# Section C: Practice Problems Line Plots

## Section Summary

## Details

In this section of the unit, we learned about a new kind of graph. A **line plot** is a way to show how many of each measurement using an x for each measurement. The line and the numbers on it represent the units used to measure. Line plots for length look like a ruler or parts of a tape measure. We made our own line plots and used them to answer questions about the data represented.

From this line plot, we learn that 4 teachers have a handspan of 8 inches because there are 4 Xs above the 8.

## Problem 1 (Lesson 15)

The line plot shows the lengths of some pencils in centimeters.

How long is the longest pencil? How long is the shortest?

What is the most common pencil length?

## Problem 2 (Lesson 16)

The table shows the lengths of different students’ shoes in inches. Complete the line plot with the shoe length data.

| Shoe length in inches |
---|---|

Andre | 7 |

Clare | 7 |

Diego | 8 |

Elena | 8 |

Lin | 6 |

Mai | 7 |

Tyler | 9 |

## Problem 3 (Lesson 17)

The line plot shows the lengths some students jumped in inches.

What is the longest jump? What about the shortest?

How much longer is the longest jump than the shortest jump?

How many measurements are shown in the graph?

## Problem 4 (Exploration)

Create and label a line plot for foot lengths so that all of these statements are true:

There are 7 total foot lengths.

The most common foot length measured was 6 inches.

The difference between the longest foot and the shortest foot was 4 inches.

## Problem 5 (Exploration)

Here are wingspans of some butterflies in Diego’s collection.

Diego still has 2 more lengths to record. Which of these could change when Diego records these lengths? Explain your reasoning.

The most common measurement

The total number of measurements

The longest measurement

The shortest measurement