1. 3-7 6 th grade math Make a Graph

2. Objective To make graphs to illustrate data and solve problems Why? To know how to appropriately display mathematical information. Graphs can often help us to understand complicated information or the relationship between bits of information in a simpler and more meaningful way. Use clear presentation of information to express your data.

3. California State Standards MR 2.4: Use a variety of methods such as … graphs, tables, … and models to explain mathematical reasoning. MR 2.0: Use strategies, skills, and concepts in finding solutions. MR 2.3: Estimate unknown quantities graphically and solve for them by using logical reasoning and arithmetic and algebraic techniques. MR 3.2: Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems

4. Vocabulary Title – What name your graph. Should be telling to the reader X-Axis (or X-Line) – The horizontal line of the graph Y-Axis (or Y-Line) – The vertical line of the graph Data – What you are graphing. The numbers. Legend – An inset box that gives the information of codes from the graph Labeling – To title the X and Y-Axis

5. How to Make a Graph 1) Determine the type of graph needed: line- to show change over time, bar or pictograph- to show relationships between numerical data, or circle- to show segmentation of a whole 2) For line or bar graphs, both axes must be labeled. The scale for each should be thoughtfully determined. 3) A title is needed at top of the graph. 4) Use a legend to explain any codes you might use: pictographs, colors, etc.

6. Try It! Graph the information. x Attendance Last Year 9 AM104 10 AM345 11 AM359 12 noon339 1 PM137 2 PM373 3 PM405 4 PM488 5 PM534 6 PM545 7 PM568 8 PM561 9 PM555

7. Try One 1)Make a graph to show the prices of concert tickets. 1)Double bar graph or double line graph. Section A Section B Concert Ticket Prices (in dollars) YearSection ASection B 19951524 19961831 19972237 19982746 19993054

8. Another One… 2) During which year was there the greatest difference? 2) 1999

9. Yet … 3) Which section had the greater increase in ticket prices from 1995 to 1999? 3) Section B A = 15 + 18 + 22 + 27 + 30 = 112/5 = 22.4 B = 24 + 31 + 37 + 46 + 54 = 192/5 = 38.4

10. And … 4) Use a graph to predict the prices for each section in the year 2000. 4) Section A = ≈ $34 The pattern is about $3 or $4 increase each year. Section B = ≈ $61 The pattern is about $7 increase each year.

11. Objective Review To make graphs to illustrate data and solve problems. Why? You now know how to appropriately display mathematical information. You know that graphs can often help us to understand complicated information or the relationship between bits of information in a simpler and more meaningful way. Remember to use clear presentation of information to express your data.

12. Independent Practice Complete problems 5-7 Read the directions carefully Check your work! If time, complete Mixed Review: 8 and 9 If still more time, work on Accelerated Math.