1. Unit 1 Populations and Samplings
Learning Map Unit 1

2. When you have checked over your test, staple it and place it in the turn in basket on the red chair.
Take out a clean piece of notebook paper and do DPP L on the paper. You may rewrite the problems vertically.

3. Definition or Sentence
Vocabulary Word
Definition or Sentence
Picture or Clue
Graph
Median
1, 2, 3, 4, 5,6,7
Mode
1,1,2,2,2,2,3,3,4,5,5,6
2 occurs the most
Probability
50% chance of rain
Problem solving
figuring out a puzzle

4. Definition or Sentence
Vocabulary Word
Definition or Sentence
Picture or Clue
Graph
A visual representation (picture) of data (information)
Median
The number exactly in the middle of a group of numbers used to represent the average.
1, 2, 3, 4, 5,6,7
Mode
The number that appears most often in a set of data
1,1,2,2,2,2,3,3,4,5,5,6
2 occurs the most
Probability
How likely something is to happen (out of 100%)
50% chance of rain
Problem solving
Finding the answer to a problem
figuring out a puzzle

5. Let’s see what you know!
In your summary tab, make a KWL chart. Fold in 3rds then fold top down. Watch me!
What I think I
KNOW
What I WANT to learn
What I LEARNED

6. Populations and Samples
Math Unit 1
Populations and Samples

7. Vocabulary You Need To Know
Survey
variable
value
numerical variable
categorical variable
data
mode

8. Goals for the lesson
Gather, organize, graph, and analyze data using variables, making data tables, and drawing bar graphs.
Connect math and science to everyday life
Work cooperatively with others
Math can be fun

9. Brainstorm
WHAT IS A SURVEY???

10. What do we know from the data?
DO you think the data will help convince Blanca’s mom that slip-ons are not fashionable?
Would a graph help?
What the most common kind of shoe in Blanca’s class?
What would the data look like if we surveyed our school?

11. Blanca & Irma’s Data

12. What is a variable?
Things that change or vary in an experiment or survey
Example:
kind of shoes
number of shoes

13. Numerical Variables Numerical : Numbers
If I ask how many pairs of high top sneakers you have will the answer be numbers or words?
Your answer would be numbers (1 pair, 2 pairs, 3pairs,etc.)
Therefore : Number of pairs of high top sneakers is a numerical value
Numerical Variable- a question that has a number for the answer or value

14. Categorical Variables
Categorical : Words NOT numbers
Type of shoe is a categorical variable
If I ask you what kind of shoes you have on, you will give me words (sandals, tennis shoes, boots, etc)
Therefore, type of shoe is a categorical variable
Categorical variable- a question with words for the answers or values

15. Values The answers to the question
If I ask what kind of shoes you are wearing (variable), you answer by saying Sandal, sneakers, boots (values)
LET’S TRY

17. TIMS Laboratory Method
1. Determine your question
2. Determine the variables
3. Draw
4. Collect
5. Graph
6. Explore

18. Number of Pairs of Shoes
Let’s Begin
How many eyelets are on the shoes of the students in your class?
What are the variables?
Number of Eyelets
Number of Pairs of Shoes

19. Definition or Sentence
Vocabulary Word
Definition or Sentence
Picture or Clue
Variable
The quantity that changes.
Question in a survey ?
EX: What color eyes do you have?
Value
The possible outcome of a variable.
Variable: Color of Eyes
Possible values: green, brown, blue, hazel
Categorical Variable
Variables with values that are not numbers.
Color of Eyes
Kind of favorite foods
Days of the week
Numerical Variable
Variables with values that are numbers
Number of animals
Number of siblings
Number of eyelets
Data
Information collected in a survey
8 people have 2 siblings
10 people have 22 eyelets
3 people have 1 animal

20. Let’s Draw Include both variables Include possible values
LABEL EVERYTHING!

21. Collect the Data

22. Let’s Check The Data
Did we include everyone?
How do we know?

23. Graph the Data All graphs must include: Title
Label both Axis with the correct values and variables
Values must be equally spaced on the axis
Put the value 0 where the axis meet

24. What will we do in math today?
Question of the Day: How do I use a graph to analyze data?
Warm-up: Drop in the Bucket worksheet side 1 problems #1,2, and 3 only
Tear out workbook p. 131
11’s Facts
Pre-test
Notes
Flashcards
Work on Eyelets Lab
Homework: Flashcards and wb pg. 3 part 1 and 2

26. What will we do in math today?
Question of the Day: How do I use a graph to analyze data?
Warm-up: Drop in the Bucket worksheet side 1 problems #9 and 10 only
Finish Eyelets Lab
Worksheet p.63-65
Homework: p. 8-9 #1-4

27. Explore: Analyze the Data
How many have 20 eyelets? 8? 0?
What is the MODE? (most common number of eyelets)
What are the values for number of eyelets?
What do we notice about those values?
Alexis said she had 14 eyelets on her pair of shoes. Do you think she is correct? Why or why not?

28. Let’s Try It! 10. A 5 students have 20 eyelets on their shoes.
B. No students have 8 eyelets on their shoes.
C. There are 4 students that have 0 eyelets on their shoes.
11. A 24 is the mode of eyelets in our class because it is the tallest bar on the graph.
12. The values for number of eyelets with bars above them on the graph are 0, 12, 14, 18, 20, 24, 26, 28, 32, and 36. These numbers are all even numbers.

29. Describing the graph using words. 4 things to include:
How many bars are on the graph?
What is the tallest and shortest bar?
Where are the bars located?
Beginning of the graph
Middle of the graph
End of the graph
What is the mode (tallest bar) on the graph?

30. Let’s Try It!
There are 10 bars on the graph. The tallest bar on the graph is 24 eyelets with 7 students. The shortest bars are 12, 14, 18, 26, 28, 32, and 36 eyelets with 1 student each. Most of the bars are located in the middle and end of the graph. The mode or tallest bar on the graph is 24 eyelets with 7 students.

31. Describe the Eyelets graphs for:
A professional basketball team in uniform.
Vacationers on a beach
Where would the tallest bars be on the graph?
Would there be many bars or just one or two?

32. Questions
What is the total number of eyelets on all the shoes of all the students in your class?
Estimate the total number of eyelets for the entire 5th grade.
How did you make your estimate?
How would the graph be different if you gathered data from all the fifth graders in your school?

33. Did we reach our goals?
Gather, organize, graph, and analyze data using variables, making data tables, and drawing bar graphs.
Connect math and science to everyday life
Work cooperatively with others
Math can be fun

34. Think and Write About It!
What would happen if some students counted the eyelets on only one shoe while other students counted the eyelets on both sides?
Write your response in your math journal.
Include your answer to the question and support your answer with facts and examples.
Remember to strive for five!

36. Vocabulary Quiz
Fill in the blank with the correct vocabulary word. Only write the answer on your paper.
data mode variable value graph categorical variable numerical variable
How many pets do you have in your home is an example of a ___________ ______
A __________ is a way to show information in a visual format.
________ is another word that describes information.
The most common number in a set of data is called the ______________________.
A ________________ is the question in a survey.
Blue would be a possible ___________________ for the variable, “what color are your eyes?
“What color are your eyes?” is a ______________ _______________.

37. Big Idea: Data Collection Data Analysis Probability Problem Solving
In the real world, people create and analyze various data displays in order to draw conclusions about the data.
Unit Essential Question:
What makes a data representation useful?
Concept:
Data Collection
Data Analysis
Probability
Problem Solving
Essential Questions:
How can data displays be used to answer questions?
What are the different data displays and how are they used?
How does mean, median, mode, and range, help you interpret data?
How do you use fractions, percents, and decimals to represent probability?
How do you determine if a game is fair or unfair?
How do we use problem solving skills to reason mathematically and communicate connections throughout statistics?
Vocabulary:
data, catagorical data, numerical data, value, varibles
mean, median, mode, typical value, average, range, trend, outlier, data
chance, outcome, impossible, certain, probability, likely, unlikely, maybe
solve, compare, estimate, apply, analyze, strategies, arguments and proofs, evaluate, communicate

38. Unit 1 Lesson 2 and 3 Analyzing Data
Lesson 2 and 3-Review:  Representing Data and Analyzing Data
In this lesson, students will review bar graphing and use the median to average data. Students will compare and analyze data in graphs.  They use median, mode and average to represent data.
Essential Question: How does mean, median, mode, and range, help you interpret data?
Vocabulary
average
median
numerical variable
value
Variable
Mode
mean
Big Ideas
Bar graphs
Averages
Median
Analyzing graphs
Finding median
Using averages to represent data

39. Average Median Mode Mean 1,1,1,3,3,4,5,5,6,7 1 is the mode
A number that can be used to
represent a typical value in a
set of data.
Median
Mode
Average
Mean
1,1,1,3,3,4,5,5,6,7
1 is the mode
1, 4, 5, 7, 8, 10, 12 7
7777
=12/4=3 mean is 3

40. Warm-Up
Essential Question: How does mean, median, mode, and range, help you interpret data?
1. DIB side 2 #9-10
2. Check homework and warm-up
3. Review vocabulary- worksheet and chant
4. Read p and discuss #1-3
Do # 1 and 2 with a partner: Table 1 A, Table 2 B, Table 3 C
Do p. 12 # 4-5
Notes
Do p. 13 #6
11. p. 11 #3

41. Mr. Moreno’s Graphs
Graph A- Heights of students in the cafeteria because we added the number of students and got a total of 23. Also, the bars are in the beginning, middle and end of the graph, so the heights range from 40 inches to 60 inches.
Graph B- Heights of students in kindergarten because most of the bars are in the middle of the graph and the range of heights is 43 to 53 inches.
Graph C- Height of students in Mr. Moreno’s 5th grade class because in 5th grade, most of the people are tall. The range of heights is inches and most of the bars are at the end of the graph. That means the students are taller because the heights are bigger at the end of the graph.
51, 52, 52, 53, 53, 54, 54, 55,55, 56, 56, 56, 57, 57, 57, 58, 58, 58, 58,59, 59
$2.10, $2.50, $2.75, $3.00, $3.50
0, 1,2,2,3,3
0, 20, 24, , 21,22,23,24

42. Professor Peabody

44. Definition or Sentence
Vocabulary Word
Definition or Sentence
Picture or Clue
Median
The number exactly in the middle of a set of data that is used to represent the average.
1, 2, 3, 4, 5,6,7
Mode
The number that appears most often in a set of data
1,1,2,2,2,2,3,3,4,5,5,5,6
2 is the number that occurs most often
Mean
The average for a set of numbers, that is used to represent the data.
=390/4= 97.5
Average
The number that represents a set of data.
For example: would be the average score Maya received on her math quizzes.
Range
The lowest number in a set of data and the highest number in a set of data.
For example: 0 eyelets-36 eyelets was the range for number of eyelets

46. Finding the Median
Essential Question: How does mean, median, mode, and range, help you interpret data?
DIB side 3 #7 and 8
Homework on your desk
Review vocabulary- worksheet and chant
Read p. 17 and make recipe
“Populate our forest”

49. Median Quiz
1. Do DPP M and Q on a piece of notebook paper. Show all of your work and label your numbers!
2. On the back of the paper, do the following summary writing for a grade.
3- names for averages
2- Real world use for averages
1- complete definition of an average

51. Populating the Forest 50 tiles in the bag At least 2 different
Each color must be a multiple of 10-10,20,30,40,
1. Write the recipe on an index.
2. Everyone signs the card.
3. Populate your bag.
4. Give the recipe and bag to Mrs. Pearson

52. Searching the Forest Lab
1. Draw
2. Collect and Organize data
3. Graph
4. Analyze the Graph
DRAW
Name the 2 variables in the lab
N- Number of tiles (numerical variable)
C- Color of the tiles (categorical variable)
COLLECT AND ORGANIZE DATA ( see chart)

53. Essential Question: How do you use fractions, percents, and decimals to represent probability?
Warm-up: DIB side 4 #7 and 8
Take our worksheet p. 6 (tonight’s homework)
Unit 1 math test

54. Definition or Sentence
Vocabulary Word
Definition or Sentence
Picture or Clue
Median
The number in the middle of a set of data which represents the average.
1, 2, 3, 4, 5,6,7
Estimate
Rounding a number; an educated guess; about how many or how much
4 or lower round down
5 or higher round up
Prediction
Using your background knowledge with what you have seen, read or heard to make an educated guess
Infer ?
Actual
Exact answer
Actual answer: = 247
Estimated answer: =240
Fraction
A number that represents a part of a whole number
½ means 1 part out of 2 parts. If you had a whole candy bar and you shared it with one person, each person would get 1/2

55. Definition or Sentence
Vocabulary Word
Definition or Sentence
Picture or Clue
Probability
How likely something is to happen
Spinner; percentage
50% chance of rain
Problem Solving
Finding an answer to a problem
Puzzle
+ - x /

56. Predictions/Actual Color Prediction Actual Yellow 20 20 Blue 10 10