The purpose of this activity is for students to generate numerical data by measuring their hand spans in inches. Students trace their hands and measure their hand spans (the length from the tip of the pinky to the tip of the thumb). The student-generated data is used to demonstrate creating a line plot, as they work collectively to represent their hand spans measured in inches. Students add a representation of the length of their hand spans by drawing an x on a sticky note and adding it to the line plot. They make sense of the way the line plot represents a number of measurements and the size of each measurement (MP2). The class line plot will be used in the next activity to discuss the purpose and features of a line plot.

• “We just made a line plot. 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 a line plot represent the units you used to measure. The line should look like the numbers on the tool you use to measure.”
• “What does each x on the line plot represent?” (Each x represents a measurement of a student hand span.)
• “What does the total number of Xs represent?” (Everybody's measurement. It's the same number as the number of people in our class today.)
• As needed, “The total number of Xs represents the total number of measurements.”
• “How many measurements did we collect for our line plot? Explain how you see the data.”
• 1 minute: quiet think time
• 1 minute: partner discussion
• Share responses.

The purpose of this activity is for students to interpret data represented in a line plot. They engage in a discussion about what they notice and how a line plot can be used to interpret data. After highlighting the features of a line plot, students answer questions about the lengths of students’ hand spans. In the Synthesis, the importance of making Xs the same size in order to accurately reflect our data is stressed (MP6), as students will create their own line plots in later lessons.

• “Where do you see the lengths of hand spans in the line plot?”
• “What does the number of Xs above a number tell us?”

• Invite students to share the longest and shortest hand span and how they used the line plot.
• Invite 3–4 students to share the statements they wrote about the data.
• Consider asking:
  • “Which hand span length was most common?” (The measurement that has the most Xs represents the length that was most common in our class. This is different from having the most votes. _____ inches was the most common measurement.)
  • “What is a measurement that no one in our class had for their hand span?” (Any number with no Xs.)