Homework Thurs 9/30

Todays homework is pg. 75-77, #1 and 2 and pg. 79, the "On Your Own". We'll complete #3 in class.
In class we created scatterplots on an x-y axis using the calculator, and used the ordered pairs (x,y) to look for associations or relationships between the two coordinates and for patterns or trends. By creating a y = x line on the same graph, we were able to see points where x and y coordinates had the same values (y = x), where x was less than y (x < y) and where x was greater than y (x > y).



Check out http://woodgears.ca/eyeball for a fun activity, the eyeball test.

Homework Wed 9/29

Todays homework is pg. 75-77, #1 and 2 and pg. 79, the "On Your Own". We'll complete #3 in class.
In class we created scatterplots on an x-y axis using the calculator, and used the ordered pairs (x,y) to look for associations or relationships between the two coordinates and for patterns or trends. By creating a y = x line on the same graph, we were able to see points where x and y coordinates had the same values (y = x), where x was less than y (x < y) and where x was greater than y (x > y).



Check out http://woodgears.ca/eyeball for a fun activity, the eyeball test.

In Class Tues 9/28

Today after a review, we did the assessment for Unit 1, Lessons 2 and 3, Measures of Center and Measures of Variation. There was no homework.

In Class Mon 9/27

Today after a review, we did the assessment for Unit 1, Lessons 2 and 3, Measures of Center and Measures of Variation. There was no homework.

In Class Fri 9/24

In class today, we used the handout from pg. 116-122, to work on Standard Deviation as a measure of variation. Using the provided handout, we calculated the standard deviation for a measure of the width of each students handspan. We drew marked graphs showing the mean and out to 3 standard deviations away from the mean for this data. The homework is to study for the assessment for next class.

In Class Thurs 9/23

In class today, we used the handout from pg. 116-122, to work on Standard Deviation as a measure of variation. Using the provided handout, we calculated the standard deviation for a measure of the width of each students handspan. We drew marked graphs showing the mean and out to 3 standard deviations away from the mean for this data. The homework is to study for the assessment for next class.

Homework Wed 9/22

During the Early Release Day today we began by creating a box and whisker plot (boxplot) and looked at the following vocabulary:

Percentile = A percentile is a value on a scale of one hundred that indicates the percent of a distribution that is equal to or below it.

Quartile = A quartile is any of the three values which divide the sorted data set into four equal parts, so that each part represents 1/4th of the whole data set

Determine the 5-Number Summary

* Minimum = lowest data value
* Quartile 1, (Q1) = (25th Percentile) = lower quartile = cuts off lowest 25% of data
* Median, (Q2) = (50th Percentile) = middle value
* Quartile 3, (Q3) = (75th Percentile) = upper quartile = cuts off highest 25% of data, or lowest 75%
* Maximum = highest data value

the Interquartile Range (IQR) is the difference between the third and first quartiles

the Range is the difference of the maximum and the minimum

We described the shape of the distribution of data from boxplots.
We determined when data is an outlier by collecting hand spans, compared it to a pro basketball players handspan, by using the rule for the fences:
Q1 - (1.5 x IQR)
Q3 + (1.5 x IQR)

In class we worked on problems from pg. 50, #6, pg. 51, the On Your Own (OYO) problem, and pg 54, comparing data sets for variation concepts.

Homework is pg. 60, #3 (we will do pg 55, #1 in class on Friday due to the shorter time blocks).

Homework Tues 9/21

Today we began by creating a box and whisker plot (boxplot) and looked at the following vocabulary:

Percentile = A percentile is a value on a scale of one hundred that indicates the percent of a distribution that is equal to or below it.

Quartile = A quartile is any of the three values which divide the sorted data set into four equal parts, so that each part represents 1/4th of the whole data set

Determine the 5-Number Summary

* Minimum = lowest data value
* Quartile 1, (Q1) = (25th Percentile) = lower quartile = cuts off lowest 25% of data
* Median, (Q2) = (50th Percentile) = middle value
* Quartile 3, (Q3) = (75th Percentile) = upper quartile = cuts off highest 25% of data, or lowest 75%
* Maximum = highest data value

the Interquartile Range (IQR) is the difference between the third and first quartiles

the Range is the difference of the maximum and the minimum

We described the shape of the distribution of data from boxplots.
We determined when data is an outlier by collecting hand spans, compared it to a pro basketball players handspan, by using the rule for the fences:
Q1 - (1.5 x IQR)
Q3 + (1.5 x IQR)

In class we worked on problems from pg. 50, #6, pg. 51, the On Your Own (OYO) problem, and pg 54, comparing data sets for variation concepts.

Homework is pg 55, #1 and pg. 60, #3.

Homework Mon 9/20

In class we discussed variation and how it is measured. Be familiar with percentiles, the value of a variable below which a certain percent of observations fall. So the 45th percentile is the value (or score) equal to or below which 45 percent of the observations may be found and 55 percent are found above it.

Todays homework is pg. 49-50, #2,3,4,5,7 and 8. You must use the growth chart we used in class to answer questions. Get a copy at:

For Girls, aged 2-20:
http://www.cdc.gov/growthcharts/data/set2clinical/cj41l068.pdf

For Boys, aged 2-20:
http://www.cdc.gov/growthcharts/data/set2clinical/cj41l067.pdf

There will be the assessment on Unit 1, Lesson 2, measures of center coming up. Be able to create and interpret the stem and leaf plots(including back-to-back stem and leaf plots), number line plots, and histograms. Mean, Median, and Mode should be able to be found and interpreted. Understand sensitivity/resistance to changes in outliers for mean and median.

Homework Fri 9/17

In class we discussed variation and how it is measured. Be familiar with percentiles, the value of a variable below which a certain percent of observations fall. So the 45th percentile is the value (or score) equal to or below which 45 percent of the observations may be found and 55 percent are found above it.

Todays homework is pg. 49-50, #2,3,4,5,7 and 8. You must use the growth chart we used in class to answer questions. Get a copy at:

For Girls, aged 2-20:
http://www.cdc.gov/growthcharts/data/set2clinical/cj41l068.pdf

For Boys, aged 2-20:
http://www.cdc.gov/growthcharts/data/set2clinical/cj41l067.pdf

There will be the assessment on Unit 1, Lesson 2, measures of center coming up. Be able to create and interpret the stem and leaf plots(including back-to-back stem and leaf plots), number line plots, and histograms. Mean, Median, and Mode should be able to be found and interpreted. Understand sensitivity/resistance to changes in outliers for mean and median.

Homework Thurs 9/16

In class we started on pg. 24, and created a back-to-back stem and leaf plot to compare the distributions.

We used a back-to-back stem and leaf plots to compare the amount of cholesterol between hamburgers and chickenburgers from data on pg. 32 and from pg. 33, #1 find the center of the distribution. We then worked on pg. 28, #3 and 4 to examine the shape of various distibutions.

Today we examined measures of central tendancy: "What is a typical number". As a class, we discussed Resistance To Outliers, pg 36, #6. After finding the mean of 13 and median of 4 for a set of numbers {1,2,3,4,5,6, 70} containing an outlier, then modifying the set of data to one with no outlier {1,2,3,4,5,6,7}, but a symmetric distribution, we found that the mean and median were both 4.

This led to the discovery that:

* the Mean is a measure of center that is sensitive to changes in outliers
* the Median a measure of center that is not very sensitive (resistant) to changes in outliers

We used the graphing calculator to sort lists (ascending or descending order) and to find the mean and median.

For homework, find four data sets using only six single digit numbers from the set {1,2,3,4,5,6,7,8,9} so that:

a) Mean = Median (mode different)
b) Mean > Median
c) Mean < Median
d) Mean = Median = Mode

Bonus for those whose mean and median have the largest difference between them.

Students should be registered with http://www.aleks.com and begin work during labs.

Good Web site for graphs:
http://www.visual-literacy.org/periodic_table/periodic_table.html

Homework Wed 9/15

In class we started on pg. 24, and created a back-to-back stem and leaf plot to compare the distributions.

We used a back-to-back stem and leaf plots to compare the amount of cholesterol between hamburgers and chickenburgers from data on pg. 32 and from pg. 33, #1 find the center of the distribution. We then worked on pg. 28, #3 and 4 to examine the shape of various distibutions.

Today we examined measures of central tendancy: "What is a typical number". As a class, we discussed Resistance To Outliers, pg 36, #6. After finding the mean of 13 and median of 4 for a set of numbers {1,2,3,4,5,6, 70} containing an outlier, then modifying the set of data to one with no outlier {1,2,3,4,5,6,7}, but a symmetric distribution, we found that the mean and median were both 4.

This led to the discovery that:

* the Mean is a measure of center that is sensitive to changes in outliers
* the Median a measure of center that is not very sensitive (resistant) to changes in outliers

We used the graphing calculator to sort lists (ascending or descending order) and to find the mean and median.

For homework, find four data sets using only six single digit numbers from the set {1,2,3,4,5,6,7,8,9} so that:

a) Mean = Median (mode different)
b) Mean > Median
c) Mean < Median
d) Mean = Median = Mode

Bonus for those whose mean and median have the largest difference between them.

Students should be registered with http://www.aleks.com and begin work during labs.

Good Web site for graphs:
http://www.visual-literacy.org/periodic_table/periodic_table.html

Homework Tues 9/14

Today we did the first assessment, Unit 1, Lesson 1. Be able to describe and compare data distributions using the mathematical vocabulary we have used so far, and be able to create stem and leaf plots, number line plots and histograms.

On page 21 #5, using data from the chart on pg 22, we created a histogram of the data and experimented with what changing the width of the bars does to the appearance of the distribution of the amount of calories for fast food menu choices.

Using the histogram, we estimated the mean and median, then used the calculator to find the actual amounts.

We also began creating and analyzing back-to-back stem and leaf plots to compare two distributions using the data from the city and highway driving from page 24.

In class Mon 9/13

Today we did the first assessment, Unit 1, Lesson 1. Be able to describe and compare data distributions using the mathematical vocabulary we have used so far, and be able to create stem and leaf plots, number line plots and histograms.

On page 21 #5, using data from the chart on pg 22, we created a histogram of the data and experimented with what changing the width of the bars does to the appearance of the distribution of the amount of calories for fast food menu choices.

Using the histogram, we estimated the mean and median, then used the calculator to find the actual amounts.

We also began creating and analyzing back-to-back stem and leaf plots to compare two distributions using the data from the city and highway driving from page 24.

Homework Fri 9/10

Todays homework is pg. 16, #2 in class and pgs. 17-18, #4, 5, & 6 and pg 21, #2. Work for class included organizing and interpreting distributions of data using number line plots and histograms. Be able to create these by hand as well as use them to answer questions about the data.
Be able to describe the distribution of a data set on a stem and leaf plot, a number line plot (dotplot) or a histogram using the concept of SYMMETRY. A Symmetric distribution would have both halves of the data set displayed have same size and shape, through a line of symmetry. We also discussed "approximately symmetric", "normal", "skewed left and right".
There will be the first assessment over Unit 1, Lesson 1, Describe/Compare/Explain using stem and leaf plots coming up next class.
For classwork, we produced histograms with the TI-84 calculators, which allowed us to quickly describe and compare various data sets of car ratings from pg. 21, #2 (using data from pg.15).

Skewed Left (data stretches to the left)



Skewed Right (data stretches to the right)



Symmetric distribution or nearly symmetric (both halves have same size and shape, through a line of symmetry)

This graph is approximately symmetric with some small variation from left to right halves.

Homework Thurs 9/9

Todays homework is pg. 16, #2 in class and pgs. 17-18, #4, 5, & 6 and pg 21, #2. Work for class included organizing and interpreting distributions of data using number line plots and histograms. Be able to create these by hand as well as use them to answer questions about the data.
Be able to describe the distribution of a data set on a stem and leaf plot, a number line plot (dotplot) or a histogram using the concept of SYMMETRY. A Symmetric distribution would have both halves of the data set displayed have same size and shape, through a line of symmetry. We also discussed "approximately symmetric", "normal", "skewed left and right".
There will be the first assessment over Unit 1, Lesson 1, Describe/Compare/Explain using stem and leaf plots coming up next class.
For classwork, we produced histograms with the TI-84 calculators, which allowed us to quickly describe and compare various data sets of car ratings from pg. 21, #2 (using data from pg.15).

Skewed Left (data stretches to the left)



Skewed Right (data stretches to the right)



Symmetric distribution or nearly symmetric (both halves have same size and shape, through a line of symmetry)

This graph is approximately symmetric with some small variation from left to right halves.

Homework Wed 9/8

In class today we worked on describing, comparing, and explaining why we are doing a skill while using pg. 8-11. Todays homework is from pgs. 12 and 13, # 8 to #11. Be able to describe the distribution of a data set on a stem and leaf plot. Be able to compare two or more data sets using the math vocabulary we learned today. We finished the class by using the graphing calculator to create histograms to compare data from page 15 as we discussed Averages (Mean, Median, and Mode).

Web sites to examine:
http://graphs.gapminder.org/world/
http://www.math.yorku.ca/SCS/Gallery/

Homework Tues 9/7

In class today we worked on describing, comparing, and explaining why we are doing a skill while using pg. 8-11. Todays homework is from pgs. 12 and 13, # 8 to #11. Be able to describe the distribution of a data set on a stem and leaf plot. Be able to compare two or more data sets using the math vocabulary we learned today. We finished the class by using the graphing calculator to create histograms to compare data from page 15 as we discussed Averages (Mean, Median, and Mode).

Web sites to examine:
http://graphs.gapminder.org/world/
http://www.math.yorku.ca/SCS/Gallery/

In Class Fri 9/3

We started today by doing an activity to introduce the graphing calculator. After distributing textbooks we continued collecting, organizing, and displaying data. Be sure to get your book covered!

There will be the first assessment upcoming next week over the Unit 1, lesson 1.
In class we were able to DESCRIBE, COMPARE, and EXPLAIN about data sets.
Be able to descibe data using appropriate vocabulary. Describe "what do you see?". If a feature is not present, you must say that it not present.

Vocabulary to DESCRIBE data (partial list):

* Maximum [highest value]
* Minimum [lowest value]
* Peaks [category(ies) of data that have distinctly most values, mode]
* Clusters [Grouping(s) of data]
* Gaps [Missing data value(s) in a distribution]
* Outliers [Data point(s) that is(are) distinctly separate from the rest of the data]

To COMPARE sets of data look for similarities and differences. Use "describe" words to address your similarities and differences.

When you EXPLAIN your reasoning, use clear, logical, and complete sentences with appropriate mathematical vocabulary to justify your conclusions. Be sure to answer the question as completely as you can.

In Class Thurs 9/2

We started today by doing an activity to introduce the graphing calculator. After distributing textbooks we continued collecting, organizing, and displaying data. Be sure to get your book covered!

Todays homework is from pgs. 12 and 13, # 8 to 11 and the On Your Own (OYO) #a and b.
There will be the first assessment upcoming next week over the Unit 1, lesson 1.
In class we were able to DESCRIBE, COMPARE, and EXPLAIN about data sets.
Be able to descibe data using appropriate vocabulary. Describe "what do you see?". If a feature is not present, you must say that it not present.

Vocabulary to DESCRIBE data (partial list):

* Maximum [highest value]
* Minimum [lowest value]
* Peaks [category(ies) of data that have distinctly most values, mode]
* Clusters [Grouping(s) of data]
* Gaps [Missing data value(s) in a distribution]
* Outliers [Data point(s) that is(are) distinctly separate from the rest of the data]

To COMPARE sets of data look for similarities and differences. Use "describe" words to address your similarities and differences.

When you EXPLAIN your reasoning, use clear, logical, and complete sentences with appropriate mathematical vocabulary to justify your conclusions. Be sure to answer the question as completely as you can.

In Class Wed 9/1

Today after randomizing groups, we distributed the Integrated Math I Syllabus, homework rubric, math standards, and Unit 1 lesson plan outline and rubric. Be sure to return your completed syllabus acknowledgment form indicating you read and understood it next class.

We did a questionnaire on getting to know you to be passed in next class on the index cards.

We began an activity (from the textbook, pg. 4-6), by collecting data including: height, armspan, thumb and wrist circumference, foot size and stride. After recording the class information, we discussed ways to describe the data. We will, next class, define and use appropriate vocabulary to describe, explain, and compare the data and make inferences from it.