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Unit 1 Populations and Samplings

Unit 1 Populations and Samplings. Learning Map Unit 1. 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. Let’s see what you know!.

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Unit 1 Populations and Samplings

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  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. Let’s see what you know! • In your summary tab, make a KWL chart. Fold in 3rds then fold top down. Watch me!

  4. Math Unit 1 Populations and Samples

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

  6. 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

  7. Brainstorm WHAT IS A SURVEY???

  8. 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?

  9. Blanca & Irma’s Data

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

  11. 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

  12. 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

  13. 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

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

  15. 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

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

  17. Collect the Data

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

  19. 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

  20. 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

  21. 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

  22. 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?

  23. 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.

  24. 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?

  25. 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.

  26. 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?

  27. 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?

  28. 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

  29. 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!

  30. 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 ______________ _______________.

  31. Big Idea: 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?

  32. 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

  33. 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 1+2+4+5=12/4=3 mean is 3

  34. 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. 10-11 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 • Notes 11. p. 11 #3

  35. 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 51-59 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, 24,32 20, 21,22,23,24

  36. Professor Peabody

  37. 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”

  38. 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

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