Math Unit 5

Study Guide

Unit 5: Data Analysis

Chapter 1 - Examples of test questions:

• Data is presented in various styles of charts
  • Tally chart showing the number of items.  Next to an item are tally marks showing the amount of that item.
  • Bar graph with numbers on one side and the items across the other.
    • Be able to work with various numbers listed: ones, twos, and tens.  If a bar stops between two numbers, be able to know the number it would be.  For example, it the bar ends half way between 4 and 6, that amount is 5.  If counting by tens, half way between 60 and 70 is 65.
    • If the bar doesn’t stop exactly half way when counting by tens, there will be small dashed lines.  The dashed lines may be counting by ones, and four small lines up between 60 and 70 would be 64.  The dashed lines may be counting by twos and four small lines up between 60 and 70 would be 68.
  • Tables comparing items.  A list of names and two amounts next to each name.  A list of people could have the amount of buttons versus zippers they have.
  • An incomplete table that needs to be filled in.

• Line plot with information listed beneath a horizontal line.  “X” marks above each item that shows that amount.  For instance, a list of various fruits under a horizontal line.  Above oranges are five “x” marks.  Above apples are two “x” marks.
  • Be able to take information from a tally chart and input the amount on a line plot.  If there were five tally marks by oranges, five “x” marks should be written about oranges on the line plot.
• Tally chart that needs to be filled in.  Information is given above the chart.  Look at the data to complete the table.  For instance, count the number of “O”s to find the number of opaque beads.  Show both the tally number and number in digits.

O: Opaque        S: Silver            M: Marble       C: Clay

O    S    M    C    C    O    S    S    M    O    M    M

C    S    C    S    M    C    S    M    S    O    O    M    S

• Once the understanding of how the various charts work, then focus on being able to answer questions regarding the charts.
  • Which has the most/least?
  • Specific amounts for an item
  • Grouping information in the chart to find answers.  If a chart had men, women, boys, and girls listed, tell how many females (both women and girls) and males there are.
  • Comparison of how many more/fewer of an item.
  • Amount altogether
  • From the last tally chart given above for beads:
    • count the total number of beads
    • amount of most popular
    • amount of least popular
• Chapter 2 - Examples of test questions:
  • This chapter is on probability.  This can be practiced at home with putting various colors of the same item in a bag.  Have the student pull out an item and then place it back in the bag without looking into the bag.  Continue this for as many times as possible.  Have a list of the colors and make a tally mark for each color pulled.  The lesson should be that the more of a specific color the more likely it is to be pulled out.
  • For example, unsharpened pencils in a bag: 3 red, 2 blue, and 8 green.  It is more likely a green will be pulled out.
  • Questions will provide information.
    • Specific number of items given, wanting an answer of: certain, likely, unlikely, or impossible.
      • Pick an item of a specific color.  Take the above example of the pencils.  It would be “unlikely” to pick a blue pencil.
      • Picking a colored pencil would be “certain” versus picking a marble would be “impossible”.
    • Drawing of items.  Record the data on a tally chart.
      • Which item is more likely/unlikely to be picked?
      • From the above example on pencils: Just as likely to pick a ___ pencil as a _____ pencil. (red and blue)
    • Compare information on a table to new information.  These students are all in the same class. Answer questions: certain, likely, unlikely, or impossible.  Another student from the class:
      • 520 cm tall? ________________
      • Weighs 61 kg? ________________
      • 285 cm tall? ________________

• A bar graph is drawn with the numbers 0 – 10.  The items are drawn on the other side of the graph.  These items are also represented on a drawn spinner.  The results of the “spins” have been recorded on a tally chart.  The information from the tally chart are used to fill in the bar graph.
  • Which item is the spinner most/least likely to land on?
  • Which item is the next most likely or least likely to land on?

Unit 5 Cumulative Test:

• Review all of Units 1-5