Resource Overview
Resource Overview Quantile® Measure:
600Q
Skill or Concept:
Answer comparative and quantitative questions about charts and graphs. (QT‐P‐59) Organize, display, and interpret information in graphs containing scales that represent multiple units. (QT‐P‐136) Organize, display, and interpret information in circle graphs. (QT‐P‐181)
Excerpted from:
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Unit 1 – Lesson 2
Probability and Statistics
Student Expectation: Students will interpret information from graphs to answer questions
Checking for Understanding Interpreting Information from Graphs “The Big Spin”
Ap S An
Teacher note: This lesson is in a game format, so students can practice interpreting information from graphs in a fun way. Teams will spin to determine which question to answer about a given graph. By working together in small teams, students help each other become more confident in interpreting graph data; this is especially beneficial for those students who are still struggling. Teaching in Texas note: Graphs #3 and #4 are line and circle graphs. Eliminate them from this lesson if you’re not focusing on interpreting data using these types of graphs. Group size: four to five students Materials for each team: spinners, pages 31-32; star questions, pages 33-36; graphs, transparency pages 37-40; 2 brads for spinner arrows; small white boards (1 per team) or paper if boards are not available; erasable markers (1 per team); erasers or tissue (1 per team); answer key, page 99 Before class: Copy the spinners and arrows; cut out and laminate each spinner. Attach an arrow to each spinner using a brad. Make 1 copy of the star questions, pages 33-36. Gather remaining materials. Directions: • Divide the class into teams. Be sure each team is evenly distributed with higher and lower skilled students. Have teams face the overhead. Place graph #1 on the overhead. • Have each team add up the number of brothers and sisters (including step and half-sisters and brothers) all the team members have in their families. The team with the highest number of siblings combined spins first. One member of the team is selected to spin the spinner. If the spinner stops on a question, it is read aloud for all teams to hear. All teams must determine the answer to the question and write it on their white boards. If members disagree on an answer, majority rule applies. Teams have 3 minutes to determine the answer. • On a predetermined teacher signal, one team member holds up the white board. Each team with the correct answer scores a point. Keep track of all teams’ points on the board. • If the arrow stops on the star, special instructions apply. Only the spinning team is allowed to answer one of the questions from the “Star Questions” page for that graph. These are questions that require higher levels of thinking, and answers may vary. The team has 5 minutes to answer the Star Question. Team members must agree upon one answer and be able to justify their thinking. If their answer is acceptable, the team scores two points. • The next team (in highest number of sibling’s order) has one of its team members spin to determine the next question to answer using graph #1. If the arrow stops on any previously answered question, the student will spin again. Once again, teams determine answers, and points are awarded for correct answers. • Play continues until all teams have a chance to spin for a question about graph #1. Then place graph #2 on the overhead, and begin the second round of spins and questions. Continue this process using graphs #3 and #4 and the spinner for these graphs. Determine winning team(s) by counting the team points.
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Unit 1 – Lesson 2
Probability and Statistics
Student Expectation: Students will interpret information from graphs to answer questions
Checking for Understanding—Spinner for Graphs #1 & #2 Interpreting Information from Graphs “The Big Spin”
Which one is the favorite?
Which one is the least favorite? Which one is the second favorite?
What is the total of the top 2?
What is the difference in the top 2 favorites?
What is the difference of the bottom 2?
What is the total of the bottom 2?
Gourmet Curriculum Press, Inc.©
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Unit 1 – Lesson 2
Probability and Statistics
Student Expectation: Students will interpret information from graphs to answer questions
Checking for Understanding—Spinner for Graphs #3 & #4 Interpreting Information from Graphs “The Big Spin”
Which one is the most common?
Which one is the least common?
What is the total of the top 2?
Which one is the second most common?
What is the difference of the bottom 2?
What is the difference in the top 2 most common? What is the total of the bottom 2?
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Gourmet Curriculum Press, Inc.©
Unit 1 – Lesson 2
Probability and Statistics
Student Expectation: Students will interpret information from graphs to answer questions
Checking for Understanding—Star Questions Interpreting Information from Graphs “The Big Spin” Graph #1 1. You are the librarian for your school. Using this graph as your guide to what students like to read, would a book entitled Bullie, the Day in the Life of a Rodeo Clown be a good book to purchase for the library? Why or why not? (Accept any reasonable answer; possible answer: It would not be a good book to purchase because biographies are read the least by students.) 2. What are the chances of a Harry Potter book being checked out from this library? Explain your answer. (Accept any reasonable answer; possible answer: There is a good chance that Harry Potter would be checked out because it is a mystery, and that genre is the most common read by students.) 3. How many students read a comedy book? (50 students read a comedy book.) How did you determine this? (Accept any reasonable answer; possible answer: The number of books read is in increments of 20 on the graph, and the bar for comedy books is halfway between 40 and 60. So the answer is 50.) 4. Describe how the graph would change if 10 more biographies were read in the week. (The biography bar would move halfway between 20 and 40.) Explain how you determined this. (The number of biographies read was 20, so if 10 more students read a biography that would equal 30. However, since 30 is not a number on the graph, the bar would move halfway between 20 and 40.) 5. Predict how many mystery books would be read in two weeks if the same number of books was read the following week? (140 mystery books) Explain your answer. (Answers may vary; possible answer: 70 mysteries were read the first week, and if the same number is read the following week, add 70 + 70=140 mystery books.)
Gourmet Curriculum Press, Inc.©
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Unit 1 – Lesson 2
Probability and Statistics
Student Expectation: Students will interpret information from graphs to answer questions
Checking for Understanding—Star Questions Interpreting Information from Graphs “The Big Spin” Graph #2
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1.
If nine more students choose strawberry as their favorite, how many total ice-cream cones would be on the chart for strawberry? (6 total cones) Explain your answer. (Each cone on the graph represents 3 students, so if nine more students choose strawberry, then you have to divide 9 by 3 to determine how many more cones to add to the graph, which is 3. Since there are already 3 cones on the graph, by adding 3 more, you get 6 cones altogether.)
2.
How many total third grade students voted on their favorite ice cream? (60 students) Explain your answer. (Possible answer: Each cone represents 3 people, and there are a total of 20 cones. Multiply 3 x 20=60.)
3.
Mother Helpers are using this graph to determine which flavor of ice cream to buy for the Third Grade End-of-the-Year Party. When they get to the grocery store, they discover that the store does not have any Rocky Road ice cream. How many students will be disappointed? (18 students) What multiplication problem did you use to determine your answer and why? (Answers may vary; possible answer: 6 x 3=18– There are 6 cones on the graph for Rocky Road, and since each cone represents 3 people each, you need to multiply 6 x 3.)
4.
Neapolitan ice cream is a combination of chocolate, strawberry and vanilla ice cream. This would be a good choice to have at a party attended by these third graders. Explain why? (Answers may vary; possible answer: Only 18 students did not choose chocolate, strawberry or vanilla as their favorite, so most of the third graders would get their favorite in the Neapolitan ice cream.)
5.
Mrs. Little polled her third grade class only on their favorite flavor of ice cream. She found the results to be completely opposite of the entire grade level graph. What flavor of ice cream was the most favorite in her room? (strawberry) Which was the least favorite? (chocolate)
6.
The third grade teachers forgot to vote for their favorite ice cream. When their choices were added to the graph, there was one more cone added to vanilla and one more to strawberry. How many third grade teachers are there? (6 teachers) How did you determine your answer? (Answers may vary; possible answer: Each cone on the graph represents 3 people, so if two more cones were added then multiply 2 x 3=6.)
Gourmet Curriculum Press, Inc.©
Unit 1 – Lesson 2
Probability and Statistics
Student Expectation: Students will interpret information from graphs to answer questions
Checking for Understanding—Star Questions Interpreting Information from Graphs “The Big Spin” Graph #3 1. Without knowing how many of each color tiles are in the bag, what statement can you say about the number of red tiles and green tiles based on this graph? (Answers may vary; possible answer: There are more red tiles than green tiles.) Explain your thinking. (Answers may vary; possible answer: Red tiles were picked more often than green, so it is reasonable that there are more red ones.) 2. If you were to reach into the bag, which color of tile do you predict you would pick? (Answers may vary.) What makes you think so? (Accept reasonable answers.) 3. Is it possible for there to be a black tile in the bag? (Yes.) How many black tiles do you think would be in the bag? (Answers may vary; possible answer: There are probably not very many, since it was not picked at all as indicated by the graph.) 4. If the game continued and 6 more green tiles were picked, would it still be the least common color picked from the bag? (No.) How many green ones would have been picked in all? (12) Explain how you determined the answer. (Answers may vary; possible answer: If 6 more greens were picked, add those to the 6 already picked, and that equals 12.) Which color would then be the least common color picked? (yellow) 5. If only one tile of each color were in the bag, how do you think the graph would look then and why? (Answers may vary; possible answer: The line would be pretty straight, since there are an equal number of each color tile.) 6. If this game were played again, what are the chances that the graph would be the same? (Answers may vary.) Why? (Accept reasonable answers.)
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Unit 1 – Lesson 2
Probability and Statistics
Student Expectation: Students will interpret information from graphs to answer questions
Checking for Understanding—Star Questions Interpreting Information from Graphs “The Big Spin” Graph #4 1. If you were the teacher of this class, would you repeat the lessons on space? Why or why not? (Answers may vary; possible answer: I would not repeat studying space, since most of the students passed the test with an A or B.) 2. Three students were absent on the day of testing. After taking the test, one of the students made an A. How would the graph change? (Answers may vary; possible response: The section for students making an A would increase slightly.) 3. There was an error in grading the test. Now the number of students who earned a B or C is the same. Describe the changes to the graph now. (Answers may vary; possible answer: The section for students earning a B or C would be the same.) 4. If 100 students took the test, about how many earned an A? (50) Explain your answer. (Answers may vary; possible answer: The graph shows that about half the students earned an A, so if 100 students took the test, then about 50 received an A because 50 is half of 100.) 5. If 100 students took the test and the results showed an equal number of students earned an A, B, C, and D, draw how the graph would look then. ( ) D A C B
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Gourmet Curriculum Press, Inc.©
Unit 1 – Lesson 2
Probability and Statistics
Student Expectation: Students will interpret information from graphs to answer questions
Checking for Understanding—Graph #1 Interpreting Information from Graphs “The Big Spin”
Number of Books Checked Out in One Week
Geddings Elementary Library
80
60
40
20
Comedy
Action
Mystery
Biography
Genre of Books
Gourmet Curriculum Press, Inc.©
37 ( T )
Unit 1 – Lesson 2
Probability and Statistics
Student Expectation: Students will interpret information from graphs to answer questions
Checking for Understanding—Graph #2 Interpreting Information from Graphs “The Big Spin”
3rd Grade’s Favorite Ice Cream Vanilla Chocolate Strawberry Rocky Road Each
38 ( T )
represents 3 people.
Gourmet Curriculum Press, Inc.©
Unit 1 – Lesson 2
Probability and Statistics
Student Expectation: Students will interpret information from graphs to answer questions
Checking for Understanding—Graph #3 Interpreting Information from Graphs “The Big Spin”
Number of Tiles Picked From Bag
Pick-a-Tile Game
18 15 12 9 6 3 0
Red
Blue
Green Color of Tiles
Gourmet Curriculum Press, Inc.©
Yellow
39 ( T )
Unit 1 – Lesson 2
Probability and Statistics
Student Expectation: Students will interpret information from graphs to answer questions
Checking for Understanding—Graph #4 Interpreting Information from Graphs “The Big Spin”
Results of 3rd Grade Test on Space
5 students earned D’s. 1 st
ude n a Ct earn ed .
13 students earned A’s.
8 students earned B’s.
40 ( T )
Gourmet Curriculum Press, Inc.©
Unit 1 – Practice #2
Probability and Statistics
Directions: Read each problem carefully. Decide which answer best completes the question. Show your work.
Use this bar graph for problems #1-#2.
Use this pictograph for problems #3-#4.
50
Number of Votes
Snacks at the Movies Popcorn
40
Candy 30
Sodas Pretzels
20
Each
Problem #3
10 Fruity Bites
Cookie Crumbles
Choco Puffs
Types of Cereal
Problem #1 Which cereal was the most favorite? A Fruity Bites B
represents 4 snacks.
Cookie Crumbles
How many popcorn and pretzel snacks were sold? A 45 popcorn and pretzels B
34 popcorn and pretzels
C 24 popcorn and pretzels 1
D 8 2 popcorn and pretzels Problem #4
C Choco Puffs
How many more sodas than candy were sold?
D Frosty O’s
F
12 sodas more
Problem #2
G 6 sodas more
How many chose Choco Puffs as their favorite cereal?
H 10 sodas more
F
25 people
J
5 sodas more
G 40 people H 45 people J 92 ( T )
50 people Gourmet Curriculum Press, Inc.©
Unit 1 – Practice #2
Probability and Statistics
Directions: Read each problem carefully. Decide which answer best completes the question. Show your work.
Use this bar graph for problems #5-#8. Attendance at Rollings High School’s Sporting Events
Problem #7 How many more people attended the football game than the baseball game?
130
A 5 people
120
B
10 people
C 20 people
110
D 25 people 100 Problem #8 Football
Soccer
Basketball
Baseball
Sporting Event
Problem #5 Which one shows the order from most attended to least attended sporting event? A football, baseball B
soccer,
basketball,
football, basketball, baseball, soccer
C soccer, basketball, football
The PTA wants to sell tickets for their annual Athletes Dinner. At which sporting event would the PTA probably sell more tickets? F
soccer
G basketball H baseball J
football
Explain your answer.
baseball,
D football, baseball, basketball, soccer Problem #6 How many total people attended soccer and basketball? F
215 people
G 205 people H 125 people J
230 people Gourmet Curriculum Press, Inc.©
93 ( T )
Unit 1 – Practice #2
Probability and Statistics
Directions: Read each problem carefully. Decide which answer best completes the question. Show your work.
Number of Teeth
Use this line graph for problems #9-#10.
Use this circle graph for problems #11-#12. Color of Legos Bruce Used to Make a Robot
42 38 34 30
BLACK
26 22
RED
YELLOW
18 14 10
BLUE
6 2 Mammals
Dogs
Lions
Gorillas
Ants
Problem #9 Which two animals have the same number of teeth?
Problem #11 Which color of Legos did Bruce use the most? A black
A Lions and Gorillas
B
B
C yellow
Dogs and Mammals
C Mammals and Gorillas
red
D blue
D Lions and Humans Problem #12 How many more teeth do dogs have than ants?
If Bruce used 25 blue Legos, which of the following could NOT be true?
F
F
Problem #10
39 teeth
Bruce used 5 black.
G 40 teeth
G Bruce used 15 red.
H 41 teeth
H Bruce used 16 yellow.
J
J
42 teeth
Show how you solved this problem.
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Bruce used 28 black.
Explain your answer.
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