In Class Fri 9/30

Today we worked on applying concepts of standard deviation and mean to solving problems from the packet (pg. 113-122 of the new Core Plus book). We work in class on:
pg. 117-119 #1,2,3 and pg. 121 #6. Be ready next week for assessment 2 over measures of center and variability. Be able to create box and whisker plots and normal curves.
Nice Link: http://woodgears.ca/eyeball/

In Class Thurs 9/29

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.

In Class Wed 9/28

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.

In class and homework Tues 9/27

In class today, we used the handout from pg. 116-122, to begin our work on "when is an amount considered unusually large or small?" using the rule for outliers when using a boxplot and introduced Standard Deviation as a measure of variation. Using the provided handout, we calculated the measure of the length of each students handspan from wrist to index finger. We drew marked graphs showing a boxplot for the data then found the upper and lower fences for outliers. We also collected data for resting and exercise pulse rates and next class will look for large or small values. The homework is to work on the handout packet, read and know #1 on the first page and then try for practice #3 and 4 on the second page.

In class and homework Mon 9/26

In class today, we used the handout from pg. 116-122, to begin our work on "when is an amount considered unusually large or small?" using the rule for outliers when using a boxplot and introduced Standard Deviation as a measure of variation. Using the provided handout, we calculated the measure of the length of each students handspan from wrist to index finger. We drew marked graphs showing a boxplot for the data then found the upper and lower fences for outliers. We also collected data for resting and exercise pulse rates and next class will look for large or small values. The homework is to work on the handout packet, read and know #1 on the first page and then try for practice #3 and 4 on the second page.

Homework Fri 9/23

Homework for today is pg. 50, #7 and 8, pg. 51, the "On Your Own" A and B, pg. 54, #5, pg. 55, #1 and pg. 60, #2 and 3 with the substitute.

Homework Thurs 9/22

Homework for today is pg. 50, #7 and 8, pg. 51, the "On Your Own" A and B, pg. 54, #5, pg. 55, #1 and pg. 60, #2 and 3 with the substitute.

Homework Wed 9/21

In class, after taking the first assessment, 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,and 6. 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/set1clinical/cj41l022.pdf

For Boys, aged 2-20:
http://www.cdc.gov/growthcharts/data/set1clinical/cj41l021.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 Tues 9/20

In class, after taking the first assessment, 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,and 6. 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/set1clinical/cj41l022.pdf

For Boys, aged 2-20:
http://www.cdc.gov/growthcharts/data/set1clinical/cj41l021.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.

In class Mon 9/19

Today after a short review, we did the assessment over Unit 1, Lesson 1, "Describing, Comparing, and Explaining with data sets".

In Class Fri 9/16

Today after a short review, we did the assessment over Unit 1, Lesson 1, "Describing, Comparing, and Explaining with data sets".

Homework Thurs 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 Wed 9/14

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 9/13

For homework do pg. 24, #1, pg. 28, #3+4, and pg. 30-31, #2.

Today we prepared for 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.

Next class we will 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 Mon 9/12

For homework do pg. 24, #1, pg. 28, #3+4, and pg. 30-31, #2.

Today we prepared for 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.

Next class we will 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 9/9

Todays homework is pgs. 16-18, #2, 3, 4, 5, & 6. 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 9/8

Todays homework is pgs. 16-18, #2, 3, 4, 5, & 6. 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 9/7

We started today by doing an activity "Outbreak" 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 reading only from pgs. 12 and 13, # 8 to 11 and the On Your Own (OYO) #a and b. We will work on these in class next class.
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 describe 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.

Homework Tues 9/6

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. 11 and 12, # 7 to #9. 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 Fri 9/2

We started today by doing an activity "Outbreak" 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 Thurs 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 passed in during class.

We began an activity (from the textbook, pg. 4-6), by collecting data including: height, armspan, thumb and wrist circumference, (we'll save foot size and stride for next class). 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.

For next class, you will get your textbook, so get a bookcover, and you will need a notebook, spiral bound or loose leaf.