3-76th grade math

Make a Graph

Objective• To make graphs to illustrate data and solve

problems

• Why? To know how to appropriately display mathematical information. Graphs can often help us to understand complicated information or the relationship between bits of information in a simpler and more meaningful way. Use clear presentation of information to express your data.

California State Standards MR 2.4: Use a variety of methods such as … graphs,

tables, … and models to explain mathematical reasoning.

MR 2.0: Use strategies, skills, and concepts in finding solutions.

MR 2.3: Estimate unknown quantities graphically and solve for them by using logical reasoning and arithmetic and algebraic techniques.

MR 3.2: Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems

Vocabulary• Title– What name your graph. Should be telling to the reader

• X-Axis (or X-Line)– The horizontal line of the graph

• Y-Axis (or Y-Line)– The vertical line of the graph

• Data– What you are graphing. The numbers.

• Legend– An inset box that gives the information of codes from

the graph• Labeling– To title the X and Y-Axis

How to Make a Graph1) Determine the type of graph

needed: line- to show change over time, bar or pictograph- to show relationships between numerical data, or circle- to show segmentation of a whole

2) For line or bar graphs, both axes must be labeled. The scale for each should be thoughtfully determined.

3) A title is needed at top of the graph.

4) Use a legend to explain any codes you might use: pictographs, colors, etc.

Try It!Graph the information.

x

Attendance Last Year

9 AM 104

10 AM 345

11 AM 359

12 noon 339

1 PM 137

2 PM 373

3 PM 405

4 PM 488

5 PM 534

6 PM 545

7 PM 568

8 PM 561

9 PM 555

Try One

1) Make a graph to show the prices of concert tickets.

1) Double bar graph or double line graph.

Section

A

Section B

Concert Ticket Prices (in dollars)

Year Section A Section B

1995 15 24

1996 18 31

1997 22 37

1998 27 46

1999 30 54

Another One…

2) During which year was there the greatest difference?

2) 1999

Yet …

3) Which section had the greater increase in ticket prices from 1995 to 1999?

3) Section B

A = 15 + 18 + 22 + 27 + 30 = 112/5 = 22.4

B = 24 + 31 + 37 + 46 + 54 = 192/5 = 38.4

And …

4) Use a graph to predict the prices for each section in the year 2000.

4) Section A = ≈ $34The pattern is about $3 or $4 increase each year.

Section B = ≈ $61 The pattern is about $7

increase each year.

Objective Review • To make graphs to

illustrate data and solve problems.

• Why? You now know how to appropriately display mathematical information. You know that graphs can often help us to understand complicated information or the relationship between bits of information in a simpler and more meaningful way. Remember to use clear presentation of information to express your data.

Independent Practice

• Complete problems 5-7• Read the directions

carefully• Check your work!

• If time, complete Mixed Review: 8 and 9

• If still more time, work on Accelerated Math.