#### Transcript Gr03_Ch_11 - Etiwanda E

Chapter 11 Statistics: Data, Graphs, and Probability Click the mouse or press the space bar to continue. 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: Make a Bar Graph Example 2: Read a Bar Graph 11-1 Bar Graphs • I will learn to make and read bar graphs. • survey • tally chart • bar graph 11-1 Bar Graphs Preparation for Standard 3SDAP1.3 Summarize and display the results of probability experiments in a clear and organized way (e.g., use a bar graph or line plot). 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. Answer: 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. The bar for shopping is the smallest bar. This means that the least amount of students voted for shopping. Answer: The most popular choice is movies. Shopping is the least popular activity. 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: Make a Line Plot Example 2: Read a Line Plot 11-2 Line Plots • I will learn how to make and read line plots. • line plot 11-2 Line Plots Preparation for Standard 3SDAP1.3 Summarize and display the results of probability experiments in a clear and organized way (e.g., use a bar graph or a line plot). 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 X above the number for each response. Answer: 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 Xs on the graph. There are 16 total Xs 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 her first. Repeat this method of making a list with each of the other students being first. Kia Karl Carrie Kia Carrie Karl Karl Carrie Kia Karl Kia Carrie Carrie Karl Kia Carrie Kia Karl 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. Kia Karl Carrie Kia Carrie Karl Karl Carrie Kia Karl Kia Carrie Carrie Karl Kia Carrie Kia Karl 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: Describe Probability Example 2: Describe Probability Example 3: Describe Probability Example 4: Describe Probability 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 a number cube labeled 1, 2, 3, 4, 5, and 6, 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 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. 20 24 28 32 11-5 Problem-Solving Investigation: Choose a Strategy Solve 20 8 + 12 20 20 + 16 36 36 + 20 56 56 + 24 80 24 80 + 28 108 28 32 108 + 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: Make a Prediction 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 occur again. Answer: So, the spinner will most likely land on blue next. 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 Math Tool Chest Image Bank Outcomes 11 Statistics: Data, Graphs, and Probability 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. 11 Statistics: Data, Graphs, and Probability 11 Statistics: Data, Graphs, and Probability 11 Statistics: Data, Graphs, and Probability 11 Statistics: Data, Graphs, and Probability 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 D. 22 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 D. 48 cubic units 11 Statistics: Data, Graphs, and Probability (over Lesson 11-1) Display data in a horizontal bar graph. 11 Statistics: Data, Graphs, and Probability (over Lesson 11-1) Display data in a horizontal bar graph. A. 11 Statistics: Data, Graphs, and Probability (over Lesson 11-1) Display data in a horizontal bar graph. B. 11 Statistics: Data, Graphs, and Probability (over Lesson 11-1) Display data in a horizontal bar graph. C. 11 Statistics: Data, Graphs, and Probability (over Lesson 11-1) Display data in a horizontal bar graph. D. 11 Statistics: Data, Graphs, and Probability (over Lesson 11-1) Display data in a horizontal 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. 3 B. 5 C. 15 D. 7 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, and 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, and 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, and 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, and 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) Solve. 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 This slide is intentionally blank.