Transcript over Lesson 11-1

Chapter 11
Statistics: Data, Graphs, and Probability
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11
Statistics: Data, Graphs, and Probability
Lesson 11-1
Bar Graphs
Lesson 11-2
Line Plots
Lesson 11-3
Problem-Solving Strategy: Make
an Organized List
Lesson 11-4
Identify Probability
Lesson 11-5
Problem-Solving Investigation:
Choose a Strategy
Lesson 11-6
Make Predictions
11-1
Bar Graphs
Five-Minute Check (over Chapter 10)
Main Idea and Vocabulary
California Standards
Example 1
Example 2
11-1
Bar Graphs
• I will learn to make and read bar graphs.
• survey
• tally chart
• bar graph
11-1
Bar Graphs
Standard 3MR2.3 Use a variety of methods,
such as words, numbers, symbols, charts,
graphs, tables, diagrams, and models, to explain
mathematical reasoning.
11-1
Bar Graphs
Make a vertical bar graph of the data in the table.
11-1
Bar Graphs
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.
11-1
Bar Graphs
Make a horizontal bar graph of the data in the table.
11-1
Bar Graphs
Make a horizontal bar graph of the data in the table.
A.
11-1
Bar Graphs
Make a horizontal bar graph of the data in the table.
B.
11-1
Bar Graphs
Make a horizontal bar graph of the data in the table.
C.
11-1
Bar Graphs
Make a horizontal bar graph of the data in the table.
D.
11-1
Bar Graphs
Make a horizontal bar graph of the data in the table.
B.
11-1
Bar Graphs
Which activity is most popular? least popular?
11-1
Bar Graphs
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
Which class has the most students? least students?
11-1
Bar Graphs
Which class has the most students? least students?
A. Science; Gym
B. Reading; Gym
C. History; Math
D. Reading; History
11-2
Line Plots
Five-Minute Check (over Lesson 11-1)
Main Idea and Vocabulary
California Standards
Example 1
Example 2
11-2
Line Plots
• I will learn how to make and read line plots.
• line plot
11-2
Line Plots
Standard 3MR2.3 Use a variety of methods,
such as words, numbers, symbols, charts,
graphs, tables, diagrams, and models, to
explain mathematical reasoning.
11-2
Line Plots
Display the results of the following survey in a
line plot.
11-2
Line Plots
Step 1 Draw and label a number line with the data.
Give it a title that describes the data.
11-2
Line Plots
Step 2 Draw an × above the number for each
response.
11-2
Line Plots
Display the results of the following survey in a line
plot.
11-2
Line Plots
Display the results of the following survey in a line
plot.
A.
11-2
Line Plots
Display the results of the following survey in a line
plot.
B.
11-2
Line Plots
Display the results of the following survey in a line
plot.
C.
11-2
Line Plots
Display the results of the following survey in a line
plot.
D.
11-2
Line Plots
Display the results of the following survey in a line
plot.
D.
11-2
Line Plots
Refer to the line plot
to the right. How
many students did
Antoine survey?
11-2
Line Plots
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.
11-2
Line Plots
How many students were surveyed?
A. 10
B. 12
C. 13
D. 15
11-3
Problem-Solving Strategy: Make an Organized List
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
• I will solve problems by making an organized list.
11-3
Problem-Solving Strategy: Make an Organized List
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
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.
11-3
Problem-Solving Strategy: Make an Organized List
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
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.
11-3
Problem-Solving Strategy: Make an Organized List
Plan
Arrange the different combinations in an
organized list. Then use the list to solve the
problem.
11-3
Problem-Solving Strategy: Make an Organized List
Solve
Start with Kia. Create
different combinations
with him first.
Repeat this method of
making a list with each of
the other students being
first.
11-3
Problem-Solving Strategy: Make an Organized List
Solve
Count all the different
combinations.
Answer: There are 6
possible ways
for the students
to line up.
11-3
Problem-Solving Strategy: Make an Organized List
Check
Look back at the problem. None of the combinations
repeat.
So, the answer makes sense.
11-4
Identify Probability
Five-Minute Check (over Lesson 11-3)
Main Idea and Vocabulary
California Standards
Key Concept: Probability
Example 1
Example 2
Example 3
Example 4
11-4
Identify Probability
• I will tell whether events are certain, likely,
unlikely, or impossible.
• probability
11-4
Identify Probability
Standard 3SDAP1.1 Identify whether common
events are certain, likely, unlikely, or improbable.
11-4
Identify Probability
11-4
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 green wristband?
Answer: Since there is only 1 green wristband out of a
total of 10, it is unlikely that a green wristband
will be picked.
11-4
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?
A. certain
B. unlikely
C. likely
D. impossible
11-4
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.
11-4
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
11-4
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.
Answer: It is impossible to spin a multiple of 7.
11-4
Identify Probability
If Kira rolls one die, how likely is she to roll a
multiple of 9?
A. certain
B. unlikely
C. likely
D. impossible
11-4
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?
Answer: Since there is only 1 black marble out of a
total of 8, it is unlikely that a black marble will
be picked.
11-4
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?
A. certain
B. unlikely
C. likely
D. impossible
11-5
Problem-Solving Investigation: Choose a Strategy
Five-Minute Check (over Lesson 11-4)
Main Idea
California Standards
Example 1: Problem-Solving Investigation
11-5
Problem-Solving Investigation: Choose a Strategy
• I will choose the best strategy to solve a problem.
11-5
Problem-Solving Investigation: Choose a Strategy
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
Standard 3NS2.1 Find the sum or
difference of two whole numbers between
0 and 10,000.
11-5
Problem-Solving Investigation: Choose a Strategy
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.
11-5
Problem-Solving Investigation: Choose a Strategy
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.
11-5
Problem-Solving Investigation: Choose a Strategy
Plan
Use the make a table strategy. Find the total
number of books after 7 days.
11-5
Problem-Solving Investigation: Choose a Strategy
Solve
The pattern is to add 4 books each day. To find
the total, add the number of books from each day.
11-5
Problem-Solving Investigation: Choose a Strategy
Solve
8
+ 12
20
20
+ 16
36
36
+ 20
56
56
+ 24
80
80
+ 28
108
108
+ 32
140
Answer: So, the number of books is 140.
11-5
Problem-Solving Investigation: Choose a Strategy
Check
Look back at the problem. The answer makes
sense for the facts given in the problem.
11-6
Make Predictions
Five-Minute Check (over Lesson 11-5)
Main Idea and Vocabulary
California Standards
Example 1
Outcomes
11-6
Make Predictions
• I will learn to use the results of probability
experiments to predict future events.
• prediction
11-6
Make Predictions
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.
11-6
Make Predictions
Predict what color the spinner will land on next.
11-6
Make Predictions
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.
Answer: So, blue would most likely be selected
again.
11-6
Make Predictions
Predict the number of the next roll of the die.
A. one
B. two
C. four
D. three
11
Statistics: Data, Graphs, and Probability
Five-Minute Checks
Outcomes
11
Statistics: Data, Graphs, and Probability
Lesson 11-1 (over Chapter 10)
Lesson 11-2 (over Lesson 11-1)
Lesson 11-3 (over Lesson 11-2)
Lesson 11-4 (over Lesson 11-3)
Lesson 11-5 (over Lesson 11-4)
Lesson 11-6 (over Lesson 11-5)
11
Statistics: Data, Graphs, and Probability
(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
(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
(over Lesson 11-1)
Display data in a horizontal tally bar graph.
11
Statistics: Data, Graphs, and Probability
(over Lesson 11-1)
Display data in a horizontal tally bar graph.
A.
11
Statistics: Data, Graphs, and Probability
(over Lesson 11-1)
Display data in a horizontal tally bar graph.
B.
11
Statistics: Data, Graphs, and Probability
(over Lesson 11-1)
Display data in a horizontal tally bar graph.
C.
11
Statistics: Data, Graphs, and Probability
(over Lesson 11-1)
Display data in a horizontal tally bar graph.
D.
11
Statistics: Data, Graphs, and Probability
(over Lesson 11-1)
Display data in a horizontal tally bar graph.
B.
11
Statistics: Data, Graphs, and Probability
(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
(over Lesson 11-2)
Use the line plot. How
many orange T-shirts
were ordered?
A. 11
B. 13
C. 25
D. 15
11
Statistics: Data, Graphs, and Probability
(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
(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
(over Lesson 11-4)
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
11
Statistics: Data, Graphs, and Probability
(over Lesson 11-4)
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
11
Statistics: Data, Graphs, and Probability
(over Lesson 11-4)
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
11
Statistics: Data, Graphs, and Probability
(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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