2. Module 6 Lesson 5 Generate & Organize Data

3. GROUP COUNTING Skip Count By 7s To 70 … 714212835 4249566370 3 X 7 = 8 X 7 = 14 ÷ 7 = 28 ÷ 7 = 63 ÷ 7 =

4. Multiply by 6 Pattern Sheet 2 minutes End

5. Division with Tape Diagrams 6 6 What is the value of the whole? 2 How many equal parts is 6 divided into? What is a division equation that will tell us the value for each part? 6 ÷ 2 = 3 3 3

6. Read Bar Graphs What does this bar graph show? Number of miles a truck driver drives on Monday through Friday. On which day did the truck driver travel the most miles? He drove the most miles on Wednesday.

7. Read Bar Graphs On which day did the truck driver drive the least miles? He drove the least miles on Thursday. What is the scale for number of miles? The scale is 50 miles.

8. Read Bar Graphs How many intervals are there between each 50? There are 5 intervals. Write a number sentence that shows the value of each smaller interval. 50 ÷ 5 = 10 The value of each interval is 10 miles.

9. Read Bar Graphs How many miles did the driver travel on Monday? He traveled 340 miles. On Tuesday? He traveled 300 miles. On Wednesday? He traveled 430 miles. On Thursday? He traveled 190 miles. On Friday? He traveled 400 miles.

10. Read Bar Graphs Write a number sentence and a word sentence showing how many miles the driver drove Monday through Wednesday. 340 + 300 +430 = 1070 He traveled 1070 miles Monday through Wednesday.

11. Read Bar Graphs Write a number sentence and a word sentence showing how many more miles the driver drove on Friday than on Thursday. 400 – 190 = 210 He traveled 210 more miles on Friday.

12. Problem of the Day Katelynn measures the height of her bean plant on Monday and again on Friday. She says that her bean plant grew 10 quarter inches. Her partner records 2 ½ inches on his growth chart for the week. Is her partner right? Why or why not? Yes! Katelynn’s partner is right because 10 / 4 is equal to 2 1 / 2.

13. Concept Development What should I label this tick mark on the number line? 1/2 Tell me what I should label these tick marks.

14. Concept Development How is this number line similar to the ruler we made yesterday? How is it different? They are both lines They both have fractions and whole units The ruler measured to 6 inches The ruler had half inches and quarter inches

15. What does the 1 on this line plot represent? 1 hour What does the 1 ½ on this line plot represent? 1 ½ hour or 1 hour and 30 minutes

16. If the label on the plot was people instead of hours, could we have fractions? No, because we can’t have ½ a person. So when we use fractions on line plots, we need to make sure the units and fractions make sense.

17. Talk to your partner: What else besides time coud we show on a line plot with fractions? Length – like the straws from the last lesson Height – how tall people or things are Shoe size Anything we can measure!

18. How is a line plot like a bar graph or a tape diagram? Xs are like units of 1 on a tape diagram Xs are like the bars in a bar graph The tallest column shows the largest amount

19. When we made bar graphs and pictographs, we used the word favorite to talk about the data with the largest value … like our favorite color. Does it make sense to say the favorite time outside is 2 hours? No, we need a new word. FREQUENT, which means occurring the most often. What was the second most frequent amount of time spent outside? 1 ½ hours.

20. What was the second most frequent amount of time spent outside? 1 ½ hours. How many people spent 2 ½ hours outside? 4 people.

21. Get out your math journal. Using the following words, write as many true statements about this line plot as you can in 2 minutes. At least Frequent Less (than) More (than)

22. Problem Set! Keep calm and graph the data.