1. Lesson 1.1.1 Concept: Visualizing Information In this lesson, you will use multiple ways to visualize information and decide which ways of visualizing are better for various types of information. Consider the questions below as you work through this lesson. What does this organization of data tell me? What does it not tell me? Is there a more useful way to visualize this information?

2. Lesson 1.1.1 Concept: Visualizing Information Vocabulary: Histogram – A way of displaying information, much like a bar graph.

3. Scatterplot – A way of displaying two- variable numerical data. Two values are written as coordinate pairs (ordered pairs), and graphed on a pair of coordinate axis (x,y) x axis y axis right angle (90 o )

4. Axis – In a coordinate plane, two numbers that meet at right angles at the point of origin. (0, 0). The X axis runs horizontally, and the Y axis runs vertically. x axis y axis right angle (90 o ) (0,0)

5. About 18,000,000 people on Earth share your birth date (unless you were born on February 29). Do you think one of them might be in your class? Place a sticky note with your initials above the month of your birthday on the histogram (a graph of data) on the wall. If there are sticky notes already above your month, place yours directly above them so that all of the notes form a neat “tower” over that month. BIRTHDAY BASH You have 2 minutes…… Go!

6. Which month has the most birthdays in your class? Which has the fewest? How can you tell by looking at the histogram? Can you tell by looking at the graph whether anyone shares the same birthday as you? Why or why not? As a class, discuss how you could find the other students in class who were born in the same month that you were. Look for an organized way to accomplish this. Ask the name and birth date for each student born in the same month as you. Did you find a "birthday twin"? If you are the only student in class born in your month, find the students born in the month just before or just after yours BIRTHDAY BASH

7. SLEEPY TIME To help you work together today, each member of your team has a specific job, assigned by your first name (or last name if team members have the same first name). Read the Team Roles information further below, and then continue with this problem. To help you work together today, each member of your team has a specific job, assigned by your first name (or last name if team members have the same first name). Read the Team Roles information further below, and then continue with this problem (take job cards out of the supply box.) Team Roles Resource Manager: If your name comes first alphabetically: Make sure that that the team has at least one sticky dot for each team member. Ask the teacher when the entire team has a question. Make sure that your team cleans up by delegating tasks. Facilitator: If your name comes second alphabetically: Start the team’s work by choosing a volunteer to read the problem aloud. Keep everyone discussing each part together by asking questions such as, “Are we all ready to move on?” Recorder/Reporter: If your name comes third alphabetically: When your team is called on, share your team’s ideas and reasons with the class. Help the team agree on an idea for part (d) of problem 1-2 (Sleepy Time): “Do we agree on how much sleep students in our class get in general?” Task Manager: If your name comes fourth alphabetically: Remind the team to stay on task and not to talk to students in other teams. You can suggest, “Let’s move on to the next part of the problem.” “Let’s get back to work.” Listen for reasons and ask your teammates to justify their thinking. “Why do you think that?”

8. How much sleep do you get at night? On a sticky dot, write the time you usually go to bed and the time you usually get up. For example, the dot below shows that a student goes to bed at 10:00 p.m. and wakes up at 6:00 a.m. On the scatterplot poster on the wall, find the time that you go to bed on the horizontal axis (the line that lies “flat”). Then trace straight up from that point high enough to be even with the time that you get up on the vertical axis (the line that stands straight up) and place your sticky dot on the graph. When all the data is collected, work with your team to answer the questions below. Be sure to use the team role descriptions following this problem in your text. What is the most common bedtime for your class members? How can you tell? Which dots represent the students who get the most sleep? The least sleep? How much sleep does each of these students get? If you were to go to bed an hour earlier, how would your sticky dot move? What if you were to get up an hour earlier? * * In general, how much sleep do students in your class get?

9. Daily Closure: 1.Return Group folder to the math box. 2.Return your individual Concept Notebook to the math section of your binder. 3.Return the group supply box to the cart after making sure all supplies have been stored in the box and the lid is secured. 4.Record Review/Preview in student planner.

10. Lesson 1.1.1 Review Preview “Mathography”