Math homework on types of data

Data Management Unit

In our new unit of Data management, we will be reviewing the differences between a sample and census as well as interpreting data which is biased or reliable.

Curriculum elements that we will be learning:

collect data by conducting a survey with themselves,their environment, issues in their school or community, or content from another subject, and record observations or measurements;

organize into intervals a set of data that is spread over a broad range 

collect and organize categorical, discrete, or continuous primary data and secondary data and display the data in charts, tables, and graphs that have appropriate titles, labels and scales

select and appropriate type of graph to represent a set of data

explain the relationship between a census, a representative sample, sample size, and a population

read, interpret, and draw conclusions from primary data and secondary data

determine, through investigation, the appropriate measure of central tendency (i.e., mean, median, or mode) needed to compare sets of data

demonstrate and understanding of the appropriate uses of bar graphs and histograms by comparing their characteristics

compare two attributes or characteristics by using a scatter plot and determine whether or not the scatter plot suggests a relationship

identify and describe trends, based on the rate of change of data from tables and graphs, using informal language

compare two attributes or characteristics, using a variety of data management tools and strategies

When to use the different graphs

New unit on Rates and Ratios

Our new unit on Rates and Ratios will commence on Friday November 1st with an Inquiry based question for students to work in groups to review what are ratios and rates.

Rate: is a comparison of two quantities measured in different units.
Ratio: is a comparison of two quantities measured in the same unit.

Vocabulary to know in this unit:
Equivalent ratios
Unit rate
Proportion
part-to-part ratio
part-to-whole ratio

Curriculum expectations covered in this unit from the Numeracy and Number Sense strand:

1. Identify and describe real life situations involving two quantities that are directly proportional (eg. the number of servings and the quantities in a recipe)
2. Solve problems involving proportions, using concrete materials, drawings and variables
3. Solve problems involving rates (eg. A pack of 24 cds costs $7.99, a pack of 50 cds costs $10.45. What is the most economical way to purchase 130 CDs?)

Math Unit - Integers

Currently in math we are reviewing our work with integers and learning how to:

• represent the multiplication and division of integers using a variety of tools
• students learn how to use counters and number lines to represent positive and negative integers
• http://www.brainingcamp.com/legacy/content/concepts/integer-multiplication/lesson.php is an online video explaining the two concepts.  Students must understand how to multiply and divide integers using these methods
• http://www.youtube.com/watch?v=hnO8_oQHDCA shows students how to use the numberline when dividing and http://www.youtube.com/watch?v=nvOLzivMAws shows students how to divide using counters.
• Solve problems involving operations with integers
• Done by way of inquiry based learning
• Evaluate expressions that involve integers, including expressions that contain brackets and exponents, using order of operations

Test Review Questions

Here are some review questions for you to practise if needed.

We have not yet looked at order of operations therefore anything with a 1.8 beside it is not necessary for this test.

Factor Trees

http://nlvm.usu.edu/en/nav/frames_asid_202_g_3_t_1.html?from=grade_g_3.html

Expanded Form and Scientific Notation: Chapter 1 Section 1.5

Optional homework.  If you feel that you need more practice, here are the pages in your textbook for Scientific notation and Explanded form.

http://k12resources.nelson.com/math/9780176677794/student/student_book_pdfs/nm8sb_1_5.pdf

100 Lockers Problem

Below is the question that we worked on in class.  You may try it at home but I encourage you to try and figure out the answer on your own and not with help.
Good Luck!

There are 100 lockers in the long front hall of our school. Each August, the custodians add a fresh coat of paint to the lockers and replace any of the broken number plates. The lockers are numbered from 1 to 100.
When the students arrive on the first day, they decide to celebrate the start of the school year with our school tradition. The first student inside runs down the hall opening all of the lockers. The second student runs down the hall closing every second locker, beginning with locker number 2. The third student reverses the position of ever third locker, beginning with locker number 3. (If the locker is open, she closes it. If it’s closed, she opens it.) The fourth student changes the position of every fourth locker, beginning with number 4. This continues until the 100^th student has a turn, changing the position of the 100^th locker.

At the end of this ritual, which locker doors are open?
Why are the open lockers left open?
Which patterns emerged in your work?