Chapter 2 Statistics and Data Analysis

Chapter 2 Statistics and Data Analysis
Click the mouse or press the space bar to continue. Splash Screen

Lesson 2-1 Bar Graphs and Line Graphs Lesson 2-2 Interpret Line Graphs
Statistics and Data Analysis 2 Lesson 2-1 Bar Graphs and Line Graphs Lesson 2-2 Interpret Line Graphs Lesson 2-3 Histograms Lesson 2-4 Line Plots Lesson 2-5 Problem-Solving Strategy: Make a Table Lesson 2-6 Mean Lesson 2-7 Median, Mode, and Range Lesson 2-8 Problem-Solving Investigation: Extra or Missing Information Lesson 2-9 Selecting an Appropriate Display Lesson Integers and Graphing Chapter Menu

Five-Minute Check (over Chapter 1) Main Idea and Vocabulary
2-1 Bar Graphs and Line Graphs Five-Minute Check (over Chapter 1) Main Idea and Vocabulary California Standards Example 1 Example 2 Lesson 1 Menu

I will display and analyze data using bar graphs and line graphs.
2-1 Bar Graphs and Line Graphs I will display and analyze data using bar graphs and line graphs. data graph bar graph scale vertical axis interval horizontal axis frequency line graph Lesson 1 MI/Vocab

2-1 Bar Graphs and Line Graphs Standard 5SDAP1.2 Organize and display single-variable data in appropriate graphs and representations (e.g., histogram, circle graphs) and explain which types of graphs are appropriate for various data sets. Lesson 1 Standard 1

2-1 Bar Graphs and Line Graphs Make a bar graph of the data shown in the table below. About how many times as many days is the gestation period of a camel compared to that of a rabbit? Lesson 1 Ex1

Step 2 Label the horizontal and vertical axes.
2-1 Bar Graphs and Line Graphs Step 1 Decide on the scale and interval. The data include numbers 31 to 406. So, a scale from 0 to 500 and an interval of 100 are reasonable. Step 2 Label the horizontal and vertical axes. Step 3 Draw bars for each animal. The height of each bar shows the length of each animal’s gestation period. Step 4 Label the graph with a title. Lesson 1 Ex1

2-1 Bar Graphs and Line Graphs The height of the bar for the gestation period of a camel is about 13 times as tall as the bar for the gestation period of a rabbit. Answer: So, the gestation period of a camel is about 13 times that of the rabbit. Lesson 1 Ex1

2-1 Bar Graphs and Line Graphs About how many times as many days is the gestation period of a puma compared to that of a rabbit? 3 times 6 times 2 times 4 times Lesson 1 CYP1

2-1 Bar Graphs and Line Graphs Make a line graph of the data. Then describe the change in the number of wins from the 1999–2000 to the 2004–2005 season. Lesson 1 Ex2

Step 2 Label the horizontal and vertical axes.
2-1 Bar Graphs and Line Graphs Step 1 The data include numbers from 34 to 67. So, a scale from 0 to 70 and an interval of 10 are reasonable. Use a break to show that numbers from 0 to 29 are left out. Step 2 Label the horizontal and vertical axes. Step 3 Draw and connect the points for each year. Step 4 Label the graph with a title. Lesson 1 Ex2

2-1 Bar Graphs and Line Graphs Answer: The number of wins decreased. The number of wins in the 2004–2005 season is almost half of the number of wins in the 1999–2000 season. Lesson 1 Ex2

2-1 Bar Graphs and Line Graphs The table shows the U.S. average gas price from January 2004 to December Which graph most accurately displays the information in the table? Lesson 1 CYP2

End of Lesson 1

Making Predictions from Graphs
2-2 Interpret Line Graphs Five-Minute Check (over Lesson 2-1) Main Idea California Standards Example 1 Example 2 Making Predictions from Graphs Lesson 2 Menu

I will interpret line graphs.
2-2 Interpret Line Graphs I will interpret line graphs. Lesson 2 MI/Vocab

2-2 Interpret Line Graphs Standard 5SDAP1.4 Identify ordered pairs of data from a graph and interpret the meaning of the data in terms of the situation depicted by the graph. Lesson 2 Standard 1

2-2 Interpret Line Graphs The average retail price for a loaf of white bread for the years 1996–2004 is shown on the line graph on the next slide. Predict the price of a loaf of bread in 2010. Lesson 2 Ex1

2-2 Interpret Line Graphs Lesson 2 Ex1

2-2 Interpret Line Graphs Notice that the increase since 1996 has been fairly steady. By extending the graph, you can predict that the price of bread in 2010 will be about $1.20. Answer: $1.20 Lesson 2 Ex1

2-2 Interpret Line Graphs The table below shows the average number of dollars donated at Evergreen High School, by the age of the donor. Predict how much money would be donated by 20 year olds. $100 $110 $150 $120 Lesson 2 CYP1

2-2 Interpret Line Graphs The graph to the right shows the number of bowling participants from 1975 to What does the graph tell you about the popularity of bowling? Lesson 2 Ex2

2-2 Interpret Line Graphs Answer: The graph shows that the popularity of bowling dropped in the mid-nineteen eighties, but has since recovered and grown in popularity. Lesson 2 Ex2

2-2 Interpret Line Graphs The graph below shows the federal hourly minimum income wage since its inception in What does the graph tell you about minimum wage? Lesson 2 CYP2

There is not enough information.
2-2 Interpret Line Graphs It has gone up. It has gone down. It has stayed the same. There is not enough information. Lesson 2 CYP2

End of Lesson 2

Five-Minute Check (over Lesson 2-2) Main Idea and Vocabulary
2-3 Histograms Five-Minute Check (over Lesson 2-2) Main Idea and Vocabulary California Standards Example 1 Example 2 Lesson 3 Menu

I will display and analyze data using a histogram.
2-3 Histograms I will display and analyze data using a histogram. histogram Lesson 3 MI/Vocab

2-3 Histograms Standard 5SDAP1.2 Organize and display single-variable data in appropriate graphs and representations (e.g., histogram, circle graphs) and explain which types of graphs are appropriate for various data sets. Lesson 3 Standard 1

2-3 Histograms The table below shows the times of runners on an obstacle course. Display the data in a histogram. Lesson 3 Ex1

Step 2 Draw and label the horizontal and vertical axes.
2-3 Histograms Step 1 Decide on a scale and interval for the vertical axis. The frequency includes numbers from 8 to 42. So, a scale from 0 to 50 and an interval of 10 are reasonable. Use intervals from the table on the horizontal axis. Step 2 Draw and label the horizontal and vertical axes. Step 3 Draw a bar for each interval. The height of each bar is given by its frequency. Step 4 Label the graph with a title. Lesson 3 Ex1

2-3 Histograms Be sure there is no space between the bars, and all of the bars have the same width. Lesson 3 Ex1

2-3 Histograms The table below shows the times of drivers on a race car course. Display the data in a histogram. Lesson 3 CYP1

Display the data in a histogram.
2-3 Histograms Display the data in a histogram. Lesson 3 CYP1

2-3 Histograms Use the histogram from Example 1. Write a few sentences that analyze the data. Lesson 3 Ex2

2-3 Histograms Answer: By adding the height of each bar, , you can see that 100 runners completed the obstacle course. You can also see that most runners had a time between 120 seconds and 239 seconds. Lesson 3 Ex2

2-3 Histograms The histogram presents the scores a group of students received on a math test. Use the histogram and choose the best analysis of the data. Lesson 3 CYP2

14 students took the test, and most scored between 70 and 79.
2-3 Histograms 14 students took the test, and most scored between 70 and 79. 14 students took the test, and most scored between 50 and 59. 20 students took the test, and most scored between 70 and 79. 20 students took the test, and most scored between 50 and 59. Lesson 3 CYP2

End of Lesson 3

2-4 Line Plots Five-Minute Check (over Lesson 2-3) Main Idea and Vocabulary California Standards Example 1 Example 2 Example 3 Lesson 4 Menu

I will display, analyze, and interpret data using line plots.
2-4 Line Plots I will display, analyze, and interpret data using line plots. line plot Lesson 4 MI/Vocab

2-4 Line Plots Standard 5SDAP1.2 Organize and display single-variable data in appropriate graphs and representations (e.g., histogram, circle graphs) and explain which types of graphs are appropriate for various data sets. Lesson 4 Standard 1

Make a line plot of the data on the right.
2-4 Line Plots Make a line plot of the data on the right. Step 1 Draw a number line. The smallest value is 1 book and the largest value is 10 books. So, you can use a scale of 0 to 10. Other scales could also be used. Lesson 4 Ex1

Make a line plot of the data on the right.
2-4 Line Plots Make a line plot of the data on the right. Step 2 Put an × above the number that represents the number of books read in a month by members of a book club. Add a title. Lesson 4 Ex1

Select the correct line plot for the data listed below.
2-4 Line Plots Select the correct line plot for the data listed below. Lesson 4 CYP1

Use the line plot below. How many students read 10 books?
2-4 Line Plots Use the line plot below. How many students read 10 books? Locate 10 on the number line and count the number of ×’s above it. Answer: So, There are 2 students that read 10 books in a month. Lesson 4 Ex2

How many boxes had 28 raisins in them?
2-4 Line Plots How many boxes had 28 raisins in them? 5 6 3 8 Lesson 4 CYP2

2-4 Line Plots What is the difference between the greatest and the least number of books represented in the line plot? Lesson 4 Ex3

The least number of books read in a month is 1.
2-4 Line Plots The least number of books read in a month is 1. The greatest number of books read in a month is 10. 10 – 1 = 9 Subtract to find the difference. Answer: The difference is 9 books read in a month. Lesson 4 Ex3

2-4 Line Plots What is the difference between the greatest and the least number of raisins represented in the line plot? 9 10 50 8 Lesson 4 CYP3

Which statement best analyzes the data found in the line plot?
2-4 Line Plots Which statement best analyzes the data found in the line plot? Lesson 4 CYP3-2

Which statement best analyzes the data found in the line plot?
2-4 Line Plots Which statement best analyzes the data found in the line plot? Most boxes had 23 raisins. Most boxes had 26 raisins. Most boxes had 33 raisins. Most boxes had 28 raisins. Lesson 4 CYP3-2

End of Lesson 4

Five-Minute Check (over Lesson 2-4) Main Idea California Standards
2-5 Problem-Solving Strategy: Make a Table Five-Minute Check (over Lesson 2-4) Main Idea California Standards Example 1: Problem-Solving Strategy Lesson 5 Menu

Lesson 5 MI/Vocab/Standard 1
2-5 Problem-Solving Strategy: Make a Table I will solve problems by making a table. Lesson 5 MI/Vocab/Standard 1

2-5 Problem-Solving Strategy: Make a Table Standard 5MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning. Lesson 5 Standard 1

2-5 Problem-Solving Strategy: Make a Table Standard 5SDAP1.2 Organize and display single-variable data in appropriate graphs and representations and explain which types of graphs are appropriate for various data sets. Lesson 5 Standard 1

C T H P P C H P T P H P P P P P H H C T
2-5 Problem-Solving Strategy: Make a Table Robert took a survey of all of his classmates to find out which of four food choices was their favorite. Using P for pizza, T for taco, H for hamburger, and C for chicken, the results are shown below. C T H P P C H P T P H P P P P P H H C T How many more people in Robert’s class chose hamburger as their favorite food than chicken? Lesson 5 Ex1

Understand What facts do you know?
2-5 Problem-Solving Strategy: Make a Table Understand What facts do you know? There are four food options: pizza, taco, hamburger, and chicken. What do you need to find? How many more people in Robert’s class chose hamburger as their favorite food than chicken? Lesson 5 Ex1

Plan Make a frequency table to organize the data. 2-5
Problem-Solving Strategy: Make a Table Plan Make a frequency table to organize the data. Lesson 5 Ex1

2-5 Problem-Solving Strategy: Make a Table Solve Draw a table with three columns and label the columns Food, Tally, and Frequency. In the first column, list each food. In the second column, tally the data. Then complete the table by indicating the frequency or number of times each food occurs. Lesson 5 Ex1

Solve Five people chose hamburgers and 3 chose chicken.
2-5 Problem-Solving Strategy: Make a Table Solve Five people chose hamburgers and 3 chose chicken. Answer: So 5 – 3 or 2 more students chose hamburgers than chicken. Lesson 5 Ex1

2-5 Problem-Solving Strategy: Make a Table Check If you go back to the list, there should be 5 students who wrote an H for hamburger and 3 students who wrote a C for chicken. So, an answer of 2 students is correct. Lesson 5 Ex1

End of Lesson 5

2-6 Mean Five-Minute Check (over Lesson 2-5) Main Idea and Vocabulary California Standards Key Concept: Mean Example 1 Example 2 Lesson 6 Menu

Lesson 6 MI/Vocab/Standard 1
2-6 Mean I will find the mean of a data set. average mean outlier Lesson 6 MI/Vocab/Standard 1

2-6 Mean Standard 5SDAP1.1 Know the concepts of mean, median, and mode; compute and compare simple examples to show that they may differ. Lesson 6 Standard 1

2-6 Mean Lesson 6 Key Concept 1

2-6 Mean The bar graph shows the number of CDs bought. What is the mean number of CDs bought by the group? Lesson 6 Ex1

Write and simplify an expression.
2-6 Mean Write and simplify an expression. 4 mean = sum of the data number of data items 12 4 = OR 3 Simplify. Answer: So, the mean number of CDs bought is 3 CDs. Lesson 6 Ex1

The bar graph shows the number of defects found
2-6 Mean The bar graph shows the number of defects found in cars produced from 3 different factories. What is the mean number of defects found? 22 defects 17 defects 21 defects 20 defects Lesson 6 CYP1

2-6 Mean Enrique received the following scores on his math tests: 100, 40, 88, 90, 92, 80, 90, 100. Identify the outlier(s). Then find the mean with and without the outlier. Describe how the outlier affects the mean score. Compared to the other values, 40 is extremely low. So, it is an outlier. Find the mean with and without the outlier. Lesson 6 Ex2

2-6 Mean mean = 7 = 640 7 OR 85 Lesson 6 Ex2

2-6 Mean mean = 8 = 680 8 OR a little over 91 Answer: With the outlier, the mean is less than all but one of the data values. Without it, the mean better represents the data. Lesson 6 Ex2

2-6 Mean Ping received the following scores on her spelling tests: 90, 50, 100, 100, 80, 90. Identify the outlier(s). Then find the mean with and without the outlier. outlier 50; 85, 92 outlier 100; 50, 80 outlier 50; 80, 100 outlier 50; 80, 90 Lesson 6 CYP2

End of Lesson 6

2-7 Median, Mode, and Range Five-Minute Check (over Lesson 2-6) Main Idea and Vocabulary California Standards Key Concepts: Median and Mode Example 1 Example 2 Example 3 Lesson 7 Menu

2-7 Median, Mode, and Range I will find and interpret the median, mode, and range of a set of data. median mode range Lesson 7 MI/Vocab

2-7 Median, Mode, and Range Standard 5SDAP1.1 Know the concepts of mean, median, and mode; compute and compare simple examples to show that they may differ. Lesson 7 Standard 1

2-7 Median, Mode, and Range Lesson 7 Key Concept 1

Order the data from least to greatest.
2-7 Median, Mode, and Range The following list shows the number of stories in the 10 tallest buildings in San Francisco: 48, 52, 48, 43, 48, 40, 45, 45, 43, 43. What is the median and mode of the data? Order the data from least to greatest. Lesson 7 Ex1

Answer: The median is 45. There are two modes, 43 and 48.
2-7 Median, Mode, and Range median: 40, 43, 43, 43, 45, 45, 48, 48, 48, 52 45 is in the middle. mode: 40, 43, 43, 43, 45, 45, 48, 48, 48, 52 43 and 48 occur most often. Answer: The median is 45. There are two modes, 43 and 48. Lesson 7 Ex1

What is the median and mode for the following set of data?
2-7 Median, Mode, and Range What is the median and mode for the following set of data? 50, 40, 35, 65, 80, 40, 50, 50 median: 40; mode: 50 median: 50; mode: 50 median: 50; mode: 40 median: 40; mode: 80 Lesson 7 CYP1

2-7 Median, Mode, and Range Find the range of the following book bag costs: $15, $19, $58, $20, $38, $49, $25, $32, $59, $39, $35, $29, $24. Then write a sentence describing how the data vary. Answer: The most expensive book bag is $59. The least expensive book bag is $15. So, the range is $59 – $15 or $44. The range is relatively large, so the data are spread out. Lesson 7 Ex2

2-7 Median, Mode, and Range Find the range of the following movie ticket costs: $1, $6, $7, $4, $9, $15, $7. $8 $7 $13 $14 Lesson 7 CYP2

2-7 Median, Mode, and Range Find the mean, median, mode, and range of the wind speeds displayed in the bar graph. Lesson 7 Ex3

2-7 Median, Mode, and Range 4 mean = = 500 4 = 125 mph median: 60, 90, 125, 225 2 215 2 = = mph mode: none range: 165 mph Lesson 7 Ex3

2-7 Median, Mode, and Range Find the mean, median, mode, and range of favorite cafeteria food displayed in the bar graph. 75; 75; none; 139 74; 77; 12; 100 27; 84; 125; 143 75; 74; none; 140 Lesson 7 CYP3

End of Lesson 7

2-8 Problem-Solving Investigation: Extra or Missing Information Five-Minute Check (over Lesson 2-7) Main Idea California Standards Example 1: Problem-Solving Investigation Lesson 8 Menu

2-8 Problem-Solving Investigation: Extra or Missing Information I will identify extra information or missing information to solve a problem. Lesson 8 MI/Vocab

2-8 Problem-Solving Investigation: Extra or Missing Information Standard 5MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. Reinforcement of Standard 4NS2.1 Estimate and compute the sum or difference of whole numbers and positive decimals to two places. Lesson 8 Standard 1

YOUR MISSION: Find how many book orders Liseta collected.
2-8 Problem-Solving Investigation: Extra or Missing Information LISETA: On Monday, I was put in charge of collecting book orders. The books cost $2.50, $3.75, and $5.00. I collected 8 orders on Tuesday, 11 orders on Wednesday, and more orders on Thursday and Friday. YOUR MISSION: Find how many book orders Liseta collected. Lesson 8 Ex1

Understand What facts do you know?
2-8 Problem-Solving Investigation: Extra or Missing Information Understand What facts do you know? You know the cost of each book, and the number of book orders that were turned in on Tuesday and Wednesday. What do you need to find? You need to find the total number of books ordered. Lesson 8 Ex1

Plan Is there any information that is not needed?
2-8 Problem-Solving Investigation: Extra or Missing Information Plan Is there any information that is not needed? The costs of the different books are not needed. Is there any information that is missing? You do not know how many book orders were turned in on Thursday and Friday. Lesson 8 Ex1

2-8 Problem-Solving Investigation: Extra or Missing Information Solve Since you do not have enough information, the problem cannot be solved. Lesson 8 Ex1

2-8 Problem-Solving Investigation: Extra or Missing Information Check Read the question again to see if you missed any information. If so, go back and rework the problem. If not, the problem cannot be solved. Lesson 8 Ex1

End of Lesson 8

2-9 Selecting an Appropriate Display Five-Minute Check (over Lesson 2-8) Main Idea California Standards Key Concept: Statistical Displays Example 1 Example 2 Example 3 Lesson 9 Menu

I will select an appropriate display for a set of data.
2-9 Selecting an Appropriate Display I will select an appropriate display for a set of data. Lesson 9 MI/Vocab

2-9 Selecting an Appropriate Display Standard 5SDAP1.2 Organize and display single-variable data in appropriate graphs and representations (e.g., histogram, circle graphs) and explain which types of graphs are appropriate for various data sets. Lesson 9 Standard 1

2-9 Selecting an Appropriate Display Lesson 9 Key Concept 1

2-9 Selecting an Appropriate Display Which display allows you to easily find the number of seasons in which the team won 11 or more games? Lesson 9 Ex1

2-9 Selecting an Appropriate Display Answer: The line plot allows you to see the number of seasons that the team won 11 or more games. Lesson 9 Ex1

2-9 Selecting an Appropriate Display Which graph would be the best to display the number of books read by the students in a classroom? line plot pie chart bar graph histogram Lesson 9 CYP1

2-9 Selecting an Appropriate Display The table below shows math test scores. What is an appropriate display for the table of data? Explain your reasoning. Answer: A line plot would be most appropriate. Each score can be represented as an × and the number of ×’s will show the frequency of scores. Lesson 9 Ex2

2-9 Selecting an Appropriate Display The table below shows the amount of money each 5th grade class made on the last 4 fundraisers. What is an appropriate display for the table of data? Lesson 9 CYP2

What is an appropriate display for the table of data?
2-9 Selecting an Appropriate Display What is an appropriate display for the table of data? bar graph histogram line graph line plot Lesson 9 CYP2

Refer to Example 2. Make the appropriate display of the data.
2-9 Selecting an Appropriate Display Refer to Example 2. Make the appropriate display of the data. Step 1 Draw and label the vertical axis. Add a title. Lesson 9 Ex3

Step 2 Draw an × to represent each score.
2-9 Selecting an Appropriate Display Step 2 Draw an × to represent each score. Lesson 9 Ex3

Which is an appropriate display of the following data?
2-9 Selecting an Appropriate Display Which is an appropriate display of the following data? line plot bar graph line graph histogram Lesson 9 CYP3

End of Lesson 9

2-10 Integers and Graphing Five-Minute Check (over Lesson 2-9) Main Idea and Vocabulary California Standards Example 1 Example 2 Example 3 Example 4 Lesson 10 Menu

I will represent integers on a number line.
2-10 Integers and Graphing I will represent integers on a number line. negative numbers positive numbers opposites integers graph Lesson 10 MI/Vocab

2-10 Integers and Graphing Standard 5NS1.5 Identify and represent on a number line decimals, fractions, mixed numbers, and positive and negative integers. Lesson 10 Standard 1

Write an integer to represent the following piece of data.
2-10 Integers and Graphing Write an integer to represent the following piece of data. The team lost 6 points. The word lost here means less than. Answer: The integer is –6. Lesson 10 Ex1

Choose an integer to represent earning $4.
2-10 Integers and Graphing Choose an integer to represent earning $4. +4 –4 –x +x Lesson 10 CYP1

Write an integer to represent the following piece of data.
2-10 Integers and Graphing Write an integer to represent the following piece of data. The top of the hill is 85 feet above sea level. The word above represents an increase. Answer: The integer is +85 or 85. Lesson 10 Ex2

Write an integer to represent growing 3 inches.
2-10 Integers and Graphing Write an integer to represent growing 3 inches. –3 +x +3 –x Lesson 10 CYP2

2-10 Integers and Graphing Graph –2 on a number line. Lesson 10 Ex3

2-10 Integers and Graphing Select the letter on the number line which shows the appropriate placement of the integer –7. A. F B. G C. H D. J Lesson 10 CYP3

2-10 Integers and Graphing The table below shows the lowest temperatures in some cities and towns. Make a line plot of the data. Lesson 10 Ex4

2-10 Integers and Graphing Draw a number line. –10 would be plotted to the left and +15 farthest to the right. So, you can use a scale of –10 to +15. Put an × above the number that represents each temperature in the table. Lesson 10 Ex4

2-10 Integers and Graphing Which of the following line plots correctly represents the data in the table? Lesson 10 CYP4

End of Lesson 10

Five-Minute Checks Making Predictions from Graphs CR Menu

Lesson 2-1 (over Chapter 1) Lesson 2-2 (over Lesson 2-1)
5Min Menu

(over Chapter 1) Rewrite the following expression using the Distributive Property. Then evaluate. 5 × (9 + 3) 5 × 9 × 5 × 3; 675 5 × 9 + 3; 48 5 × × 3; 60 5 × × 3; 150 5Min 1-1

(over Chapter 1) Rewrite the following expression using the Distributive Property. Then evaluate. 8 × (10 + 4) 8 × × 4; 112 8 × ; 84 8 × × 4; 352 8 × 10 × 4; 320 5Min 1-2

(over Chapter 1) Rewrite the following expression using the Distributive Property. Then evaluate. 7 × (15 + 6) 7 × × 6; 672 7 × 21; 147 7 × ; 111 7 × × 6; 147 5Min 1-3

(over Chapter 1) Rewrite the following expression using the Distributive Property. Then evaluate. 2 × (28 + 2) 2 × 30; 60 2 × 28 × 2 × 2; 224 2 × × 2; 60 2 × ; 58 5Min 1-4

Make a bar graph of the data given.
(over Lesson 2-1) Make a bar graph of the data given. 5Min 2-1data

(over Lesson 2-1) Make a bar graph of the data given. 5Min 2-1a

(over Lesson 2-1) Make a bar graph of the data given. 5Min 2-1b

(over Lesson 2-1) Make a bar graph of the data given. 5Min 2-1c

(over Lesson 2-1) Make a bar graph of the data given. 5Min 2-1d

(over Lesson 2-1) Make a bar graph of the data given. 5Min 2-1answer

(over Lesson 2-1) Use the data table provided to answer the following question. Who received the most votes? Sonia Connie Ralph Pascual 5Min 2-2

(over Lesson 2-1) Use the data table to answer the following question. How many more votes did Ralph receive than Pascual? 33 24 15 9 5Min 2-3

(over Lesson 2-2) On Monday, Sai rode 8 miles on Day 1. She increased her total distance by 2 miles each day for 7 days. Create a line graph for this situation. 5Min 3-1a

(over Lesson 2-2) On Monday, Sai rode 8 miles on Day 1. She increased her total distance by 2 miles each day for 7 days. Create a line graph for this situation. 5Min 3-1b

(over Lesson 2-2) On Monday, Sai rode 8 miles on Day 1. She increased her total distance by 2 miles each day for 7 days. Create a line graph for this situation. 5Min 3-1c

(over Lesson 2-2) On Monday, Sai rode 8 miles on Day 1. She increased her total distance by 2 miles each day for 7 days. Create a line graph for this situation. 5Min 3-1d

(over Lesson 2-2) On Monday, Sai rode 8 miles on Day 1. She increased her total distance by 2 miles each day for 7 days. Create a line graph for this situation. 5Min 3-1answer

(over Lesson 2-2) Use the line graph to answer the following question. How far did Sai ride on Day 5? 16 miles 14 miles 8 miles 18 miles 5Min 3-2

(over Lesson 2-2) Use the line graph to answer the following question. How many more miles did Sai ride on Day 7 than on Day 3? 4 miles 6 miles 8 miles 10 miles 5Min 3-3

(over Lesson 2-3) Use the histogram to answer the following question. How many inline skaters are between 21 and 25 years old? 17 inline skaters 20 inline skaters 16 inline skaters 18 inline skaters 5Min 4-1

(over Lesson 2-3) Use the histogram to answer the following question. For what age group are there 5 inline skaters? 26–30 age group 36–40 age group 6–10 age group 31–35 age group 5Min 4-2

a graph used to compare categories of data
(over Lesson 2-4) What is a line plot? a graph used to compare categories of data a graph used to show how a set of data changes over a period of time a graph that uses columns of ×’s above a number line a graph that uses numerical data that has been organized into equal intervals 5Min 5-1

a change over a period of time
(over Lesson 2-4) What information can you easily identify from a line plot that is not obvious in an unorganized list? a change over a period of time how categories of data compare to one another how many total values are listed greatest and least values 5Min 5-2

What type of data can be displayed in a line plot?
(over Lesson 2-4) What type of data can be displayed in a line plot? numerical data categories color preferences any data 5Min 5-3

(over Lesson 2-5) Solve. Use the make a table strategy. Hannah asked her friends how many books they read last summer. How many friends read more than 10 books? 6 7 8 9 5Min 6-1

(over Lesson 2-5) Solve. Use the make a table strategy. Hannah asked her friends how many books they read last summer. How many friends read less than 10 books? 10 11 12 13 5Min 6-2

Find the mean of the data set: 7 cm, 6 cm, 4 cm, 8 cm, 5 cm.
(over Lesson 2-6) Find the mean of the data set: 7 cm, 6 cm, 4 cm, 8 cm, 5 cm. 4 cm 6 cm 30 cm 8 cm 5Min 7-1

Identify the outlier(s) of the data set: $21, $24, $66, $28, $23, $30.
(over Lesson 2-6) Identify the outlier(s) of the data set: $21, $24, $66, $28, $23, $30. $21 $32 $28 $66 5Min 7-2

(over Lesson 2-6) Describe how the outlier affects the mean in the data set: 90 min, 90 min, 45 min, 90 min, 90 min The outlier (45 min) causes the mean of the data to be higher than the average time of the majority of the data. The outlier (90 min) causes the mode to be less than it should be. The outlier (45 min) causes the mean of the data to be considerably less than the average time of the majority of the data. The outlier (45 min) cause the mode to be higher than it should be. 5Min 7-3

(over Lesson 2-7) The heights of the starting members of the school basketball team are: 50 in, 52 in, 48 in, 58 in, and 52 in. Find the median. 58 in 50 in 48 in 52 in 5Min 8-1

(over Lesson 2-7) The heights of the starting members of the school basketball team are: 50 in, 52 in, 48 in, 58 in, and 52 in. Find the range. 2 in 10 in 48 in 52 in 5Min 8-2

(over Lesson 2-7) The heights of the starting members of the school basketball team are: 50 in, 52 in, 48 in, 58 in, and 52 in. Find the mode. 52 in 48 in 10 in 58 in 5Min 8-3

(over Lesson 2-7) The heights of the starting members of the school basketball team are: 50 in, 52 in, 48 in, 58 in, and 52 in. Find the mean. 51 in 52 in 53 in 54 in 5Min 8-4

missing: how much Angel gets paid per hour
(over Lesson 2-8) Angel earns $2.50 per hour doing yard work. How many weeks will it take him to earn enough money to buy a $200 bicycle? Identify extra or missing information. missing: how much Angel gets paid per hour extra: how much the bicycle costs extra: how much Angel gets paid per hour missing: how many hours Angel works per week 5Min 9-1

(over Lesson 2-8) Angel earns $2.50 per hour doing yard work. He does yard work for 10 hours each week. How many weeks will it take him to earn enough money to buy a $200 bicycle? 4 weeks 1 week 8 weeks 6 weeks 5Min 9-2

(over Lesson 2-9) Select an appropriate display for the following situation: favorite color survey. line plot bar graph line graph histogram 5Min 10-1

(over Lesson 2-9) Select an appropriate display for the following situation: average cost of an automobile in a 10 year period. line plot bar graph line graph histogram 5Min 10-2

(over Lesson 2-9) Select an appropriate display for the following situation: number of teachers in age intervals at a school. line plot bar graph line graph histogram 5Min 10-3

(over Lesson 2-9) Select an appropriate display for the following situation: ages of campers. line plot bar graph line graph histogram 5Min 10-4

This slide is intentionally blank.
End of Custom Shows

Chapter 2 Statistics and Data Analysis

Similar presentations

Presentation on theme: "Chapter 2 Statistics and Data Analysis"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Chapter 2 Statistics and Data Analysis

Similar presentations

Presentation on theme: "Chapter 2 Statistics and Data Analysis"— Presentation transcript:

Similar presentations

About project

Feedback