1. Bellwork August 15, 2011 *Silently go to your assigned seat. *Copy Homework into your Planner. *Begin work on Weekly Review #2.

2. In your math binder….  On the front cover and the first page of your binder paper write the following:  Your name (first and last)  Mrs. Goshorn-Math  Team 7-1 ----------------------------------------------------  FOLLOW ALONG AS WE SET UP YOUR BINDER!!

3. Let’s Do Some Math with Jack Black…  http://www.youtube.com/watch?v=aa8U0nL-KXg http://www.youtube.com/watch?v=aa8U0nL-KXg

4. Unit 1 Chapter 7 Section 1 Frequency Tables, Stem and Leaf Plots, and Line Plots

5. Standard and Objective Objective: Students will learn to collect, effectively display, and analyze data Standard: M7D1 Students will pose questions, collect data, represent and analyze the data, and interpret results.

6. Essential Question:  How do a frequency table, stem- and-leaf plot, and a line plot (distribution) help us to organize data?

7. How is data used in our everyday lives? Explain how data could be used with each picture. 1) Michael Jordan: average points per game, rebounds, how many points his team won/loss by

8. How is data used in our everyday lives? Explain how data could be used with each picture. 2) Babe Ruth: how many homeruns, hits, RBI’s, and batting average

9. How is data used in our everyday lives? Explain how data could be used with each picture. 3) Billboard HOT 100: http://www.billboard.com/ch arts/hot-100#/charts/hot- 100 http://www.billboard.com/ch arts/hot-100#/charts/hot- 100 What songs are in the top 100 and how long they have been there? What is the forecast of the song for the future?

10. How is data used in our everyday lives? Explain how data could be used with each picture. 4) Cars: to see which car prices go up and down, which cars are the most popular, which colors are the most popular, are hybrids and smaller cars more popular than big SUVS?

11. How is data used in our everyday lives? Explain how data could be used with each picture. 5) M&Ms: How many of each color should go in a bag?

12. How is data used in our everyday lives? Explain how data could be used with each picture. 6) Weather: Is it going to rain? How hot will it be? What was it like this time last year?

13. How is data used in our everyday lives? Explain how data could be used with each picture. 7) Your grades! Teachers use data (your grades) to figure out your average.

14. Show What You Know- Match that Graph  Look at the pictures of the different graphs on the board.  Decide which word describes the graph the best.

15. Definitions:  frequency table: a way to organize data into categories or groups  cumulative frequency: column in a frequency table that keeps a running total of the frequencies in each category

16.  stem-and-leaf plot: shows how often data values occur and how they are distributed  Leaf: on the plot represents the right-hand digit  Stem: represents the left-hand digits  line plot: shows data on a number line with an x or other mark to show the frequency of the data

17. Key Word Vocabulary Strategy Vocabulary WordKeyword (sounds like or rhymes with your vocabulary word) PictureDefinition ranidrainfrog Example:

19. Vocabulary Study List (see your handout) Vocabulary Word KeywordPictureDefinition Frequency table Cumulative Stem and Leaf Plot Line Plot

20. Frequency and Distribution Clip (7:23) http://player.discoveryeducation.com/index.cfm?guidAssetId=DE52C9BA-C713-4E6A-969C- 077667CDD6B4&blnFromSearch=1&productcode=US Write down 3 facts you learn in the clip. http://player.discoveryeducation.com/index.cfm?guidAssetId=DE52C9BA-C713-4E6A-969C- 077667CDD6B4&blnFromSearch=1&productcode=US 1) Frequency charts allow us to see ___________and ___________more easily. 2)What does a gap in the chart mean? 3) What are the 3 measures of central tendency mentioned in the clip?

21. Closing  In complete sentences write down 5 ways that data is used in our everyday lives (choose ways other than we listed earlier in class). 1. 2. 3. 4. 5.

22. Tuesday, August 16, 2011  Put Homework (Vocab 7-1 Keywords and Pictures) on the corner of your desk.  Write tonight’s homework in your planner  Take out Weekly Review #2 and continue to work on that.

23. Unit 1 Chapter 7 Section 1-Day 2 Frequency Tables, Stem and Leaf Plots, and Line Plots

24. Standard and Objective Objective: Students will learn to collect, effectively display, and analyze data Standard: M7D1 Students will pose questions, collect data, represent and analyze the data, and interpret results.

25. Essential Question:  How do a frequency table, stem- and-leaf plot, and a line plot (distribution) help us to organize data?

26. Frequency Tables

27. A frequency table shows how often something occurs. The frequency may be shown by tally marks or the number. Data is displayed numerically.

28. A frequency table is best used to keep track and organize data!

29. Problem Solving Using Tables Brain-Pop Copy and answer as you watch the brain-pop. How can you use tables to solve problems? http://www.brainpop.com/math/dataanalysis/problemsolvingusingtables/

30. # of CatsTallyFrequency 0IIII4 1IIII I6 2III3 3 or moreI1 A frequency table contains 3 columns. # of Cats in Homes

31. What type of soda is your favorite? Class Exercise

32. Choose one of the following…. 1. Coke 2. Mountain Dew 3. Dr. Pepper 4. Sprite 5. Diet Coke

33. Now, create a blank frequency table. Does it look like this? Favorite Soda SodaTallyFrequency Coke Mountain Dew Dr. Pepper Sprite Diet Coke

34. Now, complete the table. Compare your frequency table with your neighbor’s. Are they the same? Any differences?

35. Cumulative frequency is the total of a frequency and all the frequencies above it in a frequency table. It is a running total of the frequencies in each category. You determine the cumulative frequency by adding the top frequency to the next frequency, and then to the next frequency, and so on. The total number in your cumulative frequency should equal the total number of data in your table.

36. Steps for Organizing and Interpreting Data in a Cumulative Frequency Table 1.Choose a scale that includes all of the data values. Then separate the scale into equal intervals. 2. Find the number of data values in each interval. Write these numbers in the “Frequency” column. 3. Find the cumulative frequency for each row by adding all of the frequency values that are above or in that row.

37. Example 1: 17 cities The list shows the average high temperatures for 20 cities on one February day. Make a cumulative frequency table of the data. How many cities had average high temperature below 59 degrees? 69, 66, 65, 51, 50, 50, 44, 41, 38, 32, 32, 28, 20, 18, 12, 8, 8, 4, 2, 2 February Temperatures in 20 Cities Average Highs Frequency Cumulative Frequency 0–19 20–39 40–59 60–79 7 5 5 3 7 12 17 20

38. Example 2: The list shows the grades received on an English exam. Make a cumulative frequency table of the data. How many students received a grade of 79 or below? 85, 84, 77, 65, 99, 90, 80, 85, 95, 72, 60, 66, 94, 86, 79, 87, 68, 95, 71, 96 English Exam Grades GradesFrequency Cumulative Frequency 60–69 70–79 80–89 90–99 4 8 14 20 4 4 6 6 8 students

39. Closing What is the purpose for a frequency table?

40. Homework

41. Bellwork August Copy and answer the following question. Have your homework out on your desk.  The data shows the ages of some hospital nurses.  33, 35, 23, 39, 23, 24, 34, 21, 57, 45, 57, 60, 45, 24, 31, 42, 61, 45, 35, 38  Make a cumulative frequency table of the data. How many of the nurses are under the age of 40? Nurses’ Ages AgesFrequency Cumulative Frequency Answer:

42. Bellwork Answer…  The data shows the ages of some hospital nurses.  33, 35, 23, 39, 23, 24, 34, 21, 57, 45, 57, 60, 45, 24, 31, 42, 61, 45, 35, 38 Nurses’ Ages AgesFrequency Cumulative Frequency 20–29 5 5 30–39 7 12 40–49 4 16 50–59 2 18 60–69 2 20 Answer: 12 nurses are under the age of 40.

43. Unit 1 Chapter 7 Section 1-Day 3 Frequency Tables, Stem and Leaf Plots, and Line Plots

44. Standard and Objective Objective: Students will learn to collect, effectively display, and analyze data Standard: M7D1 Students will pose questions, collect data, represent and analyze the data, and interpret results.

45. Essential Question:  How do a frequency table, stem- and-leaf plot, and a line plot (distribution) help us to organize data?

46. Stem and Leaf Plot

47.  A stem and leaf plot can be used to look at how data is distributed.

48. Vocabulary Stem – anything to the left of the very last number (sometimes that is “0” ; sometimes it is two numbers) Leaf – the last number Key – an explanation of the stem and leaf

49. Steps for Organizing and Interpreting Data in a Stem-and-Leaf Plot 1.Order the data from least to greatest. Use tens digits for the stems and ones digits for the leaves. 2. List the stems from least to greatest on the plot. 3. List the leaves for each stem from least to greatest. 4. Add a key and a title.

50. Create a Stem and Leaf Plot Collect Data: About how many hours per WEEK do you sleep? Take one night and multiply by 7. Ex. 9 hours per night. 9 x 7 =63 hours Write that DOWN! Now, we will create the plot.

51. Create a Stem and Leaf Plot  Who thinks they have the lowest number of hours?  Who thinks they have the highest number of hours?  Create the stems  Plot the leaves

52. Stem and Leaf Plots Video Clip (2:09)  What did the stem and leaf plot in the video clip allow you to see? http://player.discoveryeducation.com/index.cfm?guidAssetId=3A769 9A1-B79D-4E17-8C44- 5E186B33556F&blnFromSearch=1&productcode=US

53. Example 3: The data shows the number of years coached by the top 15 coaches in the all-time NFL coaching victories. Make a stem-and-leaf plot of the data. Then find the number of coaches who coached fewer than 25 years. 33, 40, 29, 33, 23, 22, 20, 21, 18, 23, 17, 15, 15, 12, 17 12, 15, 15, 17, 17, 18, 20, 21, 22, 23, 23, 29, 33, 33, 40 Stems Leaves 12341234 2 5577 8 0 1 2 3 3 9 3 3 0 Key: 2 | 1 means 21. 11 Coaches

54. Example 4: The list shows the number of times each soccer player can bounce the ball on their knee. How many soccer players can bounce the ball more than 36 times. 55, 60, 33, 30, 23, 45, 28, 41, 62, 29, 35, 40, 43, 37, 68, 30, 61, 27, 38, 41 23, 27, 28, 29, 30, 30, 33, 35, 37, 38, 40, 41, 41, 43, 45, 60, 61, 62, 68 Stems Leaves 2345623456 3 7 8 9 0 0 3 5 7 0 11 3 5 5 0 1 2 8 8 Key: 4 | 0 means 40. 12 soccer players

55. Line Plot

56. Definition: A line plot uses a horizontal line and individual data points (usually Xs) to show how the data groups or clusters.

57. Each X on a line plot stands for one piece of data.

58. A line plot is best used when grouping data together.

59. Line plots are a quick way to determine the mode because it is the number on the scale with the most Xs.

60. Steps for Organizing and Interpreting Data in a Line Plot 1.Draw a number line that includes all the numbers in the range. 2.Put an X above the number on the number line that corresponds to the number in the data.

61. Create a Line Plot  Let’s use or Sleep Data from earlier  What numbers need to go on our number line?  Plot the Hours using an X.

62. Example 5: Make a line plot of the data. How many hours per day did Morgan babysit most often? MTWThFSSu Wk 10646582 Wk 22777068 Wk 30685612 Wk 44843360 0 1 2 3 4 5 6 7 8 XXXXXXXX X XXXXXX X XXXXXX X XXXXXXXXXXXX XXXXXX XXXXXXXX 6 hours

63. Example 6: Make a line plot of the data. How many slices of pizza did most people eat? 2412531 0432532 4614225 0 1 2 3 4 5 6 X XXXXXX XXXXXXXXXXXX XXXXXX XXXXXXXX XXXXXX X 2 slices of pizza

64. Homework  Pg.58 from your workbook #1-4

65. Ticket-out-the-Door The data shows the ages of some teachers at Sonny Carter Elementary. 33, 35, 23, 39, 23, 24, 34, 21, 57, 45, 57, 60, 45, 24, 31, 42, 61, 45, 35, 38 1.Make a cumulative frequency table of the data. How many of the teachers are under the age of 40? 2.Make a stem-and-leaf plot of the data. How many nurses are over the age of 45? 3. Make a line plot of the data. What age occurs most often?

66. Answers Teachers’ Ages AgesFrequency Cumulative Frequency 20–29 5 5 30–39 7 12 40–49 4 16 50–59 2 18 60–69 2 20 Stems Leaves 2345623456 1 3 3 4 4 1 3 4 5 5 8 9 2 5 5 5 7 0 1 Teachers’ Ages Key: 4 | 2 means 42. 20-29 30-39 40-49 50-59 60-69 XXXXXXXXXX XXXXXXXXXXXXXX XXXXXXXX XX