Unit 3 – Introduction of Concepts 21st Century Lessons Shapes of Distributions Unit 3 – Introduction of Concepts

Warm Up 1) How many letters are in your middle name? OBJECTIVE: SWBAT understand the concept of a statistical question, and develop a method to collect data to answer a statistical question. 1) How many letters are in your middle name? 2) Ask 5 class mates how many letters are in their middle names, and write them down. 3) Based on the results from question 2, try to guess how many letters the next person has in their middle name. Explain why you guessed this! (5 min) 0 – 5 In-Class Notes 1) This question should take less than 5 seconds and it only asked to emphasize the difference between this question and the next two questions. 2) Notes Pay attention to the way students write down the middle names Make attempts to try and create visual displays, or some sort of order, rather than just a list. 3) First introduction to center Students are already familiar with the concept of average, but some might just take a guess that looks like it is near the other numbers. Try to see if anyone picks the median or the mode as well. There is no correct answer here, let the students have fun explaining why they picked their answer. Preparation Notes The first two problems should be quicker, and the third problem provides some time for students to think more carefully about the mathematics that is going on when they guess. Whether they realize it or not, their brains are already beginning to apply some of the rules of probability and statistics. Agenda

Agenda: 1) Warm Up 2) Launch – What is a statistical question? OBJECTIVE: SWBAT understand the concept of a statistical question, and develop a method to collect data to answer a statistical question. 1) Warm Up 2) Launch – What is a statistical question? 3) Explore – Group activity: Collecting Data 4) Summary – Introduce a Line Plot and Bar Graph 5) Practice – Interactive worksheet (1 min) 5 – 6 In-Class Notes Briefly review today’s objective and agenda, pointing out that they will do some exploring in partners, have an opportunity to do some independent practice interleaved with teacher help, and then be asked to show what they’ve learned on an exit ticket. Preparation Notes The structure of today’s lesson was designed to provide a relatively small amount of exploration, combined with a summary that guides them to constructing the formula for area of parallelograms. The interleaving practice then gives them the opportunity to practice applying the formula, as well as the key underlying skill of identifying the height in a parallelogram (not confusing it with the slant height). It is designed to be interleaving rather than totally independent because research shows that to be more effective than completely independent work. 6) Assessment – Exit Ticket

Launch A Vocabulary What is the definition of a statistical question? A statistical question is a question where the answer can change depending on who it is asked to, and when it is asked. This kind of change is called variability. (2 min) 6 – 8 In-Class Notes: Preview that the launch has 3 main sections (Launch A, B, & C) so students do not get lost in the launch. See Preparation Notes for explanation. Teacher asks question and elicits a few student responses. Click to show formal definition. Have the students copy down the definitions as necessary in a notebook, or wherever they generally copy down definitions. Preparation Notes: There are three main ideas in the launch that students need to know to become familiar with a statistical question: A. What is a statistical question? B. How can we determine whether a question is a statistical question? C. What does it mean when we say we are collecting data for a statistical question? Agenda

(Wait time: 30 seconds for each question) Launch B (Wait time: 30 seconds for each question) Can you determine whether the following questions are statistical question or not? 1. What did everyone in the class eat for breakfast today? Statistical Question! …Why? 2. What did YOU eat for breakfast today? Not a statistical Question… Why? 3. How many people in the class ate breakfast today? Not a statistical Question…Why? 4. Who was the first president of the U.S.A.? (2 min) 8 – 10 In-Class Notes Give students 30 seconds each for the questions. Accommodation: Hand out a piece of paper for students that would like more time to look at the questions. Use calling sticks to have students share their answers Remind students they are answering whether it is a statistical question or not; they are not answering the questions themselves! Make sure students realize a statistical question is independent of whether the question has anything to do with numbers. Preparation Notes Have the students explain WHY they chose the answer they did. This will help some students who were confused by the definition of statistical question really understand the meaning. This will help them focus more on how to collect data later on, rather than getting stuck in the technical jargon. Not a statistical Question… Why? 5. How many points does Lebron James have in each game? Statistical Question! … Why? Agenda

Can you come up with your own Launch B (Wait time: 30 seconds) Can you come up with your own statistical question? Remember to explain why it is a statistical question! (2 min) 10 – 12 In-Class Notes Give students 30 seconds each for the questions. Accommodation: Hand out a piece of paper for students that would like more time to look at the questions. Use calling sticks to have students share their answers Remind students they are answering whether it is a statistical question or not; they are not answering the questions themselves! Make sure students realize a statistical question is independent of whether the question has anything to do with numbers. Preparation Notes Have the students explain WHY they chose the answer they did. This will help some students who were confused by the definition of statistical question really understand the meaning. This will help them focus more on how to collect data later on, rather than getting stuck in the technical jargon. Agenda

Launch B Let’s go back to our warm up question: How many letters are in each students middle name? Answers: (<1 minute) 12 – 13 In-Class Notes Go around the room quickly, asking each student to read off their answer. Don’t pay attention to organization, just type in the answer as you hear them. Tell the students to copy these down as you do, because they will need them very soon. If they don’t end up copying them all down, you can display the data again as they are working in partners. Type in the answers to the box that is provided. When they are doing their exploration you can return to this slide to show the data again. Preparation Notes The idea is to show how messy the answer of a statistical question can be when just the raw answer is observed. “I have no idea what all these numbers are saying! If only I could organize them better…” Agenda

Launch C The answers for our statistical questions have a special name. They are called our data. Data: The counts, measurements, or opinions that are collected to answer a statistical question. Notice how some of the numbers in our data show up more than once. This has a special name as well: Frequency: The number of times an answer shows up in the data. (1 min) 13 - 14 In-Class Notes Make sure the students copy down these vocabulary words again. Check to make sure some students aren’t confusing frequency with mode. Preparation Be prepared to give some examples of data. Agenda

In 10 minutes you will be asked to stop and think about it! Explore Part 1 - (10 Min) Work with your PARTNER to find an efficient and neat method of displaying the data we’ve collected. You will get a piece of graph paper and a ruler. You can: Organize however you’d like Develop and answer your own questions Be Creative! Click on the timer! 1-Partners 2-Share Out 3-Worksheet Online timer link on slide - 5 min (14 - 19) In-Class Notes Pass out ruler, graph paper and Class Work handout. Focus on strategies and help struggling pairs find one that works Click “data” to go back to the page with data, or click the timer to give a 5 minute countdown. In 10 minutes you will be asked to stop and think about it! Data Agenda

Explore – Student Share Out Part 2 - (3 Min) Students share out work. (3 min) 19 - 22 In-Class Notes The summary should begin with students sharing their methods for decomposing and recomposing shapes. Display the key questions if possible while students share (using document camera, overhead projector, or another normal routine you have for sharing student work). If multiple methods were used during the Explore time, be sure to have students share in the order that leaves the main objective method for last. Preparation Notes It is possible to continue the summary without a student share-out. However, the thinking behind having students share their methods is that it builds in incentive for students to work for interesting solutions and ideas during the Explore time (today and in the future), it provides students a chance to take pride in their work and to practice presentation skills, and it helps with student engagement to have students listen to other students instead of the teacher’s voice when possible. Classwork Questions Agenda

Explore – Complete top half of worksheet Part 3 - (5 Min) Fill out the top half of your worksheet. (5 min) 22 - 27 In-Class Notes Have students present their work For the second question: Pay attention to how they organize their data. Some will put the data in a list of increasing or decreasing order, and some will put their data into groups (For example, Four people have five letters, 3 people have six letters…) For the third question: Have students project what they’ve done with a document camera if possible, if not, have them describe what they’ve done since it might be too time consuming to reproduce it on the board. For the fourth question: Pick a couple groups to explain their model, it will take too much time to have everyone go. Have the students explain how their model is easy to understand, and ask them how they represented the different answers clearly. Preparation Notes Not every student will have a great method of representing the data. This is OK! The summary section that is next will give them two great tools they can use in the future in the line plot and bar graph. Also, some students might have other useful visuals, such as a pie chart, which is fine. Let them know, although their method is good, it is useful to be aware of other methods as well. It is possible to continue to the summary without a student share-out. However, the thinking behind having students share their methods is that it builds in incentive for students to work for interesting solutions and ideas during the Explore time (today and in the future), it provides students a chance to take pride in their work and to practice presentation skills, and it helps with student engagement to have students listen to other students instead of the teacher’s voice when possible. Agenda

Summary – Interactive Worksheet We are going to complete the rest of the worksheet together. You will fill in the boxes at the bottom of the first side as we go. (2 min) 27 – 29 In-Class Notes The summary will begin with students filling in three differences between statistical questions and non statistical questions. If they name one of the few that are on the slide, present the answer. Remind them that there is much more than three answers. The teacher will then construct a line plot and bar graph for the students, and have them copy the process down for future use. Question 8 will be done independently after 5, 6, and 7 are complete. Agenda

Summary What are some differences between statistical questions and non statistical questions? 1) Statistical questions have more than one answer.. 2) Statistical questions vary according to who answers, where it is answered, and when it is answered. 3) The answer to statistical questions is in the form of data. (1 min) 29 – 30 In-Class Notes The summary will begin with students filling in the differences between statistical questions and non statistical questions. If they name one of the few that are on the slide, present the answer. Remind them that there is much more than three answers. The teacher will then construct a line plot and bar graph for the students, and have them copy the process down for future use. Question 8 will be done independently after 5, 6, and 7 are complete. 4) …and many more! Agenda

Summary – How to Make a Line Plot A jogger wrote down how many miles he ran on ten different days. These were his results: 2, 3, 5, 2, 4, 4, 2, 7, 2, 3: We are going to create a visual representation of this data called a Line Plot. Copy this down in the space for problem 6. (1 min) 30 - 31 In-Class Notes The summary will begin with students filling in three differences between statistical questions and non statistical questions. If they name one of the few that are on the slide, present the answer. Remind them that there is much more than three answers. The teacher will then construct a line plot and bar graph for the students, and have them copy the process down for future use. Question 8 will be done independently after 5, 6, and 7 are complete. Preparation There is an attached word document explaining these same steps for students who might not comprehend everything right away. Agenda

Summary – How to Make a Line Plot Miles: 2, 3, 5, 2, 4, 4, 2, 7, 2, 3: Steps: 1. Organize Now you have made a Line Plot! 2, 2, 2, 2, 3, 3, 4, 4, 5, 7 Step 4. Put an “X” over each number to represent an item in your data. Step 3. Title your number line, and create a key. Step 1: Organize the data. Step 2: Draw a number line that contains all the numbers in your data. 2. Draw 3. Title/Key Amount of Miles Run 4. Put in X’s X X X X X 1 2 3 4 5 6 7 8 (1 min) 31 - 32 In-Class Notes The summary will begin with students filling in three differences between statistical questions and non statistical questions. If they name one of the few that are on the slide, present the answer. Remind them that there is much more than three answers. The teacher will then construct a line plot and bar graph for the students, and have them copy the process down for future use. Question 8 will be done independently after 5, 6, and 7 are complete. Preparation There is an attached word document explaining these same steps for students who might not comprehend everything right away. One run was five miles long. Two runs were four miles long. Two runs were three miles long. Four runs were two miles long. Key: X – one run … and one run was seven miles long. Agenda

Summary – How to Make a Bar Graph Pizza hut surveyed 10 people to find out what kind of pizza they liked. Here were the results: Cheese, Pepperoni, Cheese, Mushroom, Pineapple, Cheese, Pepperoni, Chicken, Chicken, Pepperoni Let’s Make a Bar Graph to organize this to interpret this data better. Copy this down in the space for problem 7. (1 min) 32 - 23 In-Class Notes The summary will begin with students filling in three differences between statistical questions and non statistical questions. If they name one of the few that are on the slide, present the answer. Remind them that there is much more than three answers. The teacher will then construct a line plot and bar graph for the students, and have them copy the process down for future use. Question 8 will be done independently after 5, 6, and 7 are complete. Preparation There is an attached word document explaining these same steps for students who might not comprehend everything right away. Agenda

Summary – How to Make a Bar Graph Favorite Pizza: Cheese, Pepperoni, Cheese, Mushroom, Pineapple, Cheese, Pepperoni, Chicken, Chicken, Pepperoni Steps: You have now created a Bar Graph! Step 2. Create a graph with the choices on the bottom, and numbers on the left. Make sure these numbers cover your frequency. Step 1. Organize the data. Step 4. Create a bar over the type of pizza to represent how many times it shows up in your data. Cheese – 2, Pepperoni – 3, Chicken – 2, Pineapple – 1, Mushroom – 1 1. Organize Step 3. Make sure you title and label your graph. 2. Create Graph 3. Title/Label Favorite Types of Pizza 4. Create Bars 4 Three people prefer Cheese Three people prefer Pepperoni One person prefers pineapple … and one person prefers mushroom. Two people prefer chicken 3 Frequency 2 (1 min) 33 – 34 In-Class Notes The summary will begin with students filling in three differences between statistical questions and non statistical questions. If they name one of the few that are on the slide, present the answer. Remind them that there is much more than three answers. The teacher will then construct a line plot and bar graph for the students, and have them copy the process down for future use. Question 8 will be done independently after 5, 6, and 7 are complete. Preparation There is an attached word document explaining these same steps for students who might not comprehend everything right away. 1 Cheese Pepperoni Chicken Pineapple Mushroom Types of Pizza Agenda

Summary (2 minutes) Hey big cuz!!! #8) Your little cousin keeps bugging you about what you do in sixth grade all day! Explain what you did in math class to get him to leave you alone. In the space for #12, write him/her a note explaining what you learned so far today. Use complete sentences. (3 min) 34 – 37 In-Class Notes Take a minute to clarify the directions of this slide. Give students approximately 2 minutes to write down their ideas, using the questions as prompts. If any students are stuck, remind them to manipulate the shape cut-outs again. If students are excited about their notes, you may give them an opportunity to share their notes with their partners or with the whole class. However, the next slide also provides an opportunity to discuss some of their ideas so far. If students have trouble starting, click Scaffolding for a summary starter. Preparation Notes The thinking behind this activity was to give students a fun way to summarize the big idea of the lesson so far. It can be a chance for them to clarify or process their own thinking, as well as a chance to self-assess or for the teacher to assess how well students understand the objective so far. Agenda Scaffolding

Summary (2 minutes) Hey big cuz!!! #8) Your little cousin keeps bugging you about what you do in sixth grade all day! Explain what you did in math class to get him to leave you alone. In the space for #12, write him/her a note explaining what you learned so far today. Use complete sentences. Sentence Starter “Even though you are too young to understand this as well as I have learned it, I’m going to explain it to you as carefully as possible…” (3 min) 34 - 37 In-Class Notes Take a minute to clarify the directions of this slide. Give students approximately 2 minutes to write down their ideas, using the questions as prompts. If any students are stuck, remind them to manipulate the shape cut-outs again. If students are excited about their notes, you may give them an opportunity to share their notes with their partners or with the whole class. However, the next slide also provides an opportunity to discuss some of their ideas so far. If students have trouble starting, click Scaffolding for a summary starter. Preparation Notes The thinking behind this activity was to give students a fun way to summarize the big idea of the lesson so far. It can be a chance for them to clarify or process their own thinking, as well as a chance to self-assess or for the teacher to assess how well students understand the objective so far. Agenda Scaffolding

Practice – Interactive Worksheet Many kids learn better when the alternate solving problems with their teacher. Watch me solve one, and then you’ll do one, then I’ll do one… (2 min) 37 – 39 In-Class Notes For Questions 1-8: The teacher should answer all the odd ones, with a reason. The students should answer all the even ones, with a reason. Pressing the yellow box displays the answer. For Question 9: Have the students copy the data in an organized way for part a. Have the students create the line plot on their own at first for part b, then watch the animation. Have the students create the bar graph on their own at first for part c, then watch the animation. For Questions 10: Have the students answer the questions, then display the answer to see if they were correct. Agenda

Practice: Is the following a statistical question? #1) How many times have your been on an airplane? Yes = _____ No = ____ #2) How long does it take to get your haircut? No = ______ Yes = _____ (1 min) 39 – 40 In-Class Notes For Questions 1-8: The teacher should answer all the odd ones, with a reason. The students should answer all the even ones, with a reason. Pressing the yellow box displays the answer. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation Notes These questions have a final reinforcement of the concept of a statistical question. Show answers to #1 Show answers to #2 Agenda

Practice: Is the following a statistical question? #1) How many times have your been on an airplane? Yes = _____ No = ____ #2) How long does it take to get your haircut? No = ______ Yes = _____ √ (1 min) 39 – 40 In-Class Notes For Questions 1-8: The teacher should answer all the odd ones, with a reason. The students should answer all the even ones, with a reason. Pressing the yellow box displays the answer. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation Notes These questions have a final reinforcement of the concept of a statistical question. Show answers to #1 Show answers to #2 Agenda

Practice: Is the following a statistical question? #1) How many times have your been on an airplane? Yes = _____ No = ____ #2) How long does it take to get your haircut? No = ______ Yes = _____ √ √ (1 min) 39 – 40 In-Class Notes For Questions 1-8: The teacher should answer all the odd ones, with a reason. The students should answer all the even ones, with a reason. Pressing the yellow box displays the answer. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation Notes These questions have a final reinforcement of the concept of a statistical question. Show answers to #1 Show answers to #2 Agenda

Practice: Is the following a statistical question? #3) Does A, B, C, or D show up most often on the MCAS? Yes = _____ No = ____ #4) What is everyone in the classes favorite flavor ice cream? No = ______ Yes = _____ (1 min) 40 – 41 In-Class Notes For Questions 1-8: The teacher should answer all the odd ones, with a reason. The students should answer all the even ones, with a reason. Pressing the yellow box displays the answer. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation Notes These questions have a final reinforcement of the concept of a statistical question. Show answers to #1 Show answers to #2 Agenda

Practice: Is the following a statistical question? #3) Does A, B, C, or D show up most often on the MCAS? Yes = _____ No = ____ #4) What is everyone in the classes favorite flavor ice cream? No = ______ Yes = _____ √ (1 min) 40 – 41 In-Class Notes For Questions 1-8: The teacher should answer all the odd ones, with a reason. The students should answer all the even ones, with a reason. Pressing the yellow box displays the answer. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation Notes These questions have a final reinforcement of the concept of a statistical question. Show answers to #1 Show answers to #2 Agenda

Practice: Is the following a statistical question? #3) Does A, B, C, or D show up most often on the MCAS? Yes = _____ No = ____ #4) What is everyone in the classes favorite flavor ice cream? No = ______ Yes = _____ √ √ (1 min) 40 – 41 In-Class Notes For Questions 1-8: The teacher should answer all the odd ones, with a reason. The students should answer all the even ones, with a reason. Pressing the yellow box displays the answer. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation Notes These questions have a final reinforcement of the concept of a statistical question. Show answers to #1 Show answers to #2 Agenda

Practice: Is the following a statistical question? #5) What is the best way to study for a math test? Yes = _____ No = ____ #6) How many hours of sleep do you get at night? No = ______ Yes = _____ (1 min) 41 – 42 In-Class Notes For Questions 1-8: The teacher should answer all the odd ones, with a reason. The students should answer all the even ones, with a reason. Pressing the yellow box displays the answer. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation Notes These questions have a final reinforcement of the concept of a statistical question. Show answers to #1 Show answers to #2 Agenda

Practice: Is the following a statistical question? #5) What is the best way to study for a math test? Yes = _____ No = ____ #6) How many hours of sleep do you get at night? No = ______ Yes = _____ √ (1 min) 41 – 42 In-Class Notes For Questions 1-8: The teacher should answer all the odd ones, with a reason. The students should answer all the even ones, with a reason. Pressing the yellow box displays the answer. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation Notes These questions have a final reinforcement of the concept of a statistical question. Show answers to #1 Show answers to #2 Agenda

Practice: Is the following a statistical question? #5) What is the best way to study for a math test? Yes = _____ No = ____ #6) How many hours of sleep do you get at night? No = ______ Yes = _____ √ √ (1 min) 41 – 42 In-Class Notes For Questions 1-8: The teacher should answer all the odd ones, with a reason. The students should answer all the even ones, with a reason. Pressing the yellow box displays the answer. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation Notes These questions have a final reinforcement of the concept of a statistical question. Show answers to #1 Show answers to #2 Agenda

Practice: Is the following a statistical question? #7) What is the best song ever? Yes = _____ No = ____ #8) What is the formula for the area of a parallelogram? No = ______ Yes = _____ (1 min) 42 – 43 In-Class Notes For Questions 1-8: The teacher should answer all the odd ones, with a reason. The students should answer all the even ones, with a reason. Pressing the yellow box displays the answer. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation Notes These questions have a final reinforcement of the concept of a statistical question. Show answers to #1 Show answers to #2 Agenda

Practice: Is the following a statistical question? #7) What is the best song ever? Yes = _____ No = ____ #8) What is the formula for the area of a parallelogram? No = ______ Yes = _____ √ (1 min) 42 – 43 In-Class Notes For Questions 1-8: The teacher should answer all the odd ones, with a reason. The students should answer all the even ones, with a reason. Pressing the yellow box displays the answer. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation Notes These questions have a final reinforcement of the concept of a statistical question. Show answers to #1 Show answers to #2 Agenda

Practice: Is the following a statistical question? #7) What is the best song ever? Yes = _____ No = ____ #8) What is the formula for the area of a parallelogram? No = ______ Yes = _____ √ √ (1 min) 42 – 43 In-Class Notes For Questions 1-8: The teacher should answer all the odd ones, with a reason. The students should answer all the even ones, with a reason. Pressing the yellow box displays the answer. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation Notes These questions have a final reinforcement of the concept of a statistical question. Show answers to #1 Show answers to #2 Agenda

Practice: Interpreting Line Plots I wanted to see how many hours a night I slept, and collected the data over the last 10 days in the line plot show below 9 a) What was the most sleep I got in one night? (1 min) 43 – 44 In-Class Notes For Question 9: Have the students answer first, then show them the answer. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation This will assure that the students know how to read a line plot. Show answers to 9a) Agenda

Practice: Interpreting Line Plots I wanted to see how many hours a night I slept, and collected the data over the last 10 days in the line plot show below 9 a) What was the most sleep I got in one night? 10 hours (1 min) 43 – 44 In-Class Notes For Question 9: Have the students answer first, then show them the answer. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation This will assure that the students know how to read a line plot. Show answers to 9a) Agenda

Practice: Interpreting Line Plots I wanted to see how many hours a night I slept, and collected the data over the last 10 days in the line plot show below 9 b) What was the least amount of sleep I got in one night? (1 min) 44 – 45 In-Class Notes For Question 9: Have the students answer first, then show them the answer. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation This will assure that the students know how to read a line plot. Show answers to 9b) Agenda

Practice: Interpreting Line Plots I wanted to see how many hours a night I slept, and collected the data over the last 10 days in the line plot show below 9 b) What was the least amount of sleep I got in one night? 6 hours (1 min) 44 – 45 In-Class Notes For Question 9: Have the students answer first, then show them the answer. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation This will assure that the students know how to read a line plot. Show answers to 9b) Agenda

Practice: Interpreting Line Plots I wanted to see how many hours a night I slept, and collected the data over the last 10 days in the line plot show below 9 c) What was the most common amount of sleep I get? (1 min) 45 – 46 In-Class Notes For Question 9: Have the students answer first, then show them the answer. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation This will assure that the students know how to read a line plot. Show answers to 9c) Agenda

Practice: Interpreting Line Plots I wanted to see how many hours a night I slept, and collected the data over the last 10 days in the line plot show below 9 c) What was the most common amount of sleep I get? 8 hours (1 min) 45 – 46 In-Class Notes For Question 9: Have the students answer first, then show them the answer. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation This will assure that the students know how to read a line plot. Show answers to 9c) Agenda

Practice: Interpreting Line Plots I wanted to see how many hours a night I slept, and collected the data over the last 10 days in the line plot show below 9 d) How many nights did I sleep less than 9 hours? (1 min) 46 – 47 In-Class Notes For Question 9: Have the students answer first, then show them the answer. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation This will assure that the students know how to read a line plot. Show answers to 9d) Agenda

Practice: Interpreting Line Plots I wanted to see how many hours a night I slept, and collected the data over the last 10 days in the line plot show below 9 d) How many nights did I sleep less than 9 hours? 8 nights (1 min) 46 – 47 In-Class Notes For Question 9: Have the students answer first, then show them the answer. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation This will assure that the students know how to read a line plot. Show answers to 9d) Agenda

Practice: Interpreting Line Plots I wanted to see how many hours a night I slept, and collected the data over the last 10 days in the line plot show below 9 e) How many nights did I sleep 7 hours? (1 min) 47 – 48 In-Class Notes For Question 9: Have the students answer first, then show them the answer. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation This will assure that the students know how to read a line plot. Show answers to 9e) Agenda

Practice: Interpreting Line Plots I wanted to see how many hours a night I slept, and collected the data over the last 10 days in the line plot show below 9 e) How many nights did I sleep 7 hours? 3 nights (1 min) 47 – 48 In-Class Notes For Question 9: Have the students answer first, then show them the answer. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation This will assure that the students know how to read a line plot. Show answers to 9e) Agenda

Practice: Interpreting Bar Graphs I asked a bunch of people what their favorite sport was, and represented the data in the bar graph shown below. 10 a) How many people did I ask? 17 people (1 min) 48 – 49 In-Class Notes For Question 10: Have the students answer first, then show the answer. For question 10d, make sure the students realize they can either count up all the people who don’t like baseball, or take the total, and subtract the number of people who do like baseball. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation This will assure the teacher that a student knows how to interpret a bar graph if they are just given the data. Show answers to 10a) Agenda

Practice: Interpreting Bar Graphs I asked a bunch of people what their favorite sport was, and represented the data in the bar graph shown below. 10 a) How many people did I ask? 17 people (1 min) 48 – 49 In-Class Notes For Question 10: Have the students answer first, then show the answer. For question 10d, make sure the students realize they can either count up all the people who don’t like baseball, or take the total, and subtract the number of people who do like baseball. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation This will assure the teacher that a student knows how to interpret a bar graph if they are just given the data. Show answers to 10a) Agenda

Practice: Interpreting Bar Graphs I asked a bunch of people what their favorite sport was, and represented the data in the bar graph shown below. 10 b) What was the least popular sport? (1 min) 49 – 50 In-Class Notes For Question 10: Have the students answer first, then show the answer. For question 10d, make sure the students realize they can either count up all the people who don’t like baseball, or take the total, and subtract the number of people who do like baseball. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation This will assure the teacher that a student knows how to interpret a bar graph if they are just given the data. Show answers to 10b) Agenda

Practice: Interpreting Bar Graphs I asked a bunch of people what their favorite sport was, and represented the data in the bar graph shown below. 10 b) What was the least popular sport? Hockey (1 min) 49 – 50 In-Class Notes For Question 10: Have the students answer first, then show the answer. For question 10d, make sure the students realize they can either count up all the people who don’t like baseball, or take the total, and subtract the number of people who do like baseball. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation This will assure the teacher that a student knows how to interpret a bar graph if they are just given the data. Show answers to 10b) Agenda

Practice: Interpreting Bar Graphs I asked a bunch of people what their favorite sport was, and represented the data in the bar graph shown below. 10 c) What was the most popular sport? (1 min) 50 – 51 In-Class Notes For Question 10: Have the students answer first, then show the answer. For question 10d, make sure the students realize they can either count up all the people who don’t like baseball, or take the total, and subtract the number of people who do like baseball. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation This will assure the teacher that a student knows how to interpret a bar graph if they are just given the data. Show answers to 10c) Agenda

Practice: Interpreting Bar Graphs I asked a bunch of people what their favorite sport was, and represented the data in the bar graph shown below. 10 c) What was the most popular sport? Football (1 min) 50 – 51 In-Class Notes For Question 10: Have the students answer first, then show the answer. For question 10d, make sure the students realize they can either count up all the people who don’t like baseball, or take the total, and subtract the number of people who do like baseball. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation This will assure the teacher that a student knows how to interpret a bar graph if they are just given the data. Show answers to 10c) Agenda

Practice: Interpreting Bar Graphs I asked a bunch of people what their favorite sport was, and represented the data in the bar graph shown below. 10 d) How many people DIDN’T like baseball? (1 min) 51 – 52 In-Class Notes For Question 10: Have the students answer first, then show the answer. For question 10d, make sure the students realize they can either count up all the people who don’t like baseball, or take the total, and subtract the number of people who do like baseball. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation This will assure the teacher that a student knows how to interpret a bar graph if they are just given the data. Show answers to 10d) Agenda

Practice: Interpreting Bar Graphs I asked a bunch of people what their favorite sport was, and represented the data in the bar graph shown below. 10 d) How many people DIDN’T like baseball? 12 people (1 min) 51 – 52 In-Class Notes For Question 10: Have the students answer first, then show the answer. For question 10d, make sure the students realize they can either count up all the people who don’t like baseball, or take the total, and subtract the number of people who do like baseball. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation This will assure the teacher that a student knows how to interpret a bar graph if they are just given the data. Show answers to 10d) Agenda

Practice: Interpreting Bar Graphs I asked a bunch of people what their favorite sport was, and represented the data in the bar graph shown below. 10 e) How many people like either football or hockey? (1 min) 52 – 53 In-Class Notes For Question 10: Have the students answer first, then show the answer. For question 10d, make sure the students realize they can either count up all the people who don’t like baseball, or take the total, and subtract the number of people who do like baseball. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation This will assure the teacher that a student knows how to interpret a bar graph if they are just given the data. Show answers to 10e) Agenda

Practice: Interpreting Bar Graphs I asked a bunch of people what their favorite sport was, and represented the data in the bar graph shown below. 10 e) How many people like either football or hockey? 8 people (1 min) 52 – 53 In-Class Notes For Question 10: Have the students answer first, then show the answer. For question 10d, make sure the students realize they can either count up all the people who don’t like baseball, or take the total, and subtract the number of people who do like baseball. NOTE!!!! If you are a Mac User, you cannot display the answers. Rather, it would be a good idea to have you or the students point out the correct answer on the board. Preparation This will assure the teacher that a student knows how to interpret a bar graph if they are just given the data. Show answers to 10e) Agenda

Assessment – Exit Ticket! Complete and hand in the Exit Ticket before you leave! (5 min) 53 – 58 In-Class Notes Distribute Exit Tickets. Remind students to clearly show all of their thinking and work. All work should be independent! Preparation Notes The rationale of using this Exit Ticket is to (1) collect individual student data assessing their understanding of the concept of a statistical question. It also determines whether a student can interpret data given to them on a bar graph. Agenda