What you should learn
To interpret numerical data from a table To display and interpret statistical data on a line plot NCTM Curriculm Standards 5 - 10
To interpret numerical data from a table
To display and interpret statistical data on a line plot
NCTM Curriculm Standards 5 - 10
In doing this the teacher wants to make sure that the following words are incorporated into the introductory lesson:
Line Plot
Introduction: Are you a fan of sitcoms? Media ratings are used to determine which shows are not. They are also used to determine which shows should be continued or canceled. The chart below shows the media ratings for a Monday evening.
VIEWERS
(rounded to nearest million)
Sitcom
Drama
Sports
News Show
22
19
14
15
21
16
Movie
Commentary
10
5
Game Show
4
In some cases, data can be presented on a number line. Numerical data displayed on a number line is called a line plot. The data in the table above can be presented in a line plot as follows.
Step 1: Draw and label a number line. You can see that the data in the table ranges from 4 million to 22 million viewers. In order to represent the data on a number line, a scale must be used that included this range of values. You can use a scale from 0 to 25 with intervals of five. Step 2: Draw the line plot. Write a "v" for each TV show above its share of viewers. A completed line plot for the media ratiings is shown below.
Step 1: Draw and label a number line. You can see that the data in the table ranges from 4 million to 22 million viewers. In order to represent the data on a number line, a scale must be used that included this range of values. You can use a scale from 0 to 25 with intervals of five.
Step 2: Draw the line plot. Write a "v" for each TV show above its share of viewers. A completed line plot for the media ratiings is shown below.
Exercise 1: The table below shows the final standings for each of the 29 professional basketball teams for hte 1998 - 1999 season.
ATLANTIC - WINS AND LOSSES
y - Miami - 33 and 17
x - Orlando - 33 and 17
x - Philadelphia - 28 and 22
x - New York - 27 and 23
Boston - 19 and 31
Washington - 18 and 32
New Jersey - 16 and 34
CENTRAL - WINS AND LOSSES
y - Indiana - 33 and 17
x - Atlanta - 31 and 19
x - Detroit - 29 and 21
x - Milwaukee - 28 and 22
Charlotte - 26 and 24
Toronto - 23 and 27
Cleveland - 22 and 28
Chicago - 13 and 37
MIDWEST - WINS AND LOSSES
y - San Antionio - 37 and 13
x - Utah - 37 and 13
x - Houston - 31 and 19
x - Minnestota - 25 and 25
Dallas - 19 and 31
Denver - 14 and 36
Vancouver - 8 and 42
PACIFIC - WINS AND LOSSES
y - Portland - 35 and 15
x - LA Lakers - 31 and 19
x - Sacramento - 27 and 23
x - Phoenix - 27 and 23
Seattle - 25 and 25
Golden State - 21 and 29
LA Clippers - 9 and 41
a. Make a line plot to show the number of wins by each playoff team. b. How many playoff teams won fewer than 30 games? c. Whihc playoff team had the best record? The worst record? d. How many teams made the playoffs?
a. Make a line plot to show the number of wins by each playoff team.
b. How many playoff teams won fewer than 30 games?
c. Whihc playoff team had the best record? The worst record?
d. How many teams made the playoffs?
The data in the application at the beginning of the lesosn was the result of a survey. The data in the example was collected by checking NBA records. Data can be collected by taking actual measurements, by conducting surveys or polls, by using questionnaires, by simulation, or by consulting reference materials.
It is important taht you know how the data were obtained. For example, would you want to draw conclusions about changing the name of your school mascot based on a result of a survey of seniors only? Why or why not?
Activity: Modeling Mathematics: Line Plots
Materials: small packages of plain colored candy
A candy company conducted surveys to determine whether a new color should be added. The choices were blue, pink, purple, or leave them as they are. The color blue was chosen.
Your Turn
a. Open a package of candy. Separate the candies by color. Find the total number of each color. b. Make a line plot to show the number of each color. Use b for brown, r for red, y for yellow, o for orange, g for green, and bl for blue. c. Do the colors cluster around any number? d. Make a class line plot of your data. Are the data in the class line plot different or the same as yours? Explain. e. Make a class line plot showing the toatl number of candies in each of your packages. Do the packages have the same number in them?
a. Open a package of candy. Separate the candies by color. Find the total number of each color.
b. Make a line plot to show the number of each color. Use b for brown, r for red, y for yellow, o for orange, g for green, and bl for blue.
c. Do the colors cluster around any number?
d. Make a class line plot of your data. Are the data in the class line plot different or the same as yours? Explain.
e. Make a class line plot showing the toatl number of candies in each of your packages. Do the packages have the same number in them?
Closing Activity: Check for understanding by using this as a quick review before class is over. It should take about the last five to ten minutes. I would use it for my students as their 'ticket out the door'. Click Here.
Homework: The homework to be assigned for tonight would be: 7 - 11 odd, 13 - 18
Alternative Homework: Enriched: 8 - 12 even, 13 - 18
Extra Practice: Students book page 759 Lesson 2-2
Extra Practice Worksheet: Click Here.
Return to Chapter 2