LEARNING TARGET Tuesday 5/27 – Complete a Frequency Chart

Warm-up Find this page in your packet. You have five minutes to completely answer the questions

How do teachers use numeric data to give you a letter grade on your report card? Responses…

You have been asked to write a family report for history class. One of the questions you need to ask a family member is “At what age did you buy your first home?” Here is the information sent to you by 24 family members Guided Practice – Creating a Frequency Chart

Let’s think… – HOTS1 – How can we organize this data into a more easily understood format? Perhaps something visual rather than just a list of numbers? – HOTS2 - Do different types of graph have different purposes? What kind of graph would work best for our information/data? – HOTS3 - If we intend to report on the average age our family members got their first house, how would we calculate that average?

LEARNING TARGETS Wednesday, 5/30 – Calculating Mean, Median and Mode

Yesterday Age GroupTallyFrequency 20 – 29llll ll7 30 – 39llll4 40 – 49llll ll7 50 – 59lll3 60 – 69lll Used collected data to create a frequency chart. Frequency – How often something happens. Frequency chart - lists items and uses tally marks to record and show the number of times they occur. Created a graph from data. Histogram - The data is grouped into ranges (such as "40 to 49"), and then plotted as bars. Similar to a Bar Graph, but each bar represents a range of data.

Today: Review & New Record the definitions for frequency, frequency table, data, probability, histogram Complete questions 1 – 5 on Chapter 7: Activity 61 Worksheet (in packet) Introducing – “Measures of Central Tendency”Measures of Central Tendency Wrap-up: Choosing the best measure of central tendency (start at 4:51)Choosing the best measure of central tendency (start at 4:51)

Calculating Averages In math speak…this is called “Measures of Central Tendency.” Terms related to this are – Range – Mean – Median – Mode

Range The difference between the biggest number in the data set and the smallest number Here’s our data set {$6.50, $7.31, $10, 00, $25.95, $ $4.50, $2.13, $6.50, $10.00} Find the Range Biggest number ($ 25.95) – smallest number ($ 2.13) Range ($ 23.82)

(Arithmetic) Mean The sum total of the values in a set of data divided by the quantity of items in that set. Here’s our data set {$6.50, $7.31, $10.00, $25.95, $ $4.50, $2.13, $6.50, $10.00} 1.Add them all together ($82.89) 2.Divide by the quantity, in this case—9 3.$82.89/9=$9.21

Median The middle value of a set of data when that set is in order (from greatest to least, or from least to greatest.) What is the median for our set of data Here’s our data set {$6.50, $7.31, $10, 00, $25.95, $ $4.50, $2.13, $6.50, $10.00}

Mode The value or values that occur most often What is the mode for our set of data? Here’s our data set {$6.50, $7.31, $10, 00, $25.95, $ $4.50, $2.13, $6.50, $10.00}

LEARNING TARGETS Thursday 5/29 – Math lab; practice measures of central tendency AND Create a box- and-whiskers plot

Today’s Math Lab or Work alone or in pairs one Choose one of the following practices – Chapter 7, Activity 62, Questions 1 – 5 – Chapter 7, Activity 62, Questions 6 – 10 – Chapter 7, Activity #66, Odd #’s – Chapter 7, Activity #66, Even #’s You have 15 minutes to complete these.

Creating a Box-and-Whiskers Plot Turn to Worksheet in packet called Practice #67 Windows side of room will do Questions #1-5 Other side of the room, questions #6-10 Class will then develop definitions for terms – Lower Extreme: least or smallest number in data set. – Lower Quartile: the median in the lower set – Upper Extreme: largest number in the data set – Upper Quartile: the median in the upper set

Exit Slip Smith, Joe Raw scores pt97%100%87%100% Calculate the measures of central tendency for both sets of data. Explain which point system and which measure give the best letter grade for this student MeanMedianMode Raw scores pt98100

LEARNING TARGETS Friday, 5/30 – Combining the skills…frequency chart to graph (Skittles data)

Warm-up Find this page in your packet. You have five minutes to completely answer the questions

Let’s Take a Poll! What’s your favorite flavor?

What’s Your Favorite? TODAY’S CLASS 1.Open the bag of Skittles 2.Sort candies into colors 3.Create frequency table 4.Eat candies HOMEWORK 1.Ask five other people which is their favorite skittle 2.Record data 3.Bring to next class 4.We’ll use data to make a frequency table

LEARNING TARGETS Monday, 6/2 – Combining the skills…frequency chart to graph (Poll data)

Our Poll Data

Using MS Excel Use “Skittles” file on H:drive to create two frequency charts – Skittles – Poll Use each frequency chart to create a graph Copy and paste charts and graph into a Word document Determine which method of central tendency should be examined to determine whether the contents of the bag meet the needs of the people we polled. Write an explanation of why you chose that measure of central tendency and whether of not the contents of the bag meet the needs of people.

LEARNING TARGETS Tuesday 6/3 – Matching bars and charts

Matching bars and charts

Matching Bars & Charts Work in pairs Match charts(Tables of data) to the correct Chart (graph) Glue matching pairs side-by-side to create a poster Explain your poster to the class Posters will be displayed in classroom

Matching Cards 1.Each time you match a pair of cards, explain your thinking clearly and carefully. 2.Partners should either agree with the explanation or challenge it if it is unclear or incomplete. 3.Once agreed stick the cards onto the poster and write a justification next to the cards. 4.Some of the statistics tables have gaps in them and one of the bar charts is blank. You will need to complete these cards. P-28

Sharing Posters 1.One person from each group visit a different group and look carefully at their matched cards. 2.Check the cards and point out any cards you think are incorrect. You must give a reason why you think the card is incorrectly matched or completed, but do not make changes to the card. 3.Return to your original group, review your own matches and make any necessary changes using arrows to show if card needs to move. P-29

LEARNING TARGETS Wednesday 6/4 – Matching bars and charts

Matching bars and charts

Matching Bars & Charts Work in pairs Match charts(Tables of data) to the correct Chart (graph) Glue matching pairs side-by-side to create a poster Explain your poster to the class Posters will be displayed in classroom

Matching Cards 1.Each time you match a pair of cards, explain your thinking clearly and carefully. 2.Partners should either agree with the explanation or challenge it if it is unclear or incomplete. 3.Once agreed stick the cards onto the poster and write a justification next to the cards. 4.Some of the statistics tables have gaps in them and one of the bar charts is blank. You will need to complete these cards. P-33

Sharing Posters 1.One person from each group visit a different group and look carefully at their matched cards. 2.Check the cards and point out any cards you think are incorrect. You must give a reason why you think the card is incorrectly matched or completed, but do not make changes to the card. 3.Return to your original group, review your own matches and make any necessary changes using arrows to show if card needs to move. P-34