1. Splash Screen Chapter 4 Statistics: Data and Graphs Click the mouse or press the space bar to continue. Chapter 4 Statistics: Data and Graphs Click the mouse or press the space bar to continue.

2. Chapter Menu Lesson 4-1Lesson 4-1Collect and Organize Data Lesson 4-2Lesson 4-2Find Mode, Median, and Outliers Lesson 4-3Lesson 4-3Problem-Solving Strategy: Make a Table Lesson 4-4Lesson 4-4Line Plots Lesson 4-5Lesson 4-5Bar and Double Bar Graphs Lesson 4-6Lesson 4-6Problem-Solving Investigation: Choose a Strategy Lesson 4-7Lesson 4-7Interpret Line Graphs Lesson 4-8Lesson 4-8Analyze Graphs 4 4 Statistics: Data and Graphs

3. Lesson 1 Menu Five-Minute Check (over Chapter 3) Main Idea and Vocabulary California Standards Example 1: Organize Data 4-1 Collect and Organize Data

4. Lesson 1 MI/Vocab 4-1 Collect and Organize Data I will take a survey, and collect and organize data. survey data tally chart frequency table

5. Lesson 1 Standard 4-1 Collect and Organize Data Standard 4SDAP1.1 Formulate survey questions; systematically collect and represent data on a number line; and coordinate graphs, tables, and charts.

6. Lesson 1 Ex1 Mrs. Patel asks her students what their favorite vegetable is. Organize the data given in a tally table and a frequency chart. 4-1 Collect and Organize Data

7. Step 1 Draw a table with two columns. Include a title. Step 2 List each activity in the first column. Step 3 Use tally marks or numbers to record the results. Lesson 1 Ex1 4-1 Collect and Organize Data

8. Lesson 1 Ex1 4-1 Collect and Organize Data Tally Chart Frequency Table Answer:

9. Lesson 1 CYP1 4-1 Collect and Organize Data A teacher asked her students what their favorite season of the year is. Organize the data given in a tally table and a frequency chart. Winter: Jessica, Adam Spring: Xavier, Aida, Maria, Tyrone Summer: Isi, Judy, Gabriel, Leon, Alicia Fall: Victor, Adriana, Toru

10. Lesson 1 CYP1 4-1 Collect and Organize Data A.

11. Lesson 1 CYP1 4-1 Collect and Organize Data B.

12. Lesson 1 CYP1 4-1 Collect and Organize Data C.

13. Lesson 1 CYP1 4-1 Collect and Organize Data D.

14. Lesson 1 CYP1 4-1 Collect and Organize Data Answer: D.

15. End of Lesson 1

16. Lesson 2 Menu Five-Minute Check (over Lesson 4-1) Main Idea and Vocabulary California Standards Example 1: Mode and Median Example 2: Identify Outliers 4-2 Find Mode, Median, and Outliers

17. Lesson 2 MI/Vocab 4-2 Find Mode, Median, and Outliers I will identify the mode, median, and outliers of a set of data. mode median outlier

18. Lesson 2 Standard 1 4-2 Find Mode, Median, and Outliers Standard 4SDAP1.2 Identify the mode(s) for sets of categorical data and the mode(s), median, and any apparent outliers for numerical data sets.

19. Lesson 2 Ex1 4-2 Find Mode, Median, and Outliers Find the mode and median of the following set of data: 8, 2, 3, 4, 9, 2, 4, 6, 5, 1, 4. To find the mode, find the number that occurs most often. 8, 2, 3, 4, 9, 2, 4, 6, 5, 1, 4

20. Lesson 2 Ex1 4-2 Find Mode, Median, and Outliers To find the median, first arrange the numbers in order from least to greatest. Then, find the middle number. Answer: The mode is 4 and the median is 4. 1, 2, 2, 3, 4, 4, 4, 5, 6, 8, 9

21. Lesson 2 CYP1 4-2 Find Mode, Median, and Outliers A.mode = 0; median = 2 B.mode = 5; median = 5 C.mode = 6; median = 0 D.mode = 3; median = 5 Find the mode and median of the following set of data: 6, 8, 2, 4, 5, 0, 6, 7, 5, 5, 3.

22. Lesson 2 Ex2 4-2 Find Mode, Median, and Outliers Identify any outliers in the set of data: 12, 10, 20, 11, 9, 14, 12. Look for a number that is either much larger or much smaller than the rest of the data items. Answer: The number 20 is an outlier because it is much larger than the rest of the other data items, which are between 9 and 14.

23. Lesson 2 CYP2 4-2 Find Mode, Median, and Outliers A.28 B.30 C.45 D.There are no outliers in this set of data. Identify any outliers in the set of data: 21, 27, 45, 25, 21, 28, 30.

24. End of Lesson 2

25. Lesson 3 Menu Five-Minute Check (over Lesson 4-2) Main Idea California Standards Example 1: Problem-Solving Strategy 4-3 Problem-Solving Strategy: Make a Table

26. Lesson 3 MI/Vocab 4-3 Problem-Solving Strategy: Make a Table I will solve problems by making a table.

27. Lesson 3 Standard 1 4-3 Problem-Solving Strategy: Make a Table Standard 4MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

28. Lesson 3 Standard 2 4-3 Problem-Solving Strategy: Make a Table Standard 4NS3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations.

29. Lesson 3 Ex1 The music club at Steven’s school is going to a concert. There are 2 teachers going to the concert for every 9 students going. If there are 16 teachers going, how many students are going to the concert? 4-3 Problem-Solving Strategy: Make a Table

30. Lesson 3 Ex1 Understand What facts do you know? There are 2 teachers going for every 9 students going to the concert. The total number of teachers going is 16. What do you need to find? Find how many students are going to the concert. 4-3 Problem-Solving Strategy: Make a Table

31. Lesson 3 Ex1 Plan You can make a table to solve the problem. 4-3 Problem-Solving Strategy: Make a Table

32. Lesson 3 Ex1 Solve Make a table to show that there are 2 teachers going for every 9 students going. Answer: So, 72 students are going to the concert. 4-3 Problem-Solving Strategy: Make a Table

33. Lesson 3 Ex1 Check Divide the total number of teachers by the number of teachers per group. 4-3 Problem-Solving Strategy: Make a Table There are 8 groups going. There are 9 students in each group. So, there are 8 × 9 = 72 students going altogether. The answer is correct. 16 ÷ 2 = 8

34. End of Lesson 3

35. Lesson 4 Menu Five-Minute Check (over Lesson 4-3) Main Idea and Vocabulary California Standards Example 1: Make a Line Plot Example 2: Read a Line Plot 4-4 Line Plots

36. Lesson 4 MI/Vocab 4-4 Line Plots I will represent and interpret data in a line plot. line plot

37. Lesson 4 Standard 1 4-4 Line Plots Standard 4SDAP1.3 Interpret one- and two- variable data graphs to answer questions about a situation. Standard 4SDAP1.2 Identify the mode(s) for sets of categorical data and the mode(s), median, and any apparent outliers for numerical data sets.

38. Lesson 4 Ex1 Organize the information from the frequency chart in a line plot. 4-4 Line Plots

39. Lesson 4 Ex1 Step 1 Draw and label a number line. 4-4 Line Plots

40. Lesson 4 Ex1 Step 2 Mark an X above the number line to show each data item. Add a title. 4-4 Line Plots Answer:

41. Lesson 4 CYP1 4-4 Line Plots Organize the information from the frequency chart in a line plot.

42. Lesson 4 CYP1 4-4 Line Plots A.

43. Lesson 4 CYP1 4-4 Line Plots B.

44. Lesson 4 CYP1 4-4 Line Plots C.

45. Lesson 4 CYP1 4-4 Line Plots D.

46. Lesson 4 CYP1 4-4 Line Plots Answer: C.

47. Lesson 4 Ex2 Students in Mr. Ramos’s homeroom were asked how many school dances they attended last year. Identify the mode, median, and outliers of the data shown. 4-4 Line Plots

48. Lesson 4 Ex2 4-4 Line Plots Answer: So, the mode is 7, the median is 5, and 0 is an outlier.

49. Lesson 4 CYP2 4-4 Line Plots Identify the mode, median, and outliers of the data shown.

50. Lesson 4 CYP2 4-4 Line Plots A.mode = 7, median = 5, outlier = 8 B.mode = 4, median = 0, outlier = 7 C.mode = 0, median = 8, outlier = 4 D.mode = 8, median = 7, outlier = 0

51. End of Lesson 4

52. Lesson 5 Menu Five-Minute Check (over Lesson 4-4) Main Idea and Vocabulary California Standards Example 1: Read Bar Graphs Example 2: Read Bar Graphs Example 3: Read Double Bar Graphs 4-5 Bar and Double Bar Graphs Make Double Bar Graphs

53. Lesson 5 MI/Vocab 4-5 Bar and Double Bar Graphs I will use bar graphs to answer questions about a situation. double bar graph

54. Lesson 5 Standard 1 4-5 Bar and Double Bar Graphs Standard 4SDAP1.3 Interpret one- and two- variable data graphs to answer questions about a situation.

55. Lesson 5 Ex1 On which activity does Sanji spend the most time? 4-5 Bar and Double Bar Graphs

56. Lesson 5 Ex1 4-5 Bar and Double Bar Graphs Answer: Playing with friends is what Sanji spends most of his time doing. To find which activity Sanji spends the most time doing, look for the longest bar.

57. Lesson 5 CYP1 4-5 Bar and Double Bar Graphs On which activity does Sanji spend the least time?

58. Lesson 5 CYP1 4-5 Bar and Double Bar Graphs A.playing with friends B.watching TV C.reading D.homework

59. Lesson 5 Ex2 How long does Sanji spend doing homework and reading? 4-5 Bar and Double Bar Graphs

60. Lesson 5 Ex2 4-5 Bar and Double Bar Graphs Sanji spends 40 minutes on homework and 50 minutes on reading. 40 + 50 = 90 Answer: So, Sanji spends 90 minutes, or 1 hours, doing homework and reading. 1 2

61. Lesson 5 CYP2 4-5 Bar and Double Bar Graphs How long does Sanji spend eating and practicing sports?

62. Lesson 5 CYP2 4-5 Bar and Double Bar Graphs A.150 minutes B.130 minutes C.140 minutes D.145 minutes

63. Lesson 5 Ex3 4-5 Bar and Double Bar Graphs Who spends more time watching TV? Who spends more time reading? For which activity do they spend the same amount of time?

64. Lesson 5 Ex3 4-5 Bar and Double Bar Graphs Look at the bars for watching TV. Sanji’s bar is longer. Look at the bars for reading. Tara’s bar is longer. Look at the bars for eating. Both bars are the same length.

65. Lesson 5 Ex3 4-5 Bar and Double Bar Graphs Answer: Sanji spends more time watching TV, Tara spends more time reading, and they both spend the same amount of time eating.

66. Lesson 5 CYP3 4-5 Bar and Double Bar Graphs How much time do Sanji and Tara spend doing homework altogether?

67. Lesson 5 CYP3 4-5 Bar and Double Bar Graphs A.80 minutes B.100 minutes C.120 minutes D.160 minutes

68. End of Lesson 5

69. Lesson 6 Menu Five-Minute Check (over Lesson 4-5) Main Idea California Standards Example 1: Problem-Solving Investigation 4-6 Problem-Solving Investigation: Choose a Strategy

70. Lesson 6 MI/Vocab 4-6 Problem-Solving Investigation: Choose a Strategy I will choose the best strategy to solve a problem.

71. Lesson 6 Standard 1 4-6 Problem-Solving Investigation: Choose a Strategy Standard 4MR2.3 Use a variety of methods, such as words, numbers, symbols, chart, graphs, tables, diagrams, and models, to explain mathematical reasoning. Standard 4NS2.1 Estimate and compute the sum or difference of whole numbers and positive decimals in two places.

72. Lesson 6 Ex1 TAO: I take the subway to get to school and back. Each round trip costs $1.50. My subway card has a value of $10. YOUR MISSION: Find how many round trips Tao can make with $10. 4-6 Problem-Solving Investigation: Choose a Strategy

73. Lesson 6 Ex1 Understand What facts do you know? Each round trip costs $1.50. Tao’s subway card has a value of $10. What do you need to find? Find out how many round trips he can make. 4-6 Problem-Solving Investigation: Choose a Strategy

74. Lesson 6 Ex1 Plan Organize the data in a table to solve the problem. 4-6 Problem-Solving Investigation: Choose a Strategy

75. Lesson 6 Ex1 Solve For each round trip, the total cost increases by $1.50. 4-6 Problem-Solving Investigation: Choose a Strategy

76. Lesson 6 Ex1 Solve Tao’s card has a value of $10. He cannot make a seventh trip because after making 6 trips he has only $1 left. This is not enough for another trip. 4-6 Problem-Solving Investigation: Choose a Strategy Answer: So, he can make 6 trips to school and back.

77. Lesson 6 Ex1 Check Use a set of play money that is in piles of $1.50. Add the money until you have more than $10. 4-6 Problem-Solving Investigation: Choose a Strategy

78. End of Lesson 6

79. Lesson 7 Menu Five-Minute Check (over Lesson 4-6) Main Idea and Vocabulary California Standards Example 1: Interpret a Line Graph Example 2: Interpret a Line Graph 4-7 Interpret Line Graphs Make a Line Graph

80. Lesson 7 MI/Vocab 4-7 Interpret Line Graphs I will interpret data in a line graph. line graph

81. Lesson 7 Standard 4-7 Interpret Line Graphs Standard 4SDAP1.3 Interpret one- and two- variable data graphs to answer questions about a situation.

82. Lesson 7 Ex1 4-7 Interpret Line Graphs Refer to the line graph below. How tall did the plant grow during the first two months? The first month is March. From the graph you can see that the plant grew 0 inches in March.

83. Lesson 7 Ex1 4-7 Interpret Line Graphs The second month is April. Answer: So, the plant grew 3 inches in the first two months. Move up to find where the point is located on the graph. Then compare the height of the point to the scale on the left. The point is located between 2 and 4 on the graph’s scale.

84. Lesson 7 CYP1 4-7 Interpret Line Graphs Refer to the graph below. On what day were the most tickets sold to students for the school play?

85. Lesson 7 CYP1 4-7 Interpret Line Graphs A.Friday B.Thursday C.Wednesday D.Tuesday

86. Lesson 7 Ex2 4-7 Interpret Line Graphs How much weight did the baby giant panda gain between the second and third weeks?

87. Lesson 7 Ex2 4-7 Interpret Line Graphs You need to subtract the panda’s weight at week 2 from its weight at week 3. During week 2, the panda weighed 12 pounds. During week 3, the panda weighed 13 pounds. 13 – 12 = 1 Answer: So, the baby panda gained 1 pound between the second week and the third week.

88. Lesson 7 CYP2 4-7 Interpret Line Graphs How many more tickets were sold on Thursday than Tuesday?

89. Lesson 7 CYP2 4-7 Interpret Line Graphs A.200 tickets B.150 tickets C.100 tickets D.50 tickets

90. End of Lesson 7

91. Lesson 8 Menu Five-Minute Check (over Lesson 4-7) Main Idea California Standards Example 1: Analyzing a Line Plot Example 2: Analyzing a Bar Graph Example 3: Analyzing a Line Graph 4-8 Analyze Graphs

92. Lesson 8 MI/Vocab 4-8 Analyze Graphs I will use graphs to display different kinds of data.

93. Lesson 8 Standard 1 4-8 Analyze Graphs Standard 4SDAP1.3 Interpret one- and two- variable data graphs to answer questions about a situation. Standard 4SDAP1.1 Formulate survey questions; systematically collect and represent data on a number line; and coordinate graphs, tables and charts.

94. Lesson 8 Ex1 Use the line plot to determine the three most popular granola bars in Mrs. Cruz’s class. Each student voted for his or her two favorite types. 4-8 Analyze Graphs

95. Lesson 8 Ex1 4-8 Analyze Graphs To identify the three most popular granola bars, find the three tallest stack of X’s.

96. Lesson 8 Ex1 4-8 Analyze Graphs Answer: So, peanut, honey, and dried cherry are the student’s favorite types of granola bars. Peanut, honey, and dried cherry have the most X’s.

97. Lesson 8 CYP1 4-8 Analyze Graphs Use the line plot to determine the three least popular granola bars in Mrs. Cruz’s class.

98. Lesson 8 CYP1 4-8 Analyze Graphs A.cranberry, raisin, and strawberry B.raisin, peanut, and oatmeal C.cranberry, raisin, and coconut D.peanut, honey, and dried cherry

99. Lesson 8 Ex2 The bar graph shows the Chi family’s favorite sports to watch. Which is the least popular? 4-8 Analyze Graphs

100. Lesson 8 Ex2 4-8 Analyze Graphs To determine the sport that is the least popular, find the bar that is the lowest on the graph.

101. Lesson 8 Ex2 4-8 Analyze Graphs Golf has the lowest bar on the graph. Answer: So, golf is the least popular sport.

102. Lesson 8 CYP2 4-8 Analyze Graphs The bar graph shows the Chi family’s favorite sports to watch. Which is the most popular?

103. Lesson 8 CYP2 4-8 Analyze Graphs A.basketball B.gymnastics C.football D.hockey

104. Lesson 8 Ex3 4-8 Analyze Graphs The Villa family is planning on going to the pool. Based upon the information in this line graph, between what hours would you recommend they go to the pool in order to swim in the warmest water? Answer: The water is the warmest between 1 P.M. and 3 P.M.

105. Lesson 8 CYP3 4-8 Analyze Graphs A.between 11 A.M. and 12 P.M. B.between 12 P.M. and 1 P.M. C.between 1 P.M. and 3 P.M. D.between 3 P.M. and 4 P.M. The Villa family does not like to go to the pool when the water temperature is below 70°F. Based upon the information in this line graph, what time should they avoid going to the pool?

106. End of Lesson 8

107. 4 4 Statistics: Data and Graphs 4 4 CR Menu Five-Minute Checks Math Tool Chest Image Bank Make Double Bar Graphs Make a Line Graph

108. 4 4 Statistics: Data and Graphs IB Instructions To use the images that are on the following four slides in your own presentation: 1.Exit this presentation. 2.Open a chapter presentation using a full installation of Microsoft ® PowerPoint ® in editing mode and scroll to the Image Bank slides. 3.Select an image, copy it, and paste it into your presentation.

109. 4 4 Statistics: Data and Graphs IB 1

110. 4 4 Statistics: Data and Graphs IB 2

111. 4 4 Statistics: Data and Graphs IB 3

112. 4 4 Statistics: Data and Graphs IB 4

113. 4 4 Statistics: Data and Graphs 4 4 5Min Menu Lesson 4-1Lesson 4-1(over Chapter 3) Lesson 4-2Lesson 4-2(over Lesson 4-1) Lesson 4-3Lesson 4-3(over Lesson 4-2) Lesson 4-4Lesson 4-4(over Lesson 4-3) Lesson 4-5Lesson 4-5(over Lesson 4-4) Lesson 4-6Lesson 4-6(over Lesson 4-5) Lesson 4-7Lesson 4-7(over Lesson 4-6) Lesson 4-8Lesson 4-8(over Lesson 4-7)

114. 4 4 Statistics: Data and Graphs A.yes B.no 5Min 1-1 (over Chapter 3) Tell whether the equation is balanced. 3 + 7 = 3 + 3 + 4

115. 4 4 Statistics: Data and Graphs A.yes B.no 5Min 1-2 (over Chapter 3) Tell whether the equation is balanced. 22 + 13 = 22 + 7 + 4

116. 4 4 Statistics: Data and Graphs A.yes B.no Tell whether the equation is balanced. 37 – 8 = 37 – 12 + 3 5Min 1-3 (over Chapter 3)

117. 4 4 Statistics: Data and Graphs 5Min 1-4 (over Chapter 3) A.yes B.no Tell whether the equation is balanced. 18 – 15 = 12 + 6 – 8 – 7

118. 4 4 Statistics: Data and Graphs 5Min 2-1 (over Lesson 4-1) Carla took a survey to find out which sports her friends liked best. Organize the data into a tally table.

119. 4 4 Statistics: Data and Graphs 5Min 2-1 (over Lesson 4-1) A.

120. 4 4 Statistics: Data and Graphs 5Min 2-1 (over Lesson 4-1) B.

121. 4 4 Statistics: Data and Graphs 5Min 2-1 (over Lesson 4-1) C.

122. 4 4 Statistics: Data and Graphs 5Min 2-1 (over Lesson 4-1) D.

123. 4 4 Statistics: Data and Graphs 5Min 2-1 (over Lesson 4-1) Answer: A.

124. 4 4 Statistics: Data and Graphs A.Baseball B.Basketball C.Soccer D.Track 5Min 2-2 (over Lesson 4-1) Identify the most popular sport.

125. 4 4 Statistics: Data and Graphs A.median: 10; mode: 15 B.median: 12; mode: 15 C.median: 12; mode: 6 D.median: 6; mode: 10 5Min 3-1 (over Lesson 4-2) Find the median and mode of the set of data. 12, 15, 10, 6, 15

126. 4 4 Statistics: Data and Graphs A.median: 5; mode: 2 B.median: 4.5; mode: 5 C.median: 5; mode: 5 D.median: 2; mode: 7 5Min 3-2 (over Lesson 4-2) Find the median and mode of the set of data. 5, 6, 4, 5, 7, 5, 2

127. 4 4 Statistics: Data and Graphs A.$22 B.$46 C.$52 D.$62 5Min 3-3 (over Lesson 4-2) Find any outlier(s) of the set of data. Ticket prices: $52, $46, $62, $57, $22, $49

128. 4 4 Statistics: Data and Graphs A.10 B.8 C.20 D.9 5Min 3-4 (over Lesson 4-2) Find any outlier(s) of the set of data. Ages of team members: 9, 8, 10, 9, 8, 9, 20, 10, 8

129. 4 4 Statistics: Data and Graphs A.4 laps; 54 minutes B.6 laps; 32 minutes C.4 laps; 28 minutes D.6 laps; 36 minutes 5Min 4-1 (over Lesson 4-3) Solve. Use the make a table strategy. Jamilla is running laps around a track. She runs a lap in 4 minutes. If she runs for 24 minutes, how many laps has she run? How long would it take her to run 9 laps?

130. 4 4 Statistics: Data and Graphs A.mode: 2; median: 5; outlier: 22 B.mode: 3; median: 5; outlier: 2 C.mode: 3; median: 5; outlier: 22 D.mode: 22; median: 5; outlier: 22 5Min 5-1 (over Lesson 4-4) Identify the mode, median, and outlier for the data set. 2, 3, 3, 5, 8, 9, 22

131. 4 4 Statistics: Data and Graphs 5Min 5-2 (over Lesson 4-4) A.mode: 12; median: 14; outlier: 15 B.mode: 12; median: 12; outlier: 0 C.mode: 0; median: 12; outlier: 15 D.mode: 15; median: 12; outlier: 0 Identify the mode, median, and outlier for the data set. 0, 12, 14, 12, 15

132. 4 4 Statistics: Data and Graphs A.grape B.cranberry C.orange D.apple 5Min 6-1 (over Lesson 4-5) Use the graph to answer the question. Which juice was most popular?

133. 4 4 Statistics: Data and Graphs A.grapefruit B.orange C.apple D.cranberry 5Min 6-2 (over Lesson 4-5) Use the graph to answer the question. Which juice was least popular?

134. 4 4 Statistics: Data and Graphs A.5 B.3 C.10 D.15 5Min 6-6 (over Lesson 4-5) Use the graph to answer the question. How much more apple juice was sold than grape juice?

135. 4 4 Statistics: Data and Graphs 5Min 7-1 (over Lesson 4-6) Make a table to solve the problem. Benji’s dad gives him $15 each week to buy lunch at school. He wants to save $1.50 to buy a treat at the end of the week. If he spends $2.50 for lunch each day, will he have enough money at the end of the week for his treat? A.yes B.no

136. 4 4 Statistics: Data and Graphs 5Min 8-1 (over Lesson 4-7) A.3 mm B.6 mm C.9 mm D.12 mm According to the graph, what was the change in height of the plant from Monday to Friday?

137. 4 4 Statistics: Data and Graphs 5Min 8-2 (over Lesson 4-7) A.3 mm B.7 mm C.9 mm D.12 mm About how much taller was the plant on Friday than on Tuesday?

138. End of Custom Shows This slide is intentionally blank.