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Organizing Data: IM 8.6.1
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1. Lesson 8.6.1
- IM 8.6.1 Lesson: Organizing Data
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2. Practice 8.6.1
- IM 8.6.1 Practice: Organizing Data
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Organizing Data: IM 8.6.1
IM 6 – 8 Math, GeoGebra Classroom Activities, Aug 18, 2020
“Organizing Data” from IM Grade 8 by Open Up Resources and Illustrative Mathematics. Licensed under the Creative Commons Attribution 4.0 license.
Table of Contents
- Lesson 8.6.1
- IM 8.6.1 Lesson: Organizing Data
- Practice 8.6.1
- IM 8.6.1 Practice: Organizing Data
IM 8.6.1 Lesson: Organizing Data
Here is a table of data. Each row shows two measurements of a triangle.
What do you notice? What do you wonder?Font sizeFont size
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Here is the table of isosceles right triangle measurements from the warm-up and an empty table. How can you organize the measurements from the first table so that any patterns are easier to see? Write the organized measurements in the empty table.
For each of the following lengths, estimate the perimeter of an isosceles right triangle whose short sides have that length. Explain your reasoning for each triangle.
length of short sides is 0.75 cm
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length of short sides is 5 cm
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length of short sides is 10 cm
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In addition to the graphic representations of data you have learned, there are others that make sense in other situations. Examine the maps showing the results of the elections for United States president for 2012 and 2016. In red are the states where a majority of electorate votes were cast for the Republican nominee. In blue are the states where a majority of the electorate votes were cast for the Democrat nominee.
What information can you see in these maps that would be more difficult to see in a bar graph showing the number of electorate votes for the 2 main candidates?
What information can you see in these maps that would be more difficult to see in a bar graph showing the number of electorate votes for the 2 main candidates?Font sizeFont size
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Why are these representations appropriate for the data that is shown?
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Here are four scatter plots and a table of data. Match one of the scatter plots to the table (delete the others). Use information from the table to label the axes on the scatter plot.
Here are four scatter plots and a table of data. Match one of the scatter plots to the table (delete the others). Use information from the table to label the axes on the scatter plot.
Here are four scatter plots and a table of data. Match one of the scatter plots to the table (delete the others). Use information from the table to label the axes on the scatter plot.
Here are four scatter plots and a table of data. Match one of the scatter plots to the table (delete the others). Use information from the table to label the axes on the scatter plot.
IM 8.6.1 Practice: Organizing Data
Here is data on the number of cases of whooping cough from 1939 to 1955. Fill in the table that orders the data by year.
What years in your table had fewer than 100,000 cases of whooping cough?
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Based on this data, would you expect 1956 to have closer to 50,000 cases or closer to 100,000 cases?
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In volleyball statistics, a block is recorded when a player deflects the ball hit from the opposing team. Additionally, scorekeepers often keep track of the average number of blocks a player records in a game. Here is part of a table that records the number of blocks and blocks per game for each player in a women’s volleyball tournament. A scatter plot that goes with the table follows.
What would be the label for the -axis?
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What would be the label for the -axis?
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A cylinder has a radius of 4 cm and a height of 5 cm.
What is the volume of the cylinder?
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What is the volume of the cylinder when its radius is tripled?
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What is the volume of the cylinder when its radius is halved?
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