Line Plots with Length Data

2nd Grade MathMeasurement and Data3 pages

About this worksheet

Fifteen pencil measurements drive this whole 2nd grade page: 3, 5, 4, 6, 5, 4, 7, 5, 4, 3, 5, 6, 4, 5, 6 inches, recorded by a student named Maya. Students convert the raw list into a line plot by stacking X marks over a scale from 3 to 7 inches, then answer five questions from their own plot: the total count, the most common length (5 inches, with five X's), how many pencils fall under 5 inches, the 4-inch spread between longest and shortest, and how one more 4-inch pencil would change the plot. It is Common Core 2.MD.9 end to end.

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Curriculum objectives covered

2.MD.9

Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

The page is the standard in order: measured length data in Part 1, the whole-unit line plot in Part 2, and reading it back in Part 3.

What's inside this worksheet

Part 1: Pencil Length Data

The raw list of 15 lengths, unsorted, exactly as Maya recorded them.

Part 2: Build the Line Plot

A blank grid with a labeled scale from 3 in. to 7 in. Students stack one X per pencil, bottom up.

Part 3: Answer Questions Using the Line Plot

Five questions that only work if the plot is right, ending with the extra pencil that ties 4 inches with 5.

Answer key

The expected X counts per column (2, 4, 5, 3, 1) plus worked answers for all five questions.

How teachers use it

Tally before plotting

Have students tally the list first. Fifteen unsorted numbers straight to X's produces miscounts.

Pair plot check

Partners compare column heights (2, 4, 5, 3, 1) before starting Part 3. A wrong plot makes all five questions wrong.

Rebuild with real pencils

Measure the class supply box afterward and plot the live data on the board next to Maya's.

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