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11 Statistics: Data, Graphs, and Probability Chapter Menu Lesson 11-1Lesson 11-1Bar Graphs Lesson 11-2Lesson 11-2Line Plots Lesson 11-3Lesson 11-3Problem-Solving Strategy: Make an Organized List Lesson 11-4Lesson 11-4Identify Probability Lesson 11-5Lesson 11-5Problem-Solving Investigation: Choose a Strategy Lesson 11-6Lesson 11-6Make Predictions

Lesson 1 Menu Five-Minute Check (over Chapter 10) Main Idea and Vocabulary California Standards Example 1 Example Bar Graphs

11-1 Bar Graphs Lesson 1 MI/Vocab I will learn to make and read bar graphs. survey tally chart bar graph

11-1 Bar Graphs Lesson 1 Standard 1 Standard 3MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

Lesson 1 Ex1 Make a vertical bar graph of the data in the table Bar Graphs

Lesson 1 Ex1 In a vertical bar graph, the bars go from the bottom up. It includes a title, labels, a scale, and bars. There is a space between each bar Bar Graphs

Lesson 1 CYP Bar Graphs Make a horizontal bar graph of the data in the table.

Lesson 1 CYP Bar Graphs Make a horizontal bar graph of the data in the table. A.

Lesson 1 CYP Bar Graphs Make a horizontal bar graph of the data in the table. B.

Lesson 1 CYP Bar Graphs Make a horizontal bar graph of the data in the table. C.

Lesson 1 CYP Bar Graphs Make a horizontal bar graph of the data in the table. D.

Lesson 1 CYP Bar Graphs Make a horizontal bar graph of the data in the table. B.

Lesson 1 Ex2 Which activity is most popular? least popular? 11-1 Bar Graphs

Lesson 1 Ex2 Compare the length of the bars. The bar representing movies has the longest bar, which means that the most students voted for it. So, the most popular choice is movies. The bar for shopping is the smallest bar. This means that the least amount of students voted for shopping. Therefore, shopping is the least popular choice. Answer: movies; shopping 11-1 Bar Graphs

Lesson 1 CYP Bar Graphs Which class has the most students? least students?

A.Science; Gym B.Reading; Gym C.History; Math D.Reading; History Lesson 1 CYP Bar Graphs Which class has the most students? least students?

End of Lesson 1

Lesson 2 Menu Five-Minute Check (over Lesson 11-1) Main Idea and Vocabulary California Standards Example 1 Example Line Plots

11-2 Line Plots Lesson 2 MI/Vocab I will learn how to make and read line plots. line plot

11-2 Line Plots Lesson 2 Standard 1 Standard 3MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

Lesson 2 Ex1 Display the results of the following survey in a line plot Line Plots

Lesson 2 Ex1 Step 1 Draw and label a number line with the data. Give it a title that describes the data Line Plots

Lesson 2 Ex Line Plots Step 2 Draw an × above the number for each response.

Lesson 2 CYP Line Plots Display the results of the following survey in a line plot.

Lesson 2 CYP Line Plots Display the results of the following survey in a line plot. A.

Lesson 2 CYP Line Plots Display the results of the following survey in a line plot. B.

Lesson 2 CYP Line Plots Display the results of the following survey in a line plot. C.

Lesson 2 CYP Line Plots Display the results of the following survey in a line plot. D.

Lesson 2 CYP Line Plots Display the results of the following survey in a line plot. D.

Lesson 2 Ex2 Refer to the line plot to the right. How many students did Antoine survey? 11-2 Line Plots

Lesson 2 Ex2 To find out how many students Antoine surveyed you need to count all the ×s on the graph. There are 16 total ×s meaning that Antoine asked 16 students. Answer: So, Antoine surveyed 16 students Line Plots

A.10 B.12 C.13 D.15 Lesson 2 CYP Line Plots How many students were surveyed?

End of Lesson 2

Lesson 3 Menu Five-Minute Check (over Lesson 11-2) Main Idea California Standards Example 1: Problem-Solving Strategy 11-3 Problem-Solving Strategy: Make an Organized List

11-3 Problem-Solving Strategy: Make an Organized List Lesson 3 MI/Vocab I will solve problems by making an organized list.

11-3 Problem-Solving Strategy: Make an Organized List Lesson 3 Standard 1 Standard 3MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

11-3 Problem-Solving Strategy: Make an Organized List Lesson 3 Standard 2 Standard 3SDAP1.2 Record the possible outcomes for a simple event (e.g., tossing a coin) and systematically keep track of the outcomes when the event is repeated many times.

Lesson 3 Ex1 Kia, Karl, and Carrie are lining up to come in from recess. They are deciding the order they should line up. How many different ways can they line up? 11-3 Problem-Solving Strategy: Make an Organized List

Lesson 3 Ex1 Understand What facts do you know? There are three students. What do you need to find? Find how many different ways they can line up Problem-Solving Strategy: Make an Organized List

Lesson 3 Ex1 Plan Arrange the different combinations in an organized list. Then use the list to solve the problem Problem-Solving Strategy: Make an Organized List

Lesson 3 Ex1 Solve Start with Kia. Create different combinations with him first Problem-Solving Strategy: Make an Organized List Repeat this method of making a list with each of the other students being first.

Lesson 3 Ex1 Solve Answer: There are 6 possible ways for the students to line up Problem-Solving Strategy: Make an Organized List Count all the different combinations.

Lesson 3 Ex1 Check Look back at the problem. None of the combinations repeat. So, the answer makes sense Problem-Solving Strategy: Make an Organized List

End of Lesson 3

Lesson 4 Menu Five-Minute Check (over Lesson 11-3) Main Idea and Vocabulary California Standards Key Concept: Probability Example 1 Example 2 Example 3 Example Identify Probability

11-4 Identify Probability Lesson 4 MI/Vocab I will tell whether events are certain, likely, unlikely, or impossible. probability

11-4 Identify Probability Lesson 4 Standard 1 Standard 3SDAP1.1 Identify whether common events are certain, likely, unlikely, or improbable.

Lesson 4 Key Concept Identify Probability

Lesson 4 Ex1 Tabina has a bag that has 10 wristbands. 6 are red, 3 are blue and 1 is green. How likely is Tabina to pick a green wristband? 11-4 Identify Probability Answer: Since there is only 1 green wristband out of a total of 10, it is unlikely that a green wristband will be picked.

A.certain B.unlikely C.likely D.impossible Lesson 4 CYP Identify Probability Chris has a bag full of candy. 8 pieces are strawberry, 6 pieces are grape, 1 piece is lemon, and 5 are apple. How likely is Chris to pick a lemon piece of candy?

Lesson 4 Ex Identify Probability Tabina has a bag that has 10 wristbands. 6 are red, 3 are blue, and 1 is green. How likely is Tabina to pick a red wristband? Answer: There are 6 red wrist bands out of 10, so it is likely that a red wristband will be picked.

Lesson 4 CYP Identify Probability Chris has a bag full of candy. 8 pieces are strawberry, 6 pieces are grape, 1 piece is lemon, and 5 are apple. How likely is Chris to pick a strawberry piece of candy? A.certain B.unlikely C.likely D.impossible

Lesson 4 Ex3 Answer: It is impossible to spin a multiple of Identify Probability How likely is it that Andrea will spin a multiple of 7? It is not possible for the spinner to land on a multiple of 7. Neither 3, 6, 9, nor 12 are multiples of 7.

A.certain B.unlikely C.likely D.impossible Lesson 4 CYP Identify Probability If Kira rolls one die, how likely is she to roll a multiple of 9?

Lesson 4 Ex4 Answer: Since there is only 1 black marble out of a total of 8, it is unlikely that a black marble will be picked Identify Probability Alex has 4 marbles, a white, a green, a yellow and a black. He puts all of the marbles in a bag. How likely is it that he will pull a black marble?

A.certain B.unlikely C.likely D.impossible Lesson 4 CYP Identify Probability Will has 4 coins: a quarter, a dime, a nickel, and a penny in his pocket. How likely is he to pull out a coin?

End of Lesson 4

Lesson 5 Menu Five-Minute Check (over Lesson 11-4) Main Idea California Standards Example 1: Problem-Solving Investigation 11-5 Problem-Solving Investigation: Choose a Strategy

11-5 Problem-Solving Investigation: Choose a Strategy Lesson 5 MI/Vocab I will choose the best strategy to solve a problem.

11-5 Problem-Solving Investigation: Choose a Strategy Lesson 5 Standard 1 Standard 3MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

11-5 Problem-Solving Investigation: Choose a Strategy Lesson 5 Standard 2 Standard 3NS2.1 Find the sum or difference of two whole numbers between 0 and 10,000.

Lesson 5 Ex1 ELAN: My school is having a book swap. The first day, 8 books were brought to school. The second day, 12 books came. Yesterday, my friends brought 16 books. YOUR MISSION: Suppose the pattern continues. Find the total number of books after 7 days Problem-Solving Investigation: Choose a Strategy

Lesson 5 Ex1 Understand What facts do you know? You know the number of books brought the first three days. What do you need to find? Find the total number of books after 7 days Problem-Solving Investigation: Choose a Strategy

Lesson 5 Ex1 Plan Use the make a table strategy. Find the total number of books after 7 days Problem-Solving Investigation: Choose a Strategy

Lesson 5 Ex1 Solve The pattern is to add 4 books each day. To find the total, add the number of books from each day Problem-Solving Investigation: Choose a Strategy

Lesson 5 Ex1 Solve 11-5 Problem-Solving Investigation: Choose a Strategy Answer: So, the number of books is

Lesson 5 Ex1 Check Look back at the problem. The answer makes sense for the facts given in the problem Problem-Solving Investigation: Choose a Strategy

End of Lesson 5

Lesson 6 Menu Five-Minute Check (over Lesson 11-5) Main Idea and Vocabulary California Standards Example Make Predictions Outcomes

11-6 Make Predictions Lesson 6 MI/Vocab I will learn to use the results of probability experiments to predict future events. prediction

11-6 Make Predictions Lesson 6 Standard 1 Standard 3SDAP1.4 Use the results of probability experiments to predict future events (e.g., use a line plot to predict the temperature forecast for the next day). Standard 3MR3.3 Develop generalizations of the results obtained and apply them in other circumstances.

Lesson 6 Ex1 Predict what color the spinner will land on next Make Predictions

Lesson 6 Ex1 When using a bar graph to make predictions, remember that the outcome that occurs most often is the one that will most likely be selected again Make Predictions Answer: So, blue would most likely be selected again.

A.one B.two C.four D.three Lesson 6 CYP Make Predictions Predict the number of the next roll of the die.

End of Lesson 6

11 Statistics: Data, Graphs, and Probability CR Menu Five-Minute Checks Outcomes

11 Statistics: Data, Graphs, and Probability 5Min Menu Lesson 11-1Lesson 11-1(over Chapter 10) Lesson 11-2Lesson 11-2(over Lesson 11-1) Lesson 11-3Lesson 11-3(over Lesson 11-2) Lesson 11-4Lesson 11-4(over Lesson 11-3) Lesson 11-5Lesson 11-5(over Lesson 11-4) Lesson 11-6Lesson 11-6(over Lesson 11-5)

11 Statistics: Data, Graphs, and Probability 5Min 1-1 (over Chapter 10) A cereal box is 6 cubes long, 2 cubes wide, and 3 cubes high. Find the volume. Use models if needed. A.42 cubic units B.11 cubic units C.36 cubic units

11 Statistics: Data, Graphs, and Probability 5Min 1-2 (over Chapter 10) Sam wants to know the volume of his toolbox. He filled it with cubes. It was 7 cubes long, 4 cubes high, and 3 cubes wide. What is the volume of Sam’s toolbox? A.84 cubic units B.24 cubic units C.14 cubic units

11 Statistics: Data, Graphs, and Probability 5Min 2-1CHART (over Lesson 11-1) Display data in a horizontal tally bar graph.

11 Statistics: Data, Graphs, and Probability 5Min 2-1A (over Lesson 11-1) Display data in a horizontal tally bar graph. A.

11 Statistics: Data, Graphs, and Probability 5Min 2-1B (over Lesson 11-1) Display data in a horizontal tally bar graph. B.

11 Statistics: Data, Graphs, and Probability 5Min 2-1C (over Lesson 11-1) Display data in a horizontal tally bar graph. C.

11 Statistics: Data, Graphs, and Probability 5Min 2-1D (over Lesson 11-1) Display data in a horizontal tally bar graph. D.

11 Statistics: Data, Graphs, and Probability 2-1ANSWER Display data in a horizontal tally bar graph. (over Lesson 11-1) B.

11 Statistics: Data, Graphs, and Probability 5Min 3-1 (over Lesson 11-2) Use the line plot. What color T-shirt was ordered the most? A.blue B.green C.orange

11 Statistics: Data, Graphs, and Probability 5Min 3-2 A.11 B.13 C.25 D.15 (over Lesson 11-2) Use the line plot. How many orange T-shirts were ordered?

11 Statistics: Data, Graphs, and Probability 5Min 4-1 (over Lesson 11-3) Solve. Use the make an organized list strategy. Yoshi has a pair of jeans and a pair of green pants. She has a black sweater, a grey shirt and a red sweater. How many different outfits can Yoshi make? A.4 B.2 C.6 D.12

11 Statistics: Data, Graphs, and Probability 5Min 5-1 (over Lesson 11-4) A bag of coins has 8 dimes, 2 nickels, 4 pennies. Describe the probability of picking a dime. A.likely B.certain C.unlikely D.impossible

11 Statistics: Data, Graphs, and Probability 5Min 5-2 A bag of coins has 8 dimes, 2 nickels, 4 pennies. Describe the probability of picking a coin. A.certain B.likely C.impossible D.unlikely (over Lesson 11-4)

11 Statistics: Data, Graphs, and Probability 5Min 5-3 A bag of coins has 8 dimes, 2 nickels, 4 pennies. Describe the probability of picking a nickel. A.certain B.impossible C.unlikely D.likely (over Lesson 11-4)

11 Statistics: Data, Graphs, and Probability 5Min 5-4 A bag of coins has 8 dimes, 2 nickels, 4 pennies. Describe the probability of picking a quarter. A.likely B.impossible C.unlikely D.certain (over Lesson 11-4)

11 Statistics: Data, Graphs, and Probability 5Min 6-1 (over Lesson 11-5) Choose a strategy to solve. Tell what strategy you used. You have 6 coins that equal $1 in your pocket. What could the coins be? A.3 quarters, 2 dimes, 1 nickel B.2 quarters, 3 dimes, 1 penny C.1 quarter, 4 dimes, 25 pennies

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