachmath.com/math_dictionary/line_plot.html: Web 2.0 interactive lesson on line plots
with whole numbers.
http://www.pdfgeni.com/book/5th-grade-line-plot-worksheets-pdf.html: 5th grade line plots lessons
http://www.purplemath.com/modules/meanmode.htm: Measure of central tendency (mean, median,
mode, range and outlier).
http://algebralab.org/lessons/lesson.aspx?file=Algebra_StatMeanMedianMode.xml- lesson on how to
determine mean median mode and range.
http://www.khanacademy.org – Interactive 2.0 instructional and practice site. Students can view
instructional videos and complete practice modules for additional practice/remediation.
http://www.studyisland.com/ - Web-based instruction, practice, assessment and reporting built from NJ
standards.
http://www.ixl.com/math/grade-5 - IXL 5th grade online interactive activities for the students to
complete
http://www.aaamath.com/grade5.html - AAA math 5th grade – online interactive activities and
problems for the student to complete.
Opportunities for Differentiation:
Decelerated: Students will be limited to unit fractions. Determine measures of central tendency limited to
whole numbers.
Accelerated: Students will use both fractions and decimals to solve real world problems by interpreting
data from a line plot. Calculate measure of central tendency with numbers that are not whole numbers
Teacher Notes: Coordinate with the technology teacher to show students how to use Excel, so that they
can graph on the computer as well as with paper and pencil.