www.everydaymathonline.com

378 Unit 6 Using Data; Addition and Subtraction of Fractions

Advance PreparationFor Part 1, draw two number lines on the board and one on the Class Data Pad, labeling the points 0, 5,

and 10. Leave enough room for small stick-on notes. Use the number lines on the board to plot the

number of states students and adults have visited. The adult line may need to be longer than the student

line. Use the line on the Class Data Pad with the Math Message. For Part 2, familiarize yourself with the

rounding feature of your classroom calculators.

Teacher’s Reference Manual, Grades 4–6 pp. 160–169

Organizing DataObjective To review data landmarks and methods for

organizing data.o

Key Concepts and Skills• Organize data using a picture, graph, line

plot, table, or list.  

[Data and Chance Goal 1]

• Identify data landmarks for data sets.  

[Data and Chance Goal 2]

• Compare and answer questions about

data sets and their organization. 

[Data and Chance Goal 2]

Key ActivitiesStudents organize and describe previously

collected data and review the minimum,

maximum, mode, median, and mean as

data set descriptions.

Ongoing Assessment: Recognizing Student Achievement Use journal page 165. [Data and Chance Goals 1 and 2]

Key Vocabularyminimum � maximum � mode � median �

landmark � line plot

MaterialsMath Journal 1, pp. 164 and 165

Math Masters, p. 149

Class Data Pad � stick-on notes � calculator

Rounding NumbersMath Journal 1, p. 166

calculator

Students round numbers using

paper-and-pencil methods and then

explain how to round numbers using

a calculator.

Math Boxes 6�1Math Journal 1, p. 167

Students practice and maintain skills

through Math Box problems.

Study Link 6�1Math Masters, p. 157

Students practice and maintain skills

through Study Link activities.

READINESS

Reviewing Data LandmarksMath Journal 1, p. 158

Student Reference Book, pp. 119–121

Students review definitions and strategies

for finding data landmarks.

ELL SUPPORT

Creating a Data Landmark PosterMath Journal 1, p. 158

Differentiation Handbook, p. 143

per group: chart paper, stick-on notes,

index cards or paper, colored pencils

Students make a poster to review and

display the vocabulary for data landmarks.

EXTRA PRACTICE

5-Minute Math5-Minute Math™, pp. 34, 116, 198

Students practice finding the median in a set

of data.

ENRICHMENTPlotting Arm CircumferenceMath Masters, pp. 186A and 186B

Students use fraction data to make a

line plot.

Teaching the Lesson Ongoing Learning & Practice Differentiation Options

�������

eToolkitePresentations Interactive Teacher’s

Lesson Guide

Algorithms Practice

EM FactsWorkshop Game™

AssessmentManagement

Family Letters

CurriculumFocal Points

Common Core State Standards

378_EMCS_T_TLG1_G5_U06_L01_576825.indd 378378_EMCS_T_TLG1_G5_U06_L01_576825.indd 378 2/14/11 1:34 PM2/14/11 1:34 PM

States Students Have VisitedLESSON

6�1

Date Time

1. You and your classmates counted the number of states each of you has visited.

As the counts are reported and your teacher records them, write them in the space

below. When you finish, circle your own count in the list.

1 3 7 3 7 14 14 16 3 4 7 9 22

4 5 7 9 13 3 1 2 14 20 22 16 18

2. Decide with your group how to organize the data you just listed. (For example,

you might make a line plot or a tally table.) Then organize the data and show the

results below.

1, 1, 2, 3, 3, 3, 3, 4, 4, 5, 7, 7, 7,

7, 9, 9, 13, 14, 14, 14, 16, 16, 18, 20, 22, 22

3. Write two things that you think are important about the data.

a.

b.

4. Compare your own count of states with those of your classmates.

Sample answer: I have visited more states than most of

Most students have visited more than 2 states.

The number of states visited ranges from 1 to 22.

my classmates.

Sample answer:

Sample answer:

0 21 3 4 5 6 7 8 9 10111213141516171819202122

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

xx x x x x

Math Journal 1, p. 164

Student Page

Lesson 6�1 379

Getting Started

1 Teaching the Lesson

▶ Math Message Follow-Up WHOLE-CLASSDISCUSSION

Have students position their stick-on notes on the Class Data Pad number line and explain the reason why they picked that number of states. Sample answer: I chose 2 states because the people I know go on vacation to the same place each year. Ask volunteers to find the minimum, maximum, mode, mean, and median for the displayed data. Add these landmark labels and values to the Class Data Pad.

▶ Organizing the Class Data:

SMALL-GROUP ACTIVITY

States Students Have Visited(Math Journal 1, p. 164; Math Masters, p. 149)

Refer students to Study Link 5-10, and ask them to report the number of states they have each visited. List these on the board or a transparency in the order they are presented. Students should also record these data on journal page 164.

Ask students how they might organize the class data so that the information being presented is easy to understand. A picture, graph, table, or list is usually easier to interpret than an unorganized set of data.

Working in small groups, students decide on a method to organize the class data. Each student then completes Problems 2 and 3 on journal page 164, using their group’s method. When most students have completed Problems 2 and 3, bring the class together to discuss the results.

PROBLEMBBBBBBBBBBBOOOOOOOOOOOBBBBBBBBBBBBBBBBBBBBBBBBBB MMMMMEEEEMMMMLEBLELBLEBLELLLBLEBLEBLEBLEBLEBLEBLEBLEEEMMMMMMMMMMMMMMOOOOOOOOOOOOBBBBBBBBLBLBLBLBLBLLLLLLLPROPROPROPROPROPROPROPROPROPROPROPPRPROPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPRORROROROOROOPPPPPPP MMMMMMMMMMMMMMMMMMMEEEEEEEEEEEELELELEEEEEEEEEELLLLLLLLLLLLLLLLLLLLLLRRRRRRRRRRRRRRRRPROBLEMSOLVING

BBBBBBBBBBBBBBBBBBBB ELEELELEMMMMMMMMMOOOOOOOOOBBBLBLBLBBBLBBLOOROROROORORORORORORORORO LELELELEEEEEELEMMMMMMMMMMMMLEMLLLLLLLLLLLLLLLLLLLLLRRRRRRRRRRGGGGLLLLLLLLLLLLLVVINVINVINNNNVINVINVINVINNVINVINVINVINGGGGGGGGGGGOLOOOOLOOLOLOLOO VVINVINLLLLLLLLLLVINVINVINVINVINVINVINVINVINVINVINVINVINVINNGGGGGGGGGGGOOOLOLOLOLOLLOOO VVVLLLLLLLLLLVVVVVVVVVVOSOSOSOOSOSOSOSOSOSOOSOSOSOSOSOOOSOOSOSOSOSOSOSOSOOSOSOSOSOSOSOSOSOSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS VVVVVVVVVVVVVVVVVVVVLLLLLLLLVVVVVVVVVLLVVVVVVVVLLLLLLLLVVVVVLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLSSSSSSSSSSSSSSSSSSSSS GGGGGGGGGGGGGGGGOOOOOOOOOOOOOOOOOO GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGNNNNNNNNNNNNNNNNNNNNNNNNNIIIIIIIIIIIIIIIIIIIISOLVING

Math MessagePredict how many states the average student has visited. Write your prediction on a stick-on note. Be prepared to explain the information you used to make your prediction.

Mental Math and Reflexes Dictate the following problems. Have students use thumbs up to indicate whether their magnitude estimate is in the tens, hundreds, or thousands. They use thumbs down for the place values that do not apply. Suggestions:

650 ÷ 6 hundreds

35 ∗ 100 thousands

103 thousands

3.5 ∗ 10 tens

7,780 ÷ 100 tens

640 ∗ 20 thousands

9.24 ∗ 1,000 thousands

24,925 ÷ 1,000 tens

35 ∗ 9.9 hundreds

Interactive whiteboard-ready

ePresentations are available at

www.everydaymathonline.com to

help you teach the lesson.

0 5 10States Students Have Visited

0 5 10States Adults Have Visited

Two number lines: one for the board, one for

the Class Data Pad

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States Adults Have VisitedLESSON

6�1

Date Time

Sample answer:

1. You and your classmates each recorded the number of states an adult has visited.As the numbers are reported and your teacher records them, write them in thespace below.

1 6 14 3 7 28 30 40 22 5 8 14 188 10 14 18 26 30 40 2 4 6 18 40 30

2. Draw a line plot to organize the data you just listed.

3. How does the line plot help a viewer see what is important about the data?

4. Record landmarks for the data about adults and students in the table below.

Sample answer:

0 42 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40

xx

xx

xxx

xxx

xxx

xxxx x xxxx x x xx

Landmark Adults Students

Minimum 1 1Maximum 40 22Mode(s) 14, 18, 30, and 40 3 and 7Median 14 7

�

It is easier to see the landmarks.

Math Journal 1, p. 165

Student Page

380 Unit 6 Using Data; Addition and Subtraction of Fractions

NOTE Students’ plots, tables, and other

ways of organizing the data should be easy to

make and easy to read. The graphs do not

have to be precisely drawn and labeled in

order to be useful for this exercise.

▶ Describing the Data

WHOLE-CLASS ACTIVITY

(Math Journal 1, p. 164)

Ask students to share their methods for organizing the data. Make sure several ways are presented, including a line plot. Three methods you might expect from students are shown in the margin.

Groups may have also arranged the data in numerical order, from smallest to largest or vice versa. Emphasize that ordering data helps the reader recognize the data landmarks, such as the minimum, maximum, mode, and median. To support English language learners, ask students to describe the similarities and differences between the median and the mode.

Ask students to print their personal counts for states visited on stick-on notes and attach them above the appropriate marks on the number line labeled States Students Have Visited. If the stick-on notes are carefully stacked, the result models a bar graph.

211

93 4 5 77 97

1414

7

13 141616

222218 20

3 433

0 105 15 2520States Students Have Visited

Ask students to compare their personal counts with the whole-class results. Encourage students to use descriptions of the shape of the stick-on note graph in their comparisons. Informal terms such as bunches, bumps, and far away from most are fine.

Have students compare the whole-class results with their predictions of the number of states visited by an average student. To support English language learners, discuss the meaning of the word average in this context. Ask questions like the following:

● Do the whole-class results support the predictions?

● What relationships can you describe between the predictions and the results?

● Are the shapes of the two graphs similar? Explain.

● What do the shapes of the two graphs suggest about the data landmarks? Do you see any connections between the shape of the graphs and the landmarks?

Then have students complete Problem 4 on the journal page.

ELL

0 105 15 2520

xxx

xxxx

xx

xxxx

xxxx

xx

xxx xx

xx

20 2222

1618

16

997 7 7 7

445 3 3

3 3211

1414

1314

1

3

5

7

9

11

13

15

17

19

21

Three ways to organize data

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Models for Rounding NumbersLESSON

6�1

Date Time

Rounding numbers makes mental calculations and estimates easier. The first step torounding to a given place is to locate the number between two consecutive numbers.For example, what whole number comes right before 12.6? (12) What whole numbercomes right after 12.6? (13)

1. Complete the table below.

Rounding to the nearest ten: Rounding to the nearest hundred:

119.9 Is between and Is between and

3,502 Is between and Is between and 3,6003,5003,5103,500200100120110

Next determine if the number you are rounding is closer to the lower number or to thehigher number. The models below represent different ways of thinking about makingthis choice. On the number line, 12.6 is close to 13, so 12.6 rounded to the nearestwhole number is 13. If the number line were curved, 12.6 would “roll” toward 10.

10

15

20

12.6

Numbers that are halfway between the lower number and the higher number arerounded up to the higher number. Round . . .

2. 16.4 to the nearest whole number. 3. 482 to the nearest hundred.

4. 7.36 to the nearest tenth. 5. 9,282 to the nearest hundred.

6. 423,897 to the nearest hundred-thousand.

7. 30.08 to the nearest tenth.

8. Explain how you would use your calculator to round 5.3458 to the nearest hundredth.Sample answer: I would set the key to 2 decimal places,

30.1

9,3007.450016

enter the number 5.3458, and press either or .

Rounding to the nearest whole number: Rounding to the nearest ten:

12.6 Is between 12 and 13 Is between 10 and 20

26.3 Is between and Is between and 30202726

Fix

12 1312.5

12.6

Rounding to the nearest whole number Rounding to the nearest ten

400,000

227

Math Journal 1, p. 166

Student Page

Math Boxes LESSON

6�1

Date Time

29 57 7136 43 50 64

19 5336 87 12170 104

1. Fill in the missing values on the number lines.

2. Make up a set of at least twelve numbers that have the following landmarks.

minimum: 2maximum: 11median: 6mode: 6

111098765432012345

2, 2, 3, 4, 5, 6, 6, 6, 7,7, 8, 11

3. Write 3 equivalent fractions for eachfraction.

a. �18000� �

b. �23� �

c. �396� �

d. �234� �

e. �38� �

�166�, �2

94�, �

1322�

�41�, �

132�, �

7128�

�46�, �

69�, �

2300�

�180�, �

45�, �

2205�

�18�, �4

68�, �7

92�

4. Write each number in standard notation.

a. 33 �

b. 103 �

c. 63 �

d. 4 � 103 �

e. 72 � 494,000

2161,00027

Sample answer:

Stud

ents

Cousins

Students’ Cousins

Make a bar graph for this set of numbers.

230–233

119 122

6 859

Sample answers:

Math Journal 1, p. 167

Student Page

Adjusting the Activity

Lesson 6�1 381

▶ Organizing the Class Data: PARTNER ACTIVITY

States Adults Have Visited(Math Journal 1, pp. 164 and 165; Math Masters, p. 149)

Refer students to Study Link 5-10 and ask them to report the number of states visited by the adults they interviewed. As before, list these on the board or a transparency in the order they are presented. Students should also record these data on journal page 165.

Have partners complete the journal page. Circulate and assist.

Ask several volunteers to find the mean (average) number of states

students have visited and circle this point on the displayed line plot. They should

use calculators to add the counts recorded in Problem 1 on journal page 164

and then divide by the number of counts. Ask other volunteers to find the mean

number of states adults have visited, using the counts recorded in Problem 1 on

journal page 165, and circle this point on the displayed line plot.

A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L

When most students have finished, have them print their counts for states visited by an adult onto stick-on notes and attach them above the appropriate marks on the number line. For each data set, record the data landmarks and corresponding values on the board. Compare landmarks for the two line plots. Expect that adults will have a larger median. Ask students why this may be the case. Adults have lived longer and have traveled more, so there are more values at the higher end of the scale.

Ongoing Assessment: Journal

Page 165 �Recognizing Student Achievement

Use journal page 165, to assess students’ abilities to display data on a line plot,

discuss the data’s organization, and identify minimum, maximum, mode(s), and

median for data sets. Students are making adequate progress if they have

correctly constructed the line plot and identified the landmarks. Some students

may also describe the shape of the line plot in terms of the landmarks.

[Data and Chance Goals 1 and 2]

2 Ongoing Learning & Practice

▶ Rounding Numbers

INDEPENDENT ACTIVITY

(Math Journal 1, p. 166)

Students practice rounding numbers using paper-and-pencil methods. Then they explain how to round numbers using a calculator. Any calculator with the fix feature can be used with this activity.

PROBLEMBBBBBBBBBBBOOOOOOOOOOBBBBBBBBBBBBBBBBBBBBBBBBBB MMMMEEEMLBLELBLEBLELLLBLEBLEBLEBLEBLEBLEBLEBLEEEMMMMMMMMMMMMMMOOOOOOOOOOOOBBBBBBBLBLBLBBLBLLLLLLLPROPROPROPROPROPROPROPROPROPROPROPPRPROPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPROROROROROROROOPPPPPPP MMMMMMMMMMMMMMMMMMMEEEEEEEEEEEELLELEEEEEEEEEELLLLLLLLLLLLLLLLLLLLLRRRRRRRRRRRRRRRRPROBLEMSOLVING

BBBBBBBBBBBBBBBBBBBBB EELEMMMMMMMOOOOOOOOOBBBLBLBLBLBBLBOOOROROROROROROROROROROO LELELELEEEEEELEMMMMMMMMMMMMLEMLLLLLLLLLLLLLLLLLLLLLLRRRRRRRRRRRGGGGGLLLLLLLLLLLLVINVINVINVINVINNNNVINVINVINVINVINVINVINGGGGGGGGGGGOOLOOLOLOLOLOOLOO VINVVINLLLLLLLLLLVINVINVINVINVINVINVINVINVINVINVINVINVINVINNGGGGGGGGGGOOOLOLOLOLOLLOOOO VVVLLLLLLLLLLVVVVVVVVVSOSOSOOSOSOSOSOSOSOOSOSOSOOSOOOOOSOSOSOSOSOSOSOOOSOSOSOSOSOSOSOSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS VVVVVVVVVVVVVVVVVVVVVVLLLLLLLVVVVVVVVVLVVVVVVVLLLLLLLVVVVLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLSSSSSSSSSSSSSSSSSSSSS GGGGGGGGGGGGGGGGGOOOOOOOOOOOOOOOOOOO GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGNNNNNNNNNNNNNNNNNNNNNNNNNNIIIIIIIIIIIIIIIIIIIISOLVING

EM3cuG5TLG1_379-383_U06L01.indd 381EM3cuG5TLG1_379-383_U06L01.indd 381 12/9/10 9:12 AM12/9/10 9:12 AM

157

Ms. Perez’s physical education class participated in the standing long jump.

Following are the results rounded to the nearest inch.

24 35 33 48 33 48 27 35 27 55 43 24

55 33 52 33 29 59 26 59 48 37 42 42

1. Organize these data on the line plot below.

2. Make a bar graph for these data.

3. Find the following landmarks for the standing long jump data:

a. Maximum: in. b. Minimum: in.

c. Mode: in. d. Median: in.

e. Mean (average): in. (Use a calculator. Add the distances and

divide the sum by the number of jumps. Round to the nearest tenth.)

4. 48 � 29 � 5. 98.25

� 79.82

6. 24�3�8�4� 7. 767.5 � 30.82 � 798.32

18.43

1,392

39.5

3633

2459

STUDY LINK

6�1 The Standing Long Jump

Name Date Time

20 30 40 50 6025 45 5535

x x xxx

xx

xx

xx

xx

xx

xxxx

xxxx x

Length of Long Jump (inches)

Num

ber o

f Stu

dent

s

1

020–24 25–29 30–34 35–39 40–44 45–49 50–54 55–59

2

3

4Standing Long Jump

Practice

117–122

16

Math Masters, p. 157

Student Link Master

Making Circle Graphs: Snack SurveyLESSON

5 �11

Date Time

Your class recently made a survey of favorite snacks. As your teacher tells you the percent of votes each snack received, record the data in the table at the right. Make a circle graph of the snack-survey data in the circle below. Remember to label each piece of the graph and give it a title.

granolabar

Favorite-Snack Survey Results

cookies

candy bar

fruit

other

�285�

�245�

�1205�

�225�

�215�

�2255�

Sample answers:

VotesSnack Number Fraction Percent

Cookies 8 32%Granola Bar 4 16%Candy Bar 10 40%Fruit 2 8%Other 1 4%Total 25 About 100%

Math Journal 1, p. 158

Student Page

382 Unit 6 Using Data; Addition and Subtraction of Fractions

▶ Math Boxes 6�1

INDEPENDENT ACTIVITY

(Math Journal 1, p. 167)

Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 6-3. The skill in Problem 4 previews Unit 7 content.

Writing/Reasoning Have students respond to the following: If you extended the top number line in Problem 1, would 100 be one of the missing numbers? Explain.

No, each number increases by 7. If I add 7 to 71 four more times, the answer is 99, which is 1 less than 100.

▶ Study Link 6�1

INDEPENDENT ACTIVITY

(Math Masters, p. 157)

Home Connection Students construct a line plot and abar graph from a set of given data. Then students identify the landmarks.

3 Differentiation Options

READINESS

WHOLE-CLASS ACTIVITY

▶ Reviewing Data Landmarks 15–30 Min

(Math Journal 1, p. 158; Student Reference

Book, pp. 119–121)

To provide experience with the definitions of and methods for finding data landmarks, have students analyze the snack-survey data on journal page 158. Use pages 119–121 in the Student Reference Book.

Explain the following prominent features of a data set:

� minimum—smallest value

� maximum—largest value

� range—difference between the minimum and the maximum

� mode—most frequent value or values

� median—middle value

� mean (average)—quotient of the sum of the data set divided by the number of values in the set

Discuss the examples in the Student Reference Book, and have students find each landmark using the snack-survey data.

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Name Date Time

Arm Circumference DataLESSON

6� 1

Sometimes measurements need to be very precise. When a blood pressure

reading is taken, it is important that the proper cuff size is used. Blood pressure

cuffs come in different sizes and are adjustable. Using a blood pressure cuff

that is too small or too large can lead to inaccurate results. Before doing a blood

pressure screening of the members of the fifth-grade running club, the school

nurse measured the circumference of each student’s upper arm to the nearest

1

_ 8 inch. Measurements are shown in the table below.

Upper Arm Upper Arm Student Circumference (to Student Circumference (to the nearest 1 _ 8 in.) the nearest 1 _ 8 in.)

Jason 5 1

_ 4 Robin 6

3

_ 8

Mike 6 1

_ 8 Javon 6

Kylie 6 1

_ 2 Beatrice 5

1

_ 4

Peter 6 1

_ 8 Charlie 6

1

_ 8

Diego 5 Shawn 6 3

_ 8

Juan Carlos 6 India 6

Lisa 5 1

_ 2 Katy 6

3

_ 8

Pamela 7

Make a line plot in the grid below to display the arm circumference measurements.

Begin by completing the labeling of the x-axis. Use these data and the completed

line plot to answer the questions on the next page.

X XX

X XXX

XXX

XXX

X X

Upper Arm Circumference

Circumference (inches)

51451

8 51253

8 558 53

4 578 6 61

8 614 63

8 612 65

8 634 67

8 75

Nu

mb

er

of

Stu

de

nts

157-186_EMCS_B_MM_G5_U06_576973.indd 186A 2/11/11 7:58 PM

Math Masters, p. 186A

Teaching Master

Name Date Time

Arm Circumference Data continuedLESSON

6� 1Use the line plot on Math Masters, page 186A to answer the questions.

1. What is the minimum arm circumference of the students in the fifth-grade

running club? 5 in.

2. How much smaller is Kylie’s upper arm circumference than the club’s

maximum? 1

_ 2 in.

3. What is the range in arm circumference of the members of the fifth-grade

running club? 2 in.

4. a. What is the median of the data set? 6 1 _ 8 in.

b. How much greater is the median arm circumference than the minimum arm

circumference? 1 1 _ 8

in.

5. What is the mode (or modes) for the data set?

6 in., 6 1 _ 8 in., and 6 3 _ 8 in.

6. What is the mean arm circumference measurement? 6 in.

7. On the day of the blood pressure screening, the nurse brought a cuff that is

made for people with arm circumferences between 5 1

_ 8 in. and 6

3

_ 4 in. What

fraction of the fifth-grade running club was able to use that cuff?

13

__ 15 of the club

8. Suppose a new member, Denise, joins the club. The circumference of her

upper arm is 6 1

_ 2 in. Tell whether each of these club’s landmarks will increase,

decrease, or stay the same. Determine your answers without doing any

calculations.

a. Mean: increase

b. Median: Stay the same

c. Mode: Stay the same

EM3MM_G5_U06_157-186.indd 186B 1/19/11 1:36 PM

Math Masters, p. 186B

Teaching Master

Lesson 6�1 383

ELL SUPPORT

SMALL-GROUP ACTIVITY

▶ Creating a Data Landmark 15–30 Min

Poster (Math Journal 1, p. 158; Differentiation Handbook, p. 143)

To provide a visual reference for data landmark words, have students create a line plot poster using the snack-survey data from journal page 158. As a group, make a line plot of the snack-survey data using chart paper and stick-on notes. Assign students the data landmark words to write on an index card or strips of paper, using a different-colored pencil for each word.

To complete the poster, ask students to discuss, find, and label the landmarks on the line plot with the cards or strips of paper. Consider having students use the Word Bank Template found on Differentiation Handbook, page 143. Ask students to write the terms minimum, maximum, range, mode, median, mean, and outlier; to draw a picture relating to each term; and to write other related words. See the Differentiation Handbook for more information.

EXTRA PRACTICE

SMALL-GROUP ACTIVITY

▶ 5-Minute Math 5–15 Min

To offer students more experience with finding the median in a set of data, see 5-Minute Math, pages 34, 116 and 198.

ENRICHMENT

INDEPENDENT ACTIVITY

▶ Plotting Arm Circumference 15–30 Min

(Math Masters, pp. 186A and 186B)

To apply students’ understanding of line plots, have them create a line plot with measurements in fractions of a unit. When students have completed the line plot on Math Masters, page 186A, ask them to solve the problems on Math Masters, page 186B using the data in the line plot.

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Copyright

© W

right

Gro

up/M

cG

raw

-Hill

Name Date Time

Arm Circumference DataLESSON

6� 1

186A

Sometimes measurements need to be very precise. When a blood pressure

reading is taken, it is important that the proper cuff size is used. Blood pressure

cuffs come in different sizes and are adjustable. Using a blood pressure cuff

that is too small or too large can lead to inaccurate results. Before doing a blood

pressure screening of the members of the fifth-grade running club, the school

nurse measured the circumference of each student’s upper arm to the nearest

1

_ 8 inch. Measurements are shown in the table below.

Upper Arm Upper Arm Student Circumference (to Student Circumference (to the nearest 1 _ 8 in.) the nearest 1 _ 8 in.)

Jason 5 1

_ 4 Robin 6

3

_ 8

Mike 6 1

_ 8 Javon 6

Kylie 6 1

_ 2 Beatrice 5

1

_ 4

Peter 6 1

_ 8 Charlie 6

1

_ 8

Diego 5 Shawn 6 3

_ 8

Juan Carlos 6 India 6

Lisa 5 1

_ 2 Katy 6

3

_ 8

Pamela 7

Make a line plot in the grid below to display the arm circumference measurements.

Begin by completing the labeling of the x-axis. Use these data and the completed

line plot to answer the questions on the next page.

Upper Arm Circumference

Circumference (inches)

51451

85

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tudents

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Name Date Time

186B

Arm Circumference Data continuedLESSON

6� 1Use the line plot on Math Masters, page 186A to answer the questions.

1. What is the minimum arm circumference of the students in the fifth-grade

running club? in.

2. How much smaller is Kylie’s upper arm circumference than the club’s

maximum? in.

3. What is the range in arm circumference of the members of the fifth-grade

running club? in.

4. a. What is the median of the data set? in.

b. How much greater is the median arm circumference than the minimum arm

circumference? in.

5. What is the mode (or modes) for the data set?

6. What is the mean arm circumference measurement? in.

7. On the day of the blood pressure screening, the nurse brought a cuff that is

made for people with arm circumferences between 5 1

_ 8 in. and 6

3

_ 4 in. What

fraction of the fifth-grade running club was able to use that cuff?

8. Suppose a new member, Denise, joins the club. The circumference of her

upper arm is 6 1

_ 2 in. Tell whether each of these club’s landmarks will increase,

decrease, or stay the same. Determine your answers without doing any

calculations.

a. Mean:

b. Median:

c. Mode:

EM3MM_G5_U06_157-186.indd 186BEM3MM_G5_U06_157-186.indd 186B 1/19/11 1:36 PM1/19/11 1:36 PM