{"id":11580,"date":"2023-12-01T12:23:37","date_gmt":"2023-12-01T06:53:37","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=11580"},"modified":"2023-12-02T10:41:00","modified_gmt":"2023-12-02T05:11:00","slug":"envision-math-common-core-grade-4-answer-key-topic-11","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-4-answer-key-topic-11\/","title":{"rendered":"enVision Math Common Core Grade 4 Answer Key Topic 11 Represent and Interpret Data on Line Plots"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Grade 4 Answer Key<\/a>\u00a0Topic 11 Represent and Interpret Data on Line Plots<\/strong>\u00a0regularly and improve your accuracy in solving questions.<\/p>\n

enVision Math Common Core 4th Grade Answers Key Topic 11 Represent and Interpret Data on Line Plots<\/h2>\n

Essential Questions:<\/strong>
\nHow can you solve problems using data on a line plot? How can you make a line plot?
\n\"Envision<\/p>\n

enVision STEM Project: Safety and Data<\/strong>
\nDo Research Use the Internet or other sources to find what causes an earthquake and how the power of an earthquake is measured. Tell how people can stay safe during earthquakes.
\nJournal: Write a Report Include what you found. Also in your report:<\/p>\n

    \n
  • The size, or magnitude, of an earthquake is measured with the Richter scale. Explain how the scale is used.<\/li>\n
  • Research the magnitudes of at least 6 earthquakes that have occurred in your lifetime. Make a table showing when they occurred and their magnitudes, and then show their magnitudes on a line plot.<\/li>\n<\/ul>\n

    Review What You Know
    \n<\/strong>Vocabulary<\/strong>
    \nChoose the best term from the box. Write it on the blank.<\/p>\n

      \n
    • compare<\/li>\n
    • data<\/li>\n
    • line plot<\/li>\n
    • scale<\/li>\n<\/ul>\n

      Question 1.
      \nA _________ is a way to organize data on a number line.
      \nAnswer:
      \nA __line plot_______ is a way to organize data on a number line.<\/p>\n

      \"Represent<\/p>\n

      Question 2.
      \nNumbers that show the units used on a graph are called a __________
      \nAnswer:
      \nNumbers that show the units used on a graph are called a __scale________.<\/p>\n

       <\/p>\n

      Question 3.
      \n_________ are pieces of information.
      \nAnswer:
      \n___Data______ are pieces of information.<\/p>\n

       <\/p>\n

      Comparing Fractions
      \n<\/strong>Write >, <, or = in the \"Envision.
      \nQuestion 4.
      \n\\(\\frac{7}{8}\\) \"Envision \\(\\frac{3}{4}\\)
      \nAnswer:
      \n\\(\\frac{7}{8}\\) > \\(\\frac{3}{4}\\).<\/p>\n

      Explanation:
      \n\\(\\frac{7}{8}\\) \"Envision \\(\\frac{3}{4}\\)
      \n=> 0.875\u00a0 __>__\u00a0 0.75.<\/p>\n

       <\/p>\n

      Question 5.
      \n\\(\\frac{1}{2}\\) \"Envision \\(\\frac{5}{8}\\)
      \nAnswer:
      \n\\(\\frac{1}{2}\\) < \\(\\frac{5}{8}\\).<\/p>\n

      Explanation:
      \n\\(\\frac{1}{2}\\) \"Envision \\(\\frac{5}{8}\\)
      \n=> 0.5\u00a0 \u00a0__<___\u00a0 0.625.<\/p>\n

       <\/p>\n

      Question 6.
      \n\\(\\frac{1}{4}\\) \"Envision \\(\\frac{2}{8}\\)
      \nAnswer:
      \n\\(\\frac{1}{4}\\) = \\(\\frac{2}{8}\\)<\/p>\n

      Explanation:
      \n\\(\\frac{1}{4}\\) \"Envision \\(\\frac{2}{8}\\)
      \n=> 0.25\u00a0 __=___\u00a0 0.25.<\/p>\n

       <\/p>\n

       <\/p>\n

      Fraction Subtraction<\/strong><\/p>\n

      Find the difference.
      \nQuestion 7.
      \n10\\(\\frac{3}{8}\\) \u2013 4\\(\\frac{1}{8}\\) = _______
      \nAnswer:
      \n10\\(\\frac{3}{8}\\) \u2013 4\\(\\frac{1}{8}\\) = 6\\(\\frac{1}{4}\\).<\/p>\n

      Explanation:
      \n10\\(\\frac{3}{8}\\) \u2013 4\\(\\frac{1}{8}\\) = ???
      \n=> 6\\(\\frac{1}{4}\\) .<\/p>\n

       <\/p>\n

      Question 8.
      \n5\\(\\frac{1}{4}\\) – 3\\(\\frac{3}{4}\\) = _______
      \nAnswer:
      \n5\\(\\frac{1}{4}\\) – 3\\(\\frac{3}{4}\\) = 1\\(\\frac{1}{2}\\).<\/p>\n

      Explanation:
      \n5\\(\\frac{1}{4}\\) – 3\\(\\frac{3}{4}\\) = ???
      \n=> 1\\(\\frac{1}{2}\\).<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 9.
      \n7\\(\\frac{4}{8}\\) \u2013 2\\(\\frac{4}{8}\\) = __________
      \nAnswer:
      \n7\\(\\frac{4}{8}\\) \u2013 2\\(\\frac{4}{8}\\) = 5.<\/p>\n

      Explanation:
      \n7\\(\\frac{4}{8}\\) \u2013 2\\(\\frac{4}{8}\\) = ???
      \n=> 5.<\/p>\n

      \"Represent<\/p>\n

       <\/p>\n

      Interpreting Data
      \n<\/strong>Use the data in the chart to answer each exercise.
      \n\"Envision
      \nQuestion 10.
      \nWhat is the greatest snake length? What is the least snake length?
      \nAnswer:
      \nThe greatest snake length is 24 inches.
      \nThe least snake length is 12 \\(\\frac{1}{2}\\) inches.<\/p>\n

       <\/p>\n

      Question 11.
      \nWhich of the snake lengths are recorded more than once? Which length was recorded the most?
      \nAnswer:
      \nThe snake lengths are recorded more than once are 12 \\(\\frac{1}{2}\\) inches, 16 inches and 17 inches.
      \nLength that was recorded the most is 16 inches.<\/p>\n

       <\/p>\n

      Question 12.
      \nWhat is the difference between the greatest length and the shortest length recorded?
      \nAnswer:
      \nThe difference between the greatest length and the shortest length recorded is 11 \\(\\frac{1}{2}\\) inches.<\/p>\n

      Explanation:
      \nThe difference between the greatest length and the shortest length recorded is:
      \nThe greatest snake length – The least snake length
      \n= 24 inches – 12 \\(\\frac{1}{2}\\) inches.
      \n= 11 \\(\\frac{1}{2}\\) inches.<\/p>\n

       <\/p>\n

       <\/p>\n

      Pick a Project
      \n<\/strong>PROJECT 11A
      \nWhat are fun ways to get up off the couch and move?
      \nProject: Design a Park
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-11-Represent-and-Interpret-Data-on-Line-Plots-Pick<\/p>\n

       <\/p>\n

      PROJECT 11B
      \nWhat are the most commonly chosen state insects?
      \nProject: Write a Poem and Make a Graph about a State Insect
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-11-Represent-and-Interpret-Data-on-Line-Plots-Pick<\/p>\n

       <\/p>\n

      PROJECT 11C
      \nHave you ever baked a pie?
      \nProject: Make a Pamphlet of Pie Recipes
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-11-Represent-and-Interpret-Data-on-Line-Plots-Pick<\/p>\n

       <\/p>\n

      3-ACT MATH PREVIEW
      \n<\/strong>Math Modeling
      \nIt’s a Fine Line
      \n\"Envision
      \nI can… model with math to solve a problem that involves analyzing and interpreting data on line plots.<\/p>\n

      Lesson 11.1 Read Line Plots<\/h3>\n

      Solve & Share<\/strong>
      \nEmily went fishing. She plotted the lengths of 12 fish caught on the line plot shown below. What was the length of the longest fish caught? What was the length of the shortest fish caught?
      \nI can … interpret data using line plots.
      \n\"Envision<\/p>\n

      Look Back! What other observations can you make from the line plot about the lengths of fish caught?
      \nAnswer:
      \nOther observations can be made from the line plot about the lengths of fish caught is that every quarterly he caught new fish added one more than it.<\/p>\n

       <\/p>\n

      Essential Question<\/strong>
      \nHow Can You Read Data in a Line Plot?
      \nAnswer:
      \nIt is read easily because the line plot is clear stating its refers to lengths of different fishes caught and represented on the line its catching points of intervals, by this way I can read given Data in a Line Plot.<\/p>\n

       <\/p>\n

       <\/p>\n

      Visual Learning Bridge<\/strong>
      \nA line plot shows data along a number line. Each dot above a point on the line represents one number in the data set.
      \nThe table below shows the distance Eli walked his dog each day for seven days.
      \n\"Envision<\/p>\n

      Here is how the data look on a line plot.
      \n\"Envision
      \nThe numbers along the bottom of the line plot are the scale of the graph.<\/p>\n

      Interpret the data on the line plot.
      \nThe most dots are above 1 on the line plot.
      \nThe most common distance walked is 1 mile.
      \nThe longest distance walked is 3 miles.
      \nThe shortest distance walked is \\(\\frac{1}{2}\\) mile.<\/p>\n

      What is the difference between the longest distance and the shortest distance Eli walked his dog?
      \n3 – \\(\\frac{1}{2}\\) = \\(\\frac{6}{2}\\) – \\(\\frac{1}{2}\\)
      \n= \\(\\frac{5}{2}\\) or 2\\(\\frac{1}{2}\\) miles<\/p>\n

      Convince Me! Model with Math Write and solve an equation to find how many miles m, Eli walked his dog in all for the 7 days.
      \nAnswer:
      \nTotal distance walked by Eli his dog in all for the 7 days = 9 \\(\\frac{1}{2}\\) miles.<\/p>\n

      Explanation:
      \nDistance walked by Eli on Monday = \\(\\frac{1}{2}\\) mile.
      \nDistance walked by Eli on Tuesday = 1 \\(\\frac{1}{2}\\) miles.
      \nDistance walked by Eli on Wednesday = 1 mile.
      \nDistance walked by Eli on Thursday = 1 \\(\\frac{1}{2}\\) miles.
      \nDistance walked by Eli on Friday = 3 miles.
      \nDistance walked by Eli on Saturday = 1mile.
      \nDistance walked by Eli on Sunday = 1mile.
      \nTotal distance walked by Eli his dog in all for the 7 days = Distance walked by Eli on Monday + Distance walked by Eli on Tuesday + Distance walked by Eli on Wednesday + Distance walked by Eli on Thursday\u00a0 + Distance walked by Eli on Friday\u00a0 + Distance walked by Eli on Saturday + Distance walked by Eli on Sunday
      \n= 1 + \\(\\frac{1}{2}\\) + 1 \\(\\frac{1}{2}\\) + 1 + 1 \\(\\frac{1}{2}\\) + 3 + 1
      \n= 1 \\(\\frac{1}{2}\\)+ 1 \\(\\frac{1}{2}\\) + 1 + 1 \\(\\frac{1}{2}\\) + 3 + 1
      \n= 3 + 1 + 1 \\(\\frac{1}{2}\\) + 3 + 1
      \n= 4 + 1 \\(\\frac{1}{2}\\) + 3 + 1
      \n= 5 \\(\\frac{1}{2}\\) + 3 + 1
      \n= 8 \\(\\frac{1}{2}\\) + 1
      \n= 9 \\(\\frac{1}{2}\\) miles.<\/p>\n

      \"Represent<\/p>\n

      Guided Practice
      \n<\/strong>Do You Understand?<\/strong>
      \nQuestion 1.
      \nHow can you tell the longest distance Eli walked his dog from the line plot?
      \nAnswer:
      \nIt can be said the longest distance Eli walked his dog from the line plot by checking and comparing the numerical values given in the given data and finding out the highest among them in all.<\/p>\n

       <\/p>\n

      Question 2.
      \nIf a line plot represented 10 pieces of data, how many dots would it have? Explain.
      \nAnswer:
      \nIf a line plot represented 10 pieces of data, dots would be of 10 because the data is of 10 pieces.<\/p>\n

       <\/p>\n

       <\/p>\n

      Do You Know How?<\/strong>
      \nFor 3-5, use the line plot below.
      \n\"Envision
      \nQuestion 3.
      \nHow many giraffes are 14 feet tall?
      \nAnswer:
      \nTwo or 2 giraffes are 14 feet tall.<\/p>\n

       <\/p>\n

      Question 4.
      \nWhat is the most common height?
      \nAnswer:
      \nThe most common height is 15 feet.<\/p>\n

       <\/p>\n

      Question 5.
      \nHow tall is the tallest giraffe?
      \nAnswer:
      \n16 feet is the tallest giraffe.<\/p>\n

       <\/p>\n

      Independent Practice
      \n<\/strong>For 6-10, use the line plot at the right.
      \n\"Envision
      \nQuestion 6.
      \nHow many people ran the 100-meter sprint?
      \nAnswer:
      \n20 people ran the 100-meter sprint.<\/p>\n

       <\/p>\n

      Question 7.
      \nWhich time was the most common?
      \nAnswer:
      \n11 hours is the most common time.<\/p>\n

       <\/p>\n

      Question 8.
      \nWhat is the difference between the fastest sprint and the slowest sprint?
      \nAnswer:
      \nThe difference between the fastest sprint and the slowest sprint is 3 \\(\\frac{3}{4}\\) seconds.<\/p>\n

      Explanation:
      \nThe fastest sprint = 10 \\(\\frac{1}{4}\\).
      \nThe slowest sprint = 12 \\(\\frac{2}{4}\\).
      \nThe difference between the fastest sprint and the slowest sprint:
      \n= 12 \\(\\frac{2}{4}\\) – 10 \\(\\frac{1}{4}\\)
      \n= 6 – 2 \\(\\frac{1}{4}\\)
      \n= 3 \\(\\frac{3}{4}\\) seconds.<\/p>\n

       <\/p>\n

      Question 9.
      \nHow many more people ran 100 meters in 11\\(\\frac{2}{4}\\) seconds than in 10\\(\\frac{1}{4}\\) seconds?
      \nAnswer:
      \n2 more people ran 100 meters in 11\\(\\frac{2}{4}\\) seconds than in 10\\(\\frac{1}{4}\\) seconds.<\/p>\n

      Explanation:
      \nMore people ran 100 meters in 11 \\(\\frac{2}{4}\\) seconds than in 10 \\(\\frac{1}{4}\\) seconds
      \n= 2.<\/p>\n

       <\/p>\n

      Question 10.
      \nCurtis said more than half the people ran 100 meters in less than 11 seconds. Do you agree? Explain.
      \nAnswer:
      \nYes, I agree with what Curtis said because its 17 people who ran 100 meters in less than 11 seconds.<\/p>\n

       <\/p>\n

       <\/p>\n

      Problem Solving
      \n<\/strong>For 11-12, use the line plot at the right.
      \n\"Envision
      \nQuestion 11.
      \nReasoning<\/strong> Mr. Dixon recorded the times it took students in his class to complete a project. Which time was most often needed to complete the project?
      \nAnswer:
      \n3 Hours was most often needed to complete the project.<\/p>\n

       <\/p>\n

      Question 12.
      \nHow much longer was the greatest amount of time spent completing the project than the least amount of time?
      \nAnswer:
      \n1 hour longer was the greatest amount of time spent completing the project than the least amount of time.<\/p>\n

      Explanation:
      \nThe greatest amount of time spent completing the project = 3 \\(\\frac{2}{4}\\) hours.
      \nThe least amount of time spent completing the project = 2 \\(\\frac{2}{4}\\) hours.
      \nDifference:
      \nThe greatest amount of time spent completing the project – The least amount of time spent completing the project
      \n= 3 \\(\\frac{2}{4}\\) – 2 \\(\\frac{2}{4}\\)
      \n= 1 hour.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 13.
      \nNumber Sense<\/strong> Jorge collects sports cards. He displays his cards in an album. There are 72 pages in the album. Each page holds 9 cards. Explain how to decide whether or not the album holds more than 600 cards.
      \nAnswer:
      \nYes, the album holds more than 600 cards because by the calculation of total number of cards and result is 648.<\/p>\n

      Explanation:
      \nNumber of pages in the album = 72.
      \nNumber of cards in each page = 9.
      \nTotal number of cards the album holds = Number of pages in the album \u00d7 Number of cards in each page
      \n= 72 \u00d7 9
      \n= 648.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 14.
      \nHigher Order Thinking<\/strong> Bob and 2 friends each were able to juggle with bean bags for \\(\\frac{3}{4}\\) minute. How long did they juggle altogether?
      \nAnswer:
      \nTotal time taken by them = \\(\\frac{9}{4}\\) minutes.<\/p>\n

      Explanation:
      \nNumber of people were juggling with bean bags = 3.
      \nTime taken for each to juggle with bean bags = \\(\\frac{3}{4}\\) minute = 3\/4 minute.
      \nTotal time taken by them = Number of people were juggling with bean bags \u00d7 Time taken for each to juggle with bean bags
      \n= 3 \u00d7 \\(\\frac{3}{4}\\) minute
      \n= \\(\\frac{9}{4}\\) minutes.<\/p>\n

       <\/p>\n

      Assessment Practice
      \n<\/strong>For 15-16, use the line plot at the right.
      \n\"Envision
      \nQuestion 15.
      \nHow much longer is the longest nail than the shortest nail?
      \nA. 1\\(\\frac{1}{4}\\) inches
      \nB. 1\\(\\frac{2}{4}\\) inches
      \nC. 1\\(\\frac{3}{4}\\) inches
      \nD. 2\\(\\frac{1}{4}\\) inches
      \nAnswer:
      \n1\\(\\frac{2}{4}\\) inches is the longest nail than the shortest nail.
      \nB. 1\\(\\frac{2}{4}\\)<\/p>\n

      Explanation:
      \nThe longest nail = 2 \\(\\frac{1}{4}\\) inches.
      \nThe shortest nail = \\(\\frac{3}{4}\\)\u00a0 inches.
      \nDifference:
      \nThe longest nail – The shortest nail
      \n= 2 \\(\\frac{1}{4}\\) – \\(\\frac{3}{4}\\)
      \n= 1\\(\\frac{2}{4}\\) inches.<\/p>\n

       <\/p>\n

      Question 16.
      \nEd measured the nails that were 2\\(\\frac{1}{4}\\) inches long incorrectly. They were each actually \\(\\frac{3}{4}\\) inch longer. What was the length of the nails?
      \nA. \\(\\frac{3}{4}\\) inch
      \nB. 1\\(\\frac{2}{4}\\) inches
      \nC. 3 inches
      \nD. 3\\(\\frac{1}{4}\\) inches
      \nAnswer:
      \n1\\(\\frac{2}{4}\\) inches is the the length of the nails.
      \nB. 1\\(\\frac{2}{4}\\)<\/p>\n

      Explanation:
      \nWrong measurement of nails = 2\\(\\frac{1}{4}\\) inches.
      \nCorrect measurement of nails = \\(\\frac{3}{4}\\) inch.
      \nthe length of the nails = Wrong measurement of nails\u00a0 – Correct measurement of nails
      \n= 2\\(\\frac{1}{4}\\) – \\(\\frac{3}{4}\\)
      \n= 1\\(\\frac{2}{4}\\) inches.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Lesson 11.2 Make Line Plots<\/h3>\n

      Solve & Share<\/strong>
      \nThe manager of a shoe store kept track of the lengths of the shoes sold in a day. Complete the line plot using the data from the shoe store. What length shoe was sold the most?
      \nI can … make a line plot to represent data.
      \n\"Envision<\/p>\n

      Look Back! Generalize How can you use a line plot to find the data that occur most often?
      \nAnswer:
      \nWe can use a line plot to find the data that occur most often by counting the number of times which occurred more in the given data.<\/p>\n

      Explanation:
      \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-11-Represent-and-Interpret-Data-on-Line-Plots-Lesson<\/p>\n

      Essential Question<\/strong>
      \nHow Can You Make Line Plots?
      \nAnswer:
      \nWe can make line plots by using the data given representing it on line. To create a line plot, \u200bfirst create a number\u00a0line\u00a0that includes all the values in the data set.<\/p>\n

       <\/p>\n

       <\/p>\n

      Visual Learning Bridge<\/strong>
      \nSerena measured the lengths of her colored pencils. How can Serena make a line plot to show these lengths?
      \n\"Envision<\/p>\n

      Making a Line Plot<\/p>\n

      Step 1
      \nDraw a number line and choose a scale based on the lengths of Serena’s pencils. Mark halves, fourths, and eighths. The scale should show data values from the least to the greatest.<\/p>\n

      Step 2
      \nWrite a title for the line plot. Label the line plot to tell what the numbers represent.<\/p>\n

      Step 3
      \nDraw a dot for each pencil length.
      \n\"Envision<\/p>\n

      Convince Me! Model with Math Write and solve an equation to find the difference , in length between Serena’s two shortest colored pencils.
      \nAnswer:
      \nDifference , in length between Serena’s two shortest colored pencils = \\(\\frac{1}{4}\\) inches.<\/p>\n

      Explanation:
      \nLength of First shortest colored pencil = 4 \\(\\frac{1}{2}\\) inches.
      \nLength of Second shortest colored pencil = 4 \\(\\frac{3}{4}\\) inches.
      \nDifference:
      \nLength of Second shortest colored pencil – Length of First shortest colored pencil
      \n= 4 \\(\\frac{3}{4}\\) – 4 \\(\\frac{1}{2}\\)
      \n= \\(\\frac{1}{4}\\) inches.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Guided Practice
      \n<\/strong>Do You Understand?<\/strong>
      \nQuestion 1.
      \nThe scale of the line plot, Lengths of Serena’s Pencils, goes from 4 to 5 by eighths. Why is this a good scale to use?
      \nAnswer:
      \nThis is a good scale to use because its easy to plot the measurements on the line and easy to understand the values.<\/p>\n

      Explanation:
      \nThe scale of the line plot, Lengths of Serena’s Pencils, goes from 4 to 5 by eighths. This is a good scale to use because its easy to plot and to understand too.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 2.
      \nUse the table shown at the right to compare the lengths of Sandy’s pencils with the lengths of Serena’s pencils shown on the previous page. Who has more pencils that are the same length, Serena or Sandy? Which set of data was easier to compare? Why?
      \nAnswer:
      \nSerena has more more pencils that are the same length of 4 \\(\\frac{3}{4}\\) inches. Both set of data are easier to compare because the values are clear to understand.<\/p>\n

      Explanation:
      \n\"Envision\"Envision<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Do You Know How?<\/strong>
      \nQuestion 3.
      \nComplete the line plot.
      \n\"Envision<\/p>\n

      Answer:
      \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-11-Represent-and-Interpret-Data-on-Line-Plots-Lesson<\/p>\n

      Explanation:
      \nLine plotting for the following data:
      \n\"Envision<\/p>\n

       <\/p>\n

       <\/p>\n

      Independent Practice
      \n<\/strong>Leveled Practice For 4-5, use the table at the right.
      \n\"Envision
      \nQuestion 4.
      \nUse the data in the table to make a line plot.
      \nAnswer:
      \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-11-Represent-and-Interpret-Data-on-Line-Plots-Lesson<\/p>\n

      Explanation:
      \nLine plotting of data:
      \n\"Envision<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 5.
      \nWhat is the length of the longest bracelet? What is the shortest length? What is the difference?
      \nAnswer:
      \nDifference = 2 inches.<\/p>\n

      Explanation:
      \nLength of the longest bracelet = \u00a08 \\(\\frac{1}{2}\\) inches.
      \nLength of the shortest bracelet = 6 \\(\\frac{1}{2}\\) inches.
      \nDifference:
      \nLength of the longest bracelet – Length of the shortest bracelet
      \n= 8 \\(\\frac{1}{2}\\) – 6 \\(\\frac{1}{2}\\)
      \n= 2 inches.<\/p>\n

       <\/p>\n

       <\/p>\n

      Problem Solving
      \n<\/strong>Question 6.
      \nNora weighed each of the 7 beefsteak tomatoes she picked from her garden. The total weight of the 7 tomatoes was 10\\(\\frac{3}{4}\\) pounds. Her line plot shows only 6 dots. What was the weight of the missing tomato?
      \n\"Envision<\/p>\n

      Answer:
      \nWeight of the missing tomato = 1\\(\\frac{3}{4}\\) pounds.<\/p>\n

      Explanation:
      \nTotal weight of the 7 tomatoes =10 \\(\\frac{3}{4}\\) pounds.
      \nNumber of dots shown on line plot = 6.
      \nTotal weight of the 7 tomatoes = dots value plotted on line + Weight of the missing tomato
      \n10 \\(\\frac{3}{4}\\)\u00a0 =\u00a0 1 + 1 + 1\\(\\frac{1}{4}\\) + 1\\(\\frac{2}{4}\\) + 2 + 2\\(\\frac{1}{4}\\) + Weight of the missing tomato
      \n=> 10 \\(\\frac{3}{4}\\)\u00a0 = 9 + Weight of the missing tomato
      \n=> 10 \\(\\frac{3}{4}\\) – 9 =\u00a0 Weight of the missing tomato
      \n=> 1\\(\\frac{3}{4}\\) pounds = Weight of the missing tomato.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 7.
      \nMake Sense and Persevere<\/strong> Alyssa made a pink-and-white-striped blanket for her bed. There are 7 pink stripes and 6 white stripes. Each stripe is 8 inches wide. How wide is Alyssa’s blanket? Explain.
      \nAnswer:
      \nTotal length of Alyssa’s blanket = 104 inches.<\/p>\n

      Explanation:
      \nNumber of blanket with pink stripes = 7.
      \nNumber of blanket with pink stripes = 6.
      \nLength of each stripe = 8 inches.
      \nTotal length of Alyssa’s blanket = (Number of blanket with pink stripes + Number of blanket with pink stripes) \u00d7 Length of each stripe
      \n= (7 + 6) \u00d7 8
      \n= 13 \u00d7 8
      \n= 104 inches.<\/p>\n

       <\/p>\n

       <\/p>\n

      For 8-9, use the table at the right.
      \n\"Envision<\/p>\n

      Question 8.
      \nTrisha measured how far her snail moved each day for 5 days. Make a line plot of Trisha’s data.
      \nAnswer:
      \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-11-Represent-and-Interpret-Data-on-Line-Plots-Lesson<\/p>\n

      Explanation:
      \n\"Envision
      \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-11-Represent-and-Interpret-Data-on-Line-Plots-Lesson<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 9.
      \nHigher Order Thinking<\/strong> Write a question that would require addition or subtraction to solve using Trisha’s data. What is the answer?
      \nAnswer:
      \nTotal distance Trisha’s snail moved in 5 days = 7 \\(\\frac{2}{8}\\) inches.<\/p>\n

      Explanation:
      \n\"Envision
      \nDistance Trisha’s snail moved on Monday = 1\\(\\frac{4}{8}\\)
      \nDistance Trisha’s snail moved on Tuesday =1\\(\\frac{3}{8}\\)
      \nDistance Trisha’s snail moved on Wednesday =1\\(\\frac{1}{8}\\)
      \nDistance Trisha’s snail moved on Thursday = 2\\(\\frac{1}{8}\\)
      \nDistance Trisha’s snail moved on Friday = 1\\(\\frac{1}{8}\\)
      \nTotal distance Trisha’s snail moved in 5 days = Distance Trisha’s snail moved on Monday +
      \nDistance Trisha’s snail moved on Tuesday + Distance Trisha’s snail moved on Wednesday\u00a0 + Distance Trisha’s snail moved on Thursday + Distance Trisha’s snail moved on Friday
      \n= 1\\(\\frac{4}{8}\\) + 1\\(\\frac{3}{8}\\) + 1\\(\\frac{1}{8}\\) + 2\\(\\frac{1}{8}\\) + 1\\(\\frac{1}{8}\\)
      \n= 2 \\(\\frac{7}{8}\\) + 1\\(\\frac{1}{8}\\) + 2\\(\\frac{1}{8}\\) + 1\\(\\frac{1}{8}\\)
      \n= 4 + 2\\(\\frac{1}{8}\\) + 1\\(\\frac{1}{8}\\)
      \n= 6 \\(\\frac{1}{8}\\) + 1\\(\\frac{1}{8}\\)
      \n= 7 \\(\\frac{2}{8}\\) inches.<\/p>\n

       <\/p>\n

       <\/p>\n

      Assessment Practice
      \n<\/strong>Question 10.
      \nBrianna is making bracelets for her friends and family members. The bracelets have the following lengths in inches:
      \n6, 6\\(\\frac{3}{4}\\), 6\\(\\frac{1}{4}\\), 5\\(\\frac{3}{4}\\), 5, 6, 6\\(\\frac{2}{4}\\), 6\\(\\frac{1}{4}\\), 6, 5\\(\\frac{3}{4}\\)
      \nUse the data set to complete the line plot.
      \n\"Envision<\/p>\n

      Answer:
      \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-11-Represent-and-Interpret-Data-on-Line-Plots-Lesson<\/p>\n

      Explanation:
      \nThe bracelets lengths in inches:
      \n6, 6\\(\\frac{3}{4}\\), 6\\(\\frac{1}{4}\\), 5\\(\\frac{3}{4}\\), 5, 6, 6\\(\\frac{2}{4}\\), 6\\(\\frac{1}{4}\\), 6, 5\\(\\frac{3}{4}\\)<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      <\/h3>\n

      Lesson 11.3 Use Line Plots to Solve Problems<\/h3>\n

      Solve & Share<\/strong>
      \nMs. Earl’s class measured the lengths of 10 caterpillars in the school garden. The caterpillars had the following lengths in inches:
      \n\\(\\frac{3}{4}\\), 1\\(\\frac{1}{4}\\), 1\\(\\frac{3}{4}\\), 1\\(\\frac{1}{2}\\), 1, 1, \\(\\frac{3}{4}\\), 1\\(\\frac{1}{4}\\), 1\\(\\frac{3}{4}\\), 1\\(\\frac{1}{2}\\)
      \nPlot the lengths on the line plot. Write and solve an equation to find the difference in length between the longest and shortest caterpillars.
      \nI can … use line plots to solve problems involving fractions.
      \n\"Envision<\/p>\n

      Look Back! How can a line plot be used to find the difference between the greatest and least values?
      \nAnswer:
      \nA line plot can be used to find the difference between the greatest and least values by doing the subtraction function between the two numbers.<\/p>\n

       <\/p>\n

      Essential Question<\/strong>
      \nHow Can You Use Line Plots to Solve Problems involving Fractions?
      \nAnswer:
      \nWe can use line plots to Solve Problems involving Fractions by dividing the fractions by fractions to find the required solution to the problem.<\/p>\n

       <\/p>\n

       <\/p>\n

      Visual Learning Bridge<\/strong>
      \nAlma and Ben are filling water balloons. The line plots show the weights of their water balloons. Who filled more water balloons? How many more? How much heavier was Alma’s heaviest water balloon than Ben’s heaviest water balloon?
      \n\"Envision<\/p>\n

      Who filled more water balloons? How many more?
      \nEach dot in the line plots represents 1 water balloon.
      \nAlma filled 20 water balloons.
      \nBen filled 15 water balloons.
      \n20 \u2013 15 = 5
      \nAlma filled 5 more water balloons than Ben.<\/p>\n

      How much heavier was Alma’s heaviest water balloon than Ben’s heaviest water balloon?<\/p>\n

      The dot farthest to the right in each line plot represents the heaviest water balloon.
      \nAlma’s heaviest water balloon was 2\\(\\frac{2}{8}\\) pounds.
      \nBen’s heaviest water balloon was 2\\(\\frac{1}{8}\\) pounds.
      \nSubtract.
      \n2\\(\\frac{2}{8}\\) – 2\\(\\frac{1}{8}\\) = \\(\\frac{1}{8}\\)
      \nAlma’s heaviest water balloon was pound heavier than Ben’s heaviest water balloon.<\/p>\n

      Convince Me! Make Sense and Persevere<\/strong> How much heavier was Alma’s heaviest water balloon than her lightest water balloon? How much heavier was Ben’s heaviest water balloon than his lightest water balloon? Write and solve equations.
      \nAnswer:
      \n1\\(\\frac{1}{8}\\) pounds heavier was Alma’s heaviest water balloon than her lightest water balloon.
      \n\\(\\frac{6}{8}\\) pounds heavier was Ben’s heaviest water balloon than her lightest water balloon.<\/p>\n

      Explanation:
      \nWeight of Alma’s heaviest water balloon = 2\\(\\frac{2}{8}\\) pounds
      \nWeight of Alma’s lightest water balloon = 1\\(\\frac{1}{8}\\) pounds
      \nDifference:
      \nWeight of Alma’s heaviest water balloon – Weight of Alma’s lightest water balloon
      \n= 2\\(\\frac{2}{8}\\) – 1\\(\\frac{1}{8}\\)
      \n= 1\\(\\frac{1}{8}\\) pounds.<\/p>\n

      Weight of Ben’s heaviest water balloon = 2\\(\\frac{1}{8}\\)pounds
      \nWeight of Ben’s lightest water balloon = 1\\(\\frac{4}{8}\\) pounds
      \nDifference:
      \nWeight of Ben’s heaviest water balloon – Weight of Ben’s lightest water balloon
      \n= 2\\(\\frac{1}{8}\\) – 1\\(\\frac{4}{8}\\)
      \n= \\(\\frac{6}{8}\\) pounds.<\/p>\n

      Another Example!<\/strong>
      \nRowan’s class measured the snowfall for 5 days. The line plot shows the heights of snowfall they recorded. How many inches of snow were recorded? What amount of snowfall occurred most often?
      \n\"Envision
      \nFind the total number of inches of snowfall recorded.
      \n\\(\\frac{1}{4}\\) + \\(\\frac{2}{4}\\) + \\(\\frac{2}{4}\\) + \\(\\frac{2}{4}\\) + \\(\\frac{3}{4}\\) = 2\\(\\frac{2}{4}\\) inches
      \nThe amount of snowfall that occurred most often was \\(\\frac{2}{4}\\) inch.<\/p>\n

      Guided Practice
      \n<\/strong>Do You Understand?<\/strong>
      \nQuestion 1.
      \nUse Structure<\/strong> How could you use the Commutative and Associative Properties of Addition to make the addition in the Another Example easier?
      \nAnswer:
      \nWe can use the Commutative and Associative Properties of Addition to make the addition in the Another Example easier by rewriting the values and doing addition because the result is same.<\/p>\n

       <\/p>\n

       <\/p>\n

      Do You Know How?<\/strong>
      \nFor 2-3, use the example on the previous page.
      \nQuestion 2.
      \nWho filled more water balloons over 2 pounds?
      \nAnswer:
      \nBen filled more water balloons over 2 pounds.<\/p>\n

      Explanation:
      \nBen’s heaviest water balloon was 2\\(\\frac{1}{8}\\) pounds.<\/p>\n

       <\/p>\n

      Question 3.
      \nHow much heavier were Alma’s two heaviest water balloons than Ben’s two heaviest?
      \nAnswer:
      \n\\(\\frac{1}{8}\\) pounds heavier were Alma’s two heaviest water balloons than Ben’s two heaviest.<\/p>\n

      Explanation:
      \nWeight of Alma’s two heaviest water balloons = 2 \u00d7 2\\(\\frac{2}{8}\\)
      \nWeight of Ben’s two heaviest water balloon = 2 \u00d7 2\\(\\frac{1}{8}\\) pounds.
      \nDifference:
      \nWeight of Alma’s two heaviest water balloons – Weight of Ben’s two heaviest water balloon
      \n= 2 \u00d7 2\\(\\frac{2}{8}\\) – 2 \u00d7 2\\(\\frac{1}{8}\\)
      \n= 4 \\(\\frac{2}{8}\\)\u00a0 – 4 \\(\\frac{1}{8}\\)
      \n= \\(\\frac{1}{8}\\) pounds.<\/p>\n

       <\/p>\n

      Independent Practice
      \n<\/strong>For 4-5, use the line plot at the right.
      \n\"Envision
      \nQuestion 4.
      \nWhat is the difference in height between the tallest and shortest patients?
      \nAnswer:
      \n1 \\(\\frac{3}{4}\\) feet is the difference in height between the tallest and shortest patients.<\/p>\n

      Explanation:
      \nHeight of the tallest patient = 6 feet.
      \nHeight of the shortest patient = 4\\(\\frac{1}{4}\\) feet.
      \nDifference:
      \nHeight of the tallest patient – Height of the shortest patient
      \n= 6 – 4\\(\\frac{1}{4}\\)
      \n= 6 – 4.25
      \n= 1 \\(\\frac{3}{4}\\) feet.<\/p>\n

       <\/p>\n

      Question 5.
      \nOscar says 5 feet is the most common height Dr. Chen measured. Do you agree? Explain.
      \nAnswer:
      \nNo, 5 feet is not the most common height Dr. Chen measured as Oscar says because 5 \\(\\frac{2}{4}\\) feet is most common height Dr. Chen measured.<\/p>\n

      Explanation:
      \nMost common height Dr. Chen measured = 5\\(\\frac{2}{4}\\) feet in the given data.<\/p>\n

       <\/p>\n

      Problem Solving
      \n<\/strong>Question 6.
      \nMake Sense and Persevere<\/strong> Marcia measured her dolls and showed the heights using a line plot. How much taller are Marcia’s two tallest dolls combined than her two shortest dolls? Explain.
      \n\"Envision
      \nAnswer:
      \n2\\(\\frac{3}{4}\\) inches taller are Marcia’s two tallest dolls combined than her two shortest dolls.<\/p>\n

      Explanation:
      \nMarcia’s two tallest dolls heights = 7 inches and 6\\(\\frac{3}{4}\\) inches.
      \nMarcia’s two tallest dolls combined = 7 inches + 6\\(\\frac{3}{4}\\) inches.
      \n= 13 \\(\\frac{3}{4}\\)\u00a0 inches.
      \nMarcia’s two shortest dolls heights = 5\\(\\frac{1}{4}\\) inches and 5 \\(\\frac{3}{4}\\) inches.
      \nMarcia’s two shortest dolls combined = 5\\(\\frac{1}{4}\\) inches + 5 \\(\\frac{3}{4}\\) inches.
      \n= 5.25 + 5.75
      \n= 11 inches.
      \nDifference:
      \nMarcia’s two tallest dolls combined – Marcia’s two tallest dolls combined
      \n= 13 \\(\\frac{3}{4}\\) inches – 11 inches
      \n= 2\\(\\frac{3}{4}\\) inches.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 7.
      \nHigher Order Thinking<\/strong> Marlee is knitting a scarf. The line plot shows the length she knits each day. How many more inches does Marlee need to knit so the scarf is 30 inches long?
      \n\"Envision
      \nAnswer:
      \n2 inches more inches Marlee needs to knit so the scarf is 30 inches long.<\/p>\n

      Explanation:
      \nThe length she knits each day = 2, 2\\(\\frac{2}{8}\\) inches, 2\\(\\frac{2}{8}\\) inches, 2\\(\\frac{4}{8}\\) inches, 2\\(\\frac{4}{8}\\) inches, 2\\(\\frac{4}{8}\\) inches, 2\\(\\frac{5}{8}\\) inches, 2\\(\\frac{6}{8}\\) inches, 2\\(\\frac{6}{8}\\) inches,\u00a0 2\\(\\frac{7}{8}\\) inches, 3 inches.<\/p>\n

      Total of the lengths she knits all days = 2 + 2\\(\\frac{2}{8}\\) + 2\\(\\frac{2}{8}\\)\u00a0 + 2\\(\\frac{4}{8}\\) + 2\\(\\frac{4}{8}\\) + 2\\(\\frac{4}{8}\\) + 2\\(\\frac{5}{8}\\) + 2\\(\\frac{6}{8}\\) + 2\\(\\frac{6}{8}\\)\u00a0 + 2\\(\\frac{7}{8}\\) + 3 inches
      \n= 28 inches.<\/p>\n

      More inches Marlee needs to knit so the scarf is 30 inches long = 30 – Total of the lengths she knits all days
      \n= 30 – 28 inches
      \n= 2 inches.<\/p>\n

       <\/p>\n

      Assessment Practice
      \n<\/strong>For 8-9, use the line plot.
      \n\"Envision
      \nQuestion 8.
      \nWhich of the following statements are true? Select all that apply.
      \n\u2610 Most of the players are 6 feet or taller.
      \n\u2610 Five players are 6 feet tall.
      \n\u2610 The combined height of two of the shortest players is 1\\(\\frac{1}{2}\\) feet.
      \n\u2610 The difference between the tallest and the shortest players is \\(\\frac{3}{4}\\) foot.
      \n\u2610 All of the players are taller than 5\\(\\frac{3}{4}\\) feet.
      \nAnswer:
      \nStatements which are true:
      \nMost of the players are 6 feet or taller.
      \nAll of the players are taller than 5\\(\\frac{3}{4}\\) feet.<\/p>\n

      Explanation:
      \nStatements which are true:
      \n\u2610 Most of the players are 6 feet or taller.
      \n\u2610 Five players are 6 feet tall.
      \n\u2610 The combined height of two of the shortest players is 1\\(\\frac{1}{2}\\) feet.
      \nCombined height of two of the shortest players =
      \n5\\(\\frac{3}{4}\\) + 5\\(\\frac{3}{4}\\)
      \n= 11\\(\\frac{2}{4}\\).<\/p>\n

      \u2610 The difference between the tallest and the shortest players is \\(\\frac{3}{4}\\) foot.
      \nTallest player height = 6\\(\\frac{3}{4}\\) feet.
      \nShortest player height = 5\\(\\frac{3}{4}\\) feet.
      \nDifference:
      \nTallest player height – Shortest player height
      \n= 6\\(\\frac{3}{4}\\) – 5\\(\\frac{3}{4}\\)
      \n= 1 feet.<\/p>\n

      \u2610 All of the players are taller than 5\\(\\frac{3}{4}\\) feet.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 9.
      \nIf one of the shortest players grew \\(\\frac{3}{4}\\) foot before the next season started, how tall would the player be?
      \nA. \\(\\frac{6}{4}\\) feet
      \nB. 5\\(\\frac{3}{4}\\) feet
      \nC. 6 feet
      \nD. 6\\(\\frac{2}{4}\\) feet<\/p>\n

      Answer:
      \n6\\(\\frac{2}{4}\\) feet taller the player would be.<\/p>\n

      Explanation:
      \nShortest player height = 5\\(\\frac{3}{4}\\) feet.
      \nIf one of the shortest players grew \\(\\frac{3}{4}\\) foot.
      \n=> 5\\(\\frac{3}{4}\\) + \\(\\frac{3}{4}\\)
      \n=> 6\\(\\frac{2}{4}\\) feet.<\/p>\n

       <\/p>\n

       <\/p>\n

      Lesson 11.4 Problem Solving<\/h3>\n

      Critique Reasoning<\/strong>
      \nSolve & Share<\/strong>
      \nA class made a line plot showing the amount of snowfall for 10 days. Nathan analyzed the line plot and said, \u201cThe difference between the greatest amount of snowfall recorded and the least amount of snowfall recorded is 3 because the first measurement has one dot and the last measurement has 4 dots.” How do you respond to Nathan’s reasoning?
      \nI can … use what I know about line plots to critique the reasoning of others.
      \n\"Envision<\/p>\n

      Thinking Habits
      \nBe a good thinker! These questions can help you.<\/p>\n

        \n
      • What questions can ask to understand other people’s thinking?<\/li>\n
      • Are there mistakes in other people’s thinking?<\/li>\n
      • Can I improve other people’s thinking?<\/li>\n<\/ul>\n

        Look Back! Critique Reasoning<\/strong> Millie said that the total amount of snowfall for the 5 days above was 10 inches. Is Millie correct?
        \nAnswer:
        \nNo, Millie is incorrect because Total amount of snowfall for the 5 days is 5 \\(\\frac{2}{4}\\) inches. not 10 inches.<\/p>\n

        Explanation:
        \nAmount of snowfall for the 5 days = \\(\\frac{3}{4}\\), 1, 1, 1\\(\\frac{1}{4}\\), 1\\(\\frac{2}{4}\\)
        \nTotal amount of snowfall for the 5 days = \\(\\frac{3}{4}\\) + 1 + 1 + 1\\(\\frac{1}{4}\\) + 1\\(\\frac{2}{4}\\)
        \n= 5 \\(\\frac{2}{4}\\) inches.<\/p>\n

         <\/p>\n

         <\/p>\n

        Essential Question<\/strong>
        \nHow Can You Critique the Reasoning of Others?
        \nAnswer:
        \nWe can Critique the Reasoning of Others by checking the process how the problem is solved and finally tallying their solution.<\/p>\n

         <\/p>\n

         <\/p>\n

        Visual Learning Bridge<\/strong>
        \nThe line plots show the amount of rainfall for two months.<\/p>\n

        Val said, \u201cThe total rainfall for February was greater than the total rainfall for January because \\(\\frac{7}{8}\\) + \\(\\frac{7}{8}\\) equals \\(\\frac{14}{8}\\), and the highest rainfall in January was \\(\\frac{5}{8}\\)“.
        \n\"Envision
        \nWhat is Val’s reasoning?
        \nVal compared the two highest amounts of rainfall for each month.<\/p>\n

        How can I critique the reasoning of others?
        \nI can<\/p>\n

          \n
        • ask questions for clarification.<\/li>\n
        • decide if the strategy used makes sense.<\/li>\n
        • look for flaws in estimates or calculations.<\/li>\n<\/ul>\n

          Here’s my thinking.
          \nVal’s reasoning is not correct.
          \nShe compared the days with the greatest amount of rainfall for the two months. The days with the greatest amounts of rainfall are not the total for the months.<\/p>\n

          Val should have added the amounts for each month. Then she could compare the amounts.
          \nJanuary \\(\\frac{1}{8}+\\frac{1}{8}+\\frac{1}{8}+\\frac{3}{8}+\\frac{3}{8}+\\frac{3}{8}+\\frac{5}{8}=\\frac{17}{8}\\) inches
          \nFebruary: \\(\\frac{1}{8}+\\frac{1}{8}+\\frac{5}{8}+\\frac{7}{8}+\\frac{7}{8}=\\frac{21}{8}\\) inches
          \nDuring February, there was \\(\\frac{21}{8}-\\frac{17}{8}=\\frac{4}{8}\\) inch more rain than January<\/p>\n

          Convince Me! Critique Reasoning<\/strong> Bev thought January had more rainfall because it rained on 7 days and February only had rain on 5 days. How do you respond to Bev’s reasoning?
          \nAnswer:
          \nWell, Bev’s reasoning is not correct because to find the more rainfall in between January and February months, you should calculate the rainfall not the number of days.<\/p>\n

           <\/p>\n

          Guided Practice
          \n<\/strong>Critique Reasoning<\/strong> At a dog show, a judge wrote down the heights of 12 dogs. Cole made a line plot of the heights, shown to the right. He concluded, \u201cThe height with the most dots is 1\\(\\frac{1}{4}\\) feet, so that is the greatest height of the dogs at the dog show.”
          \n\"Envision
          \nQuestion 1.
          \nWhat is Cole’s conclusion? How did he reach this conclusion?
          \nAnswer:
          \nCole concluded, \u201cThe height with the most dots is 1\\(\\frac{1}{4}\\) feet, so that is the greatest height of the dogs at the dog show.” He reached this conclusion by marking most dots on 1\\(\\frac{1}{4}\\) feet in the line plot chart.<\/p>\n

           <\/p>\n

           <\/p>\n

          Question 2.
          \nIs Cole’s conclusion correct? Explain.
          \nAnswer:
          \nNo, Cole’s conclusion incorrect because what he marked as the highest height of dog is the most common height of dogs and highest height of dog is 3 feet not 1\\(\\frac{1}{4}\\) feet.<\/p>\n

           <\/p>\n

           <\/p>\n

          Independent Practice
          \n<\/strong>Critique Reasoning<\/strong>
          \nNatasha keeps a log of the total amount of time her students practiced on their violins outside of their weekly lesson. She creates the line plot shown. Each dot represents one student who practices a specific amount of time in one week. Natasha says that 5 of her students’ practice times combined is 1\\(\\frac{1}{4}\\) hours because there are 5 dots above 1\\(\\frac{1}{4}\\).
          \n\"Envision
          \nQuestion 3.
          \nWhat is Natasha’s argument? How does she support it?
          \nAnswer:
          \nNatasha’s argument is that 5 of her students’ practice times combined is 1\\(\\frac{1}{4}\\) hours. She supports it because there are 5 dots above 1\\(\\frac{1}{4}\\).<\/p>\n

           <\/p>\n

          Question 4.
          \nCritique Natasha’s reasoning.
          \nAnswer:
          \nNatasha’s reasoning says that 5 of her students’ practice times combined is 1\\(\\frac{1}{4}\\) hours because there are 5 dots above 1\\(\\frac{1}{4}\\). She thinks its correct but she is saying about more common hours the students who practiced a specific amount of time in one week.<\/p>\n

           <\/p>\n

           <\/p>\n

          Problem Solving
          \n<\/strong>Performance Task<\/strong><\/p>\n

          Taking Inventory
          \nMr. Pally is building a desk using screws of different lengths. The instructions show how many screws of each length he will need to use. Mr. Pally concludes he will use more of the shortest screws than the longest screws.
          \nQuestion 5.
          \nModel with Math<\/strong> Draw a line plot to show the screw lengths Mr. Pally will use to build the desk.
          \n\"Envision
          \nAnswer:
          \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-11-Represent-and-Interpret-Data-on-Line-Plots-Lesson<\/p>\n

          Explanation:
          \n\"Envision<\/p>\n

           <\/p>\n

           <\/p>\n

          Question 6.
          \nReasoning<\/strong> How can you use the line plot to find which length of screw Mr. Pally will need the most?
          \nAnswer:
          \nWe use the line plot to find which length of screw Mr. Pally will needs the most by counting the dots potted on the line, which occurred many times.<\/p>\n

           <\/p>\n

           <\/p>\n

          Question 7.
          \nCritique Reasoning<\/strong> is Mr. Pally’s conclusion correct? How did you decide? If not, what can you do to improve his reasoning?
          \n\"Envision
          \nAnswer:
          \nYes, Mr. Pally conclusion he will use more of the shortest screws than the longest screws is correct because in the line plotted shows many dots on shorter screws than the longest screws.<\/p>\n

          Explanation:
          \nMr. Pally concludes he will use more of the shortest screws than the longest screws.<\/p>\n

           <\/p>\n

           <\/p>\n

          Topic 11 Fluency Practice Activity<\/h3>\n

          Find a Match<\/strong>
          \nWork with a partner. Point to a clue.
          \nRead the clue.
          \nLook below the clues to find a match. Write the clue letter in the box next to the match.
          \nFind a match for every clue.
          \nI can …add and subtract multi-digit whole numbers.<\/p>\n

          Clues
          \nA. The sum is between 3,510 and 3,520.
          \nB. The difference is exactly 3,515.
          \nC. The sum is between 3,560 and 3,570.
          \nD. The difference is between 3,530 and 3,540.
          \nE. The sum is exactly 3,584.
          \nF. The difference is between 3,590 and 3,600.
          \nG. The sum is exactly 3,987.
          \nH. The difference is between 1,000 and 2,000.
          \n\"Envision
          \nAnswer:
          \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-11-Represent-and-Interpret-Data-on-Line-Plots-Lesson<\/p>\n

          Explanation:
          \nClues
          \nA. The sum is between 3,510 and 3,520.
          \nB. The difference is exactly 3,515.
          \nC. The sum is between 3,560 and 3,570.
          \nD. The difference is between 3,530 and 3,540.
          \nE. The sum is exactly 3,584.
          \nF. The difference is between 3,590 and 3,600.
          \nG. The sum is exactly 3,987.
          \nH. The difference is between 1,000 and 2,000.
          \n\"Envision<\/p>\n

           <\/p>\n

           <\/p>\n

           <\/p>\n

           <\/p>\n

          Topic 11 Vocabulary Review<\/h3>\n

          Understand Vocabulary
          \nWord List<\/p>\n

            \n
          • data set<\/li>\n
          • graph<\/li>\n
          • line plot<\/li>\n
          • number line<\/li>\n
          • scale<\/li>\n
          • table<\/li>\n<\/ul>\n

            Write T for true and F for false.
            \nQuestion 1.
            \n________ Graphs are used to display and represent data.
            \nAnswer:
            \n__True______ Graphs are used to display and represent data.<\/p>\n

             <\/p>\n

            Question 2.
            \n_________ A data set is a collection of pieces of information.
            \nAnswer:
            \n____True_____ A data set is a collection of pieces of information.<\/p>\n

             <\/p>\n

            Question 3.
            \n__________ A table is never used to display data.
            \nAnswer:
            \n___False_______ A table is never used to display data.<\/p>\n

             <\/p>\n

            Question 4.
            \n__________ A line plot shows data along a number line.
            \nAnswer:
            \n___True_______ A line plot shows data along a number line.<\/p>\n

             <\/p>\n

            Question 5.
            \n_________ A line plot may have more points than there are numbers in the data set.
            \nAnswer:
            \n___False______ A line plot may have more points than there are numbers in the data set.<\/p>\n

             <\/p>\n

            Write always, sometimes, or never.
            \nQuestion 6.
            \nA line plot _________ displays data.
            \nAnswer:
            \nA line plot ___always______ displays data.<\/p>\n

             <\/p>\n

            Question 7.
            \nThe scale on a line plot is ________ numbered using fractions.
            \nAnswer:
            \nThe scale on a line plot is ___sometimes_____ numbered using fractions.<\/p>\n

             <\/p>\n

            Question 8.
            \nA number line is __________ numbered out of order.
            \nAnswer:
            \nA number line is ___never_______ numbered out of order.<\/p>\n

             <\/p>\n

             <\/p>\n

            Use Vocabulary in Writing<\/strong>
            \nQuestion 9.
            \nUse at least 3 terms from the Word List to describe another way Patrick can display his data.
            \n\"Envision
            \nAnswer:
            \nGraph, Line plot and Number line are the 3 terms from the Word List to describe another way Patrick can display his data.<\/p>\n

            Explanation:
            \nWord List given:<\/p>\n

              \n
            • data set<\/li>\n
            • graph<\/li>\n
            • line plot<\/li>\n
            • number line<\/li>\n
            • scale<\/li>\n
            • table<\/li>\n<\/ul>\n

               <\/p>\n

               <\/p>\n

              Topic 11 Reteaching<\/h3>\n

              Set A pages 417-420<\/strong><\/p>\n

              The line plot shows the number of hours Mrs. Mack was at the gym each day, during a two week period.
              \n\"Envision<\/p>\n

              Remember<\/strong> each dot above the line plot represents one value in the data set.<\/p>\n

              Question 1.
              \nHow many days did Mrs. Mack go to the gym?
              \nAnswer:
              \nMrs. Mack went to the gym for 11 days.<\/p>\n

              Question 2.
              \nWhat is the least amount of time Mrs. Mack spent at the gym?
              \nAnswer:
              \n1\\(\\frac{1}{4}\\) hours is the least amount of time Mrs. Mack spent at the gym.<\/p>\n

              Question 3.
              \nHow many hours was Mrs. Mack at the the gym during the two weeks?
              \nAnswer:
              \n25\\(\\frac{3}{4}\\) hours Mrs. Mack was at the the gym during the two weeks.<\/p>\n

              Explanation:
              \n\"Envision
              \nNumber of hours Mrs. Mack was at the the gym during the two weeks:
              \n1, 1\\(\\frac{1}{4}\\) , 1\\(\\frac{2}{4}\\) ,2 , 2 , 2\\(\\frac{1}{4}\\) , 2 \\(\\frac{1}{4}\\) , 2\\(\\frac{1}{4}\\) ,2 \\(\\frac{2}{4}\\) , 2\\(\\frac{3}{4}\\) ,3 , 3.
              \nTotal number of hours Mrs. Mack was at the the gym during the two weeks = 1 + 1\\(\\frac{1}{4}\\) + 1\\(\\frac{2}{4}\\) + 2 + 2 + 2\\(\\frac{1}{4}\\) + 2 \\(\\frac{1}{4}\\) + 2\\(\\frac{1}{4}\\) + 2 \\(\\frac{2}{4}\\) + 2\\(\\frac{3}{4}\\) + 3 + 3
              \n= 25\\(\\frac{3}{4}\\) hours.<\/p>\n

              Set B pages 421-424<\/strong><\/p>\n

              Lilly measured the lengths of the ribbons in her craft kit and drew a line plot.
              \n\"Envision
              \nThe number line shows the lengths from least to greatest. The labels show what the dots represent.<\/p>\n

              Remember<\/strong> to choose a reasonable scale for your number line.<\/p>\n

              A zoo in Australia studied platypuses. Their masses are recorded below.
              \n\"Envision
              \nQuestion 1.
              \nDraw a line plot for the data set.
              \nAnswer:
              \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-11-Represent-and-Interpret-Data-on-Line-Plots-Lesson
              \nExplanation:
              \n\"Envision<\/p>\n

               <\/p>\n

               <\/p>\n

               <\/p>\n

              Question 2.
              \nWhat is the difference in mass of the platypus with the greatest mass and the platypus with the least mass?
              \nAnswer:
              \n1\\(\\frac{1}{8}\\) kg is the difference in mass of the platypus with the greatest mass and the platypus with the least mass.<\/p>\n

              Explanation:
              \nThe greatest mass of the platypus = 2\\(\\frac{6}{8}\\) kg.
              \nThe least mass of the platypus = 1\\(\\frac{5}{8}\\) kg.
              \nDifference:
              \nThe greatest mass of the platypus – The least mass of the platypus
              \n= 2\\(\\frac{6}{8}\\)\u00a0 – 1\\(\\frac{5}{8}\\)
              \n= 1\\(\\frac{1}{8}\\) kg.<\/p>\n

               <\/p>\n

              Set C pages 425-428<\/strong><\/p>\n

              Carly and Freddie pick up trash. The line plots show how much they picked up each day for 14 days. What is the difference between the greatest and least amounts Carly picked up?
              \n\"Envision
              \nThe greatest amount of trash Carly picked up was 3 pounds. The least amount was \\(\\frac{1}{2}\\) pound.
              \nSubtract. 3 \u2013 \\(\\frac{1}{2}\\) = 2\\(\\frac{1}{2}\\) pounds<\/p>\n

              Remember<\/strong> you can use equations to help solve problems with data from line plots.<\/p>\n

              For 1-3, use the line plots at the left.
              \nQuestion 1.
              \nExplain how to find the total weight of the trash Freddie picked up.
              \nAnswer:
              \nWe can find the total weight of the trash Freddie picked up in 14 days by adding the every day trash he collected.<\/p>\n

              Explanation:
              \n\"Envision<\/p>\n

              Question 2.
              \nWrite and solve an equation to find , the difference between the greatest amount Freddie collected and the least amount he collected.
              \nAnswer:
              \n2 pounds is the difference between the greatest amount Freddie collected and the least amount he collected.<\/p>\n

              Explanation:
              \nThe greatest amount Freddie collected = 2\\(\\frac{1}{2}\\) pounds.
              \nThe least amount he collected = \\(\\frac{1}{2}\\) pounds.
              \nDifference:
              \nThe greatest amount Freddie collected – The least amount he collected
              \n= 2\\(\\frac{1}{2}\\) pounds – \\(\\frac{1}{2}\\) pounds
              \n= 2 pounds.<\/p>\n

              Question 3.
              \nWhat is the sum of Carly’s most frequent weight and Freddie’s most frequent weight? Explain.
              \nAnswer:
              \n5 pounds is the sum of Carly’s most frequent weight and Freddie’s most frequent weight.<\/p>\n

              Explanation:
              \nCarly’s most frequent weight = 2\\(\\frac{1}{2}\\) pounds.
              \nFreddie’s most frequent weight = 1\\(\\frac{1}{2}\\) pounds.
              \nSum:
              \nCarly’s most frequent weight + Freddie’s most frequent weight
              \n= 2\\(\\frac{1}{2}\\) pounds + 1\\(\\frac{1}{2}\\) pounds
              \n= 5 pounds.<\/p>\n

               <\/p>\n

               <\/p>\n

              Set D pages 429-432<\/strong><\/p>\n

              Think about these questions to help you critique the reasoning of others.
              \nThinking Habits!<\/p>\n

                \n
              • What questions can ask to understand other people’s thinking?<\/li>\n
              • Are there mistakes in other people’s thinking?<\/li>\n
              • Can I improve other people’s thinking?
                \n\"Envision<\/li>\n<\/ul>\n

                Remember<\/strong> you can use math to identify mistakes in people’s thinking.
                \n\"Envision
                \nQuestion 1.
                \nSpencer says 2\\(\\frac{3}{8}\\) miles is the most common delivery distance. Do you agree? Explain.
                \nAnswer:
                \nNo, I disagree with what Spencer says 2\\(\\frac{3}{8}\\) miles is the most common delivery distance because the most common delivery distance is \\(\\frac{6}{8}[\/Latex] miles.<\/p>\n

                 <\/p>\n

                 <\/p>\n

                 <\/p>\n

                Topic 11 Assessment Practice<\/h3>\n

                Question 1.
                \nWhat is the difference between the heaviest and lightest weights?
                \n\"Envision
                \nAnswer:
                \n1 pounds is the difference between the heaviest and lightest weights.<\/p>\n

                Explanation:
                \nThe heaviest weight = 3[latex]\\frac{2}{4}\\) pounds.
                \nThe lightest weight = 2\\(\\frac{2}{4}\\) pounds.
                \nDifference:
                \nThe heaviest weight – The lightest weight
                \n= 3\\(\\frac{2}{4}\\)\u00a0 – 2\\(\\frac{2}{4}\\)
                \n= 1 pounds.<\/p>\n

                Question 2.
                \nHow many dots would be placed above 1\\(\\frac{3}{4}\\) in a line plot of these data?
                \n\"Envision
                \nA. 3 dots
                \nB. 2 dots
                \nC. 1 dot
                \nD. 0 dots
                \nAnswer:
                \n3 dots dots would be placed above 1\\(\\frac{3}{4}\\) in a line plot of these data.
                \nA. 3 dots.<\/p>\n

                Explanation:
                \n\"Envision
                \nDots would be placed above 1\\(\\frac{3}{4}\\) in a line plot of these data:
                \n3 dots.<\/p>\n

                 <\/p>\n

                 <\/p>\n

                Question 3.
                \nWhich is the most common length of snail Fred has in his backyard?
                \n\"Envision
                \nAnswer:
                \n3 inches is the most common length of snail Fred has in his backyard.<\/p>\n

                Explanation:
                \n\"Envision
                \n3 inches is the most common length of snail Fred has in his backyard.<\/p>\n

                 <\/p>\n

                Question 4.
                \nDuring a sleep study, the number of hours 15 people slept was recorded in the table below.
                \n\"Envision
                \nA. Use the data in the table to draw a line plot.
                \nAnswer:
                \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-11-Represent-and-Interpret-Data-on-Line-Plots-Lesson<\/p>\n

                Explanation:
                \n\"Envision<\/p>\n

                B. How many more hours did the person who slept the greatest number of hours sleep than the person who slept the least number of hours? Explain.
                \nAnswer:
                \n3\\(\\frac{1}{2}\\) more hours the person who slept the greatest number of hours sleep than the person who slept the least number of hours.<\/p>\n

                Explanation:
                \nThe person who slept the greatest number of hours = 9 .
                \nThe person who slept the least number of hours = 5\\(\\frac{1}{2}\\).
                \nDifference:
                \nThe person who slept the greatest number of hours – The person who slept the least number of hours
                \n= 9 – 5\\(\\frac{1}{2}\\)
                \n= 3\\(\\frac{1}{2}\\).<\/p>\n

                Question 5.
                \nUse the line plot below. Select all the true statements.
                \n\"Envision
                \n\u2610 The greatest height is 2\\(\\frac{1}{2}\\) inches.
                \n\u2610 More plants have a height of 2 inches than 1\\(\\frac{1}{2}\\) inches.
                \n\u2610 There are 3 plants with a height of 1 inch.
                \n\u2610 There are 3 plants with a height of 2 inches and 3 plants with a height of 2\\(\\frac{1}{2}\\) inches.
                \n\u2610 The tallest plant is 1\\(\\frac{1}{2}\\) inches taller than the shortest plant.
                \nAnswer:
                \nAll the true statements:
                \nThe greatest height is 2\\(\\frac{1}{2}\\) inches.
                \nThere are 3 plants with a height of 2 inches and 3 plants with a height of 2\\(\\frac{1}{2}\\) inches.
                \nThe tallest plant is 1\\(\\frac{1}{2}\\) inches taller than the shortest plant.<\/p>\n

                Explanation:
                \nSelect all the true statements:
                \n\u2610 The greatest height is 2\\(\\frac{1}{2}\\) inches. (True)
                \n\u2610 More plants have a height of 2 inches than 1\\(\\frac{1}{2}\\) inches. (False)
                \n\u2610 There are 3 plants with a height of 1 inch. (False)
                \nNo, There are 2 plants with a height of 1 inch.
                \n\u2610 There are 3 plants with a height of 2 inches and 3 plants with a height of 2\\(\\frac{1}{2}\\) inches. (True)
                \n\u2610 The tallest plant is 1\\(\\frac{1}{2}\\) inches taller than the shortest plant. (True)
                \n=> Tallest plant height = 2\\(\\frac{1}{2}\\) inches.
                \nShortest plant height = 1inches.
                \nDifference:
                \nTallest plant height – Shortest plant height
                \n= 2\\(\\frac{1}{2}\\) – 1
                \n= 1\\(\\frac{1}{2}\\).<\/p>\n

                 <\/p>\n

                Question 6.
                \nMr. Tricorn’s class measured the lengths of crayons. How many crayons did they measure? Use the line plot.
                \n\"Envision
                \nAnswer:
                \nTotal number of crayons they measured = 10.<\/p>\n

                Explanation:
                \nNumber of crayons of length 1\\(\\frac{1}{2}\\) inches = 1.
                \nNumber of crayons of length 2\\(\\frac{1}{2}\\) inches = 4.
                \nNumber of crayons of length 3\\(\\frac{1}{2}\\) inches = 2.
                \nNumber of crayons of length 4\\(\\frac{1}{2}\\) inches = 3.
                \nTotal number of crayons measured = Number of crayons of length 1\\(\\frac{1}{2}\\) inches + Number of crayons of length 2\\(\\frac{1}{2}\\) inches + Number of crayons of length 3\\(\\frac{1}{2}\\) inches + Number of crayons of length 4\\(\\frac{1}{2}\\) inches
                \n= 1 + 4 + 2 + 3
                \n= 10.<\/p>\n

                 <\/p>\n

                 <\/p>\n

                Question 7.
                \nUse the line plot from Exercise 6. How many crayons were greater than 3 inches long?
                \nA. 9
                \nB. 5
                \nC. 6
                \nD. 3
                \nAnswer:
                \nNumber of crayons greater than 3 inches long = 5.
                \nB. 5.<\/p>\n

                Explanation:
                \nNumber of crayons of length 1\\(\\frac{1}{2}\\) inches = 1.
                \nNumber of crayons of length 2\\(\\frac{1}{2}\\) inches = 4.
                \nNumber of crayons of length 3\\(\\frac{1}{2}\\) inches = 2.
                \nNumber of crayons of length 4\\(\\frac{1}{2}\\) inches = 3.
                \nNumber of crayons greater than 3 inches long = Number of crayons of length 3\\(\\frac{1}{2}\\) inches + Number of crayons of length 4\\(\\frac{1}{2}\\) inches
                \n= 2 + 3
                \n= 5.<\/p>\n

                 <\/p>\n

                Question 8.
                \nMs. Garcia measured the heights of her students.
                \n\"Envision
                \nA. Use the data in the table to draw a line plot.
                \nAnswer:
                \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-11-Represent-and-Interpret-Data-on-Line-Plots-Lesson<\/p>\n

                Explanation:
                \n\"Envision<\/p>\n

                 <\/p>\n

                 <\/p>\n

                B. Use the data in Exercise 8. Select all of the statements that are true.
                \n\u2610 The tallest student is 4 feet tall.
                \n\u2610 The tallest student is 4\\(\\frac{2}{4}\\) feet tall.
                \n\u2610 The shortest student is 3\\(\\frac{3}{4}\\) feet tall.
                \n\u2610 The tallest student is 1 foot taller than the shortest student.
                \n\u2610 The most common height of the students was 4 feet tall.
                \nAnswer:
                \nAll of the statements that are true:
                \nThe tallest student is 4\\(\\frac{2}{4}\\) feet tall.
                \nThe tallest student is 1 foot taller than the shortest student.
                \nThe most common height of the students was 4 feet tall.<\/p>\n

                Explanation:
                \nSelect all of the statements that are true.
                \n\u2610 The tallest student is 4 feet tall. (False)
                \n\u2610 The tallest student is 4\\(\\frac{2}{4}\\) feet tall. (True)
                \n\u2610 The shortest student is 3\\(\\frac{3}{4}\\) feet tall. (False)
                \n\u2610 The tallest student is 1 foot taller than the shortest student. (True)
                \n=> Tallest student = 4\\(\\frac{2}{4}\\) feet.
                \nShortest student = 3\\(\\frac{2}{4}\\) feet.
                \nDifference:
                \nTallest student – Shortest student
                \n= 4\\(\\frac{2}{4}\\) feet \u00a0– 3\\(\\frac{2}{4}\\) feet
                \n= 1 feet.
                \n\u2610 The most common height of the students was 4 feet tall. (True)
                \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-11-Represent-and-Interpret-Data-on-Line-Plots-Lesson<\/p>\n

                 <\/p>\n

                 <\/p>\n

                Topic 11 Performance Task<\/h3>\n

                Measuring Pumpkins Mr. Chan’s class picked small pumpkins from the pumpkin patch and then weighed their pumpkins.
                \nQuestion 1.
                \nThe class made the Pumpkin Weights line plot of the data.
                \n\"Envision
                \nPart A
                \nWhat is the most common weight of the pumpkins?
                \nAnswer:
                \nThe most common weight of the pumpkins = 4\\(\\frac{1}{4}\\) pounds.<\/p>\n

                Part B
                \nWrite and solve an equation to find, how much more the heaviest pumpkin weighs than the lightest pumpkin.
                \nAnswer:
                \n1\\(\\frac{3}{4}\\) pounds more the heaviest pumpkin weighs than the lightest pumpkin.<\/p>\n

                Explanation:
                \nThe heaviest pumpkin weight = 5pounds.
                \nThe lightest pumpkin weight = 3\\(\\frac{1}{4}\\) pounds.
                \nDifference:
                \nThe heaviest pumpkin weight – The lightest pumpkin weight
                \n= 5 – 3\\(\\frac{1}{4}\\)
                \n= 1\\(\\frac{3}{4}\\) pounds.<\/p>\n

                Part C
                \nAyana said 3 pumpkins weigh 4\\(\\frac{2}{4}\\) pounds. Critique Ayana’s reasoning. Is she correct?
                \nAnswer:
                \nYes, she is correct because there are three pumpkins weigh 4\\(\\frac{2}{4}\\) pounds.<\/p>\n

                 <\/p>\n

                Question 2.
                \nThe class also measures the distance around their pumpkins to the nearest half-inch. They recorded their data in the Pumpkin Size list. Pumpkin Size: 19\\(\\frac{1}{2}\\), 20\\(\\frac{1}{2}\\), 19\\(\\frac{1}{2}\\), 20, 20\\(\\frac{1}{2}\\), 21\\(\\frac{1}{2}\\), 20, 21, 22, 19\\(\\frac{1}{2}\\), 20\\(\\frac{1}{2}\\), 21\\(\\frac{1}{2}\\), 21, 21, 21\\(\\frac{1}{2}\\), 20\\(\\frac{1}{2}\\)<\/p>\n

                Part A
                \nDraw a line plot of Pumpkin Size data.
                \nAnswer:
                \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-11-Represent-and-Interpret-Data-on-Line-Plots-Lesson<\/p>\n

                Explanation:
                \nPumpkin Size:
                \n19\\(\\frac{1}{2}\\), 20\\(\\frac{1}{2}\\), 19\\(\\frac{1}{2}\\), 20, 20\\(\\frac{1}{2}\\), 21\\(\\frac{1}{2}\\), 20, 21, 22, 19\\(\\frac{1}{2}\\), 20\\(\\frac{1}{2}\\), 21\\(\\frac{1}{2}\\), 21, 21, 21\\(\\frac{1}{2}\\), 20\\(\\frac{1}{2}\\)<\/p>\n

                 <\/p>\n

                 <\/p>\n

                Part B
                \nDrew says 1 more pumpkin was 20\\(\\frac{1}{2}\\) inches around than was 19\\(\\frac{1}{2}\\) inches because 20\\(\\frac{1}{2}\\) – 19\\(\\frac{1}{2}\\) = 1. Critique Drew’s reasoning.
                \nAnswer:
                \nNo, he is incorrect because pumpkin size of 20\\(\\frac{1}{2}\\) – pumpkin size of 19\\(\\frac{1}{2}\\) = 1 is the difference between two different sized pumpkins but not 1 more pumpkins added to the count.<\/p>\n

                Explanation:
                \n20\\(\\frac{1}{2}\\) – 19\\(\\frac{1}{2}\\) = 1. Difference between different pumpkins.<\/p>\n

                 <\/p>\n

                Part C
                \nWhat is\u00a0 the difference between the longest distance and the shortest distance ? Write and solve an equation.
                \nAnswer:
                \n3 inches is the difference between the longest distance and the shortest distance<\/p>\n

                Explanation:
                \nThe longest pumpkin sized = 22 inches.
                \nThe shortest pumpkin sized = 19 inches.
                \nDifference:
                \nThe longest pumpkin sized – The shortest pumpkin sized
                \n= 22 – 19
                \n= 3 inches.<\/p>\n","protected":false},"excerpt":{"rendered":"

                Go through the\u00a0enVision Math Common Core Grade 4 Answer Key\u00a0Topic 11 Represent and Interpret Data on Line Plots\u00a0regularly and improve your accuracy in solving questions. enVision Math Common Core 4th Grade Answers Key Topic 11 Represent and Interpret Data on Line Plots Essential Questions: How can you solve problems using data on a line plot? …<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/11580"}],"collection":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/comments?post=11580"}],"version-history":[{"count":4,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/11580\/revisions"}],"predecessor-version":[{"id":27628,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/11580\/revisions\/27628"}],"wp:attachment":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media?parent=11580"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/categories?post=11580"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/tags?post=11580"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}