my homework lesson 7 collect and display measurement data

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McGraw Hill My Math Grade 3 Chapter 12 Lesson 7 Answer Key Collect and Display Measurement Data

All the solutions provided in  McGraw Hill My Math Grade 3 Answer Key PDF Chapter 12 Lesson 7 Collect and Display Measurement Data will give you a clear idea of the concepts.

McGraw-Hill My Math Grade 3 Answer Key Chapter 12 Lesson 7 Collect and Display Measurement Data

You can gather measurement data by finding the lengths of several objects. The data collected can be useful.

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Guided Practice

Question 1. What do the Xs represent on the line plot in Example 2? Answer: The number of paper clips that are fraction of an inch in length.

Independent Practice

Question 3. What is the difference in length between the longest and shortest pencil? Write an equation with the letter p for the unknown. Then solve. Answer: Let us assume the difference in length between the longest and shortest pencil will be p. From the above data the length of shortest pencil is 1 inch and longest pencil is 6 inch.Therefore, the difference in length between the longest and shortest pencil will be 6-1=p=5 inches.

Question 4. What would be the total length of the pencils if they were laid end to end? Answer: The total length of pencils will be sum of the different pencil lengths. Therefore, the total length will be 1+2+3+4+4+5+6+6=31 inches.

Question 6. How are the two sets of data different? How are they alike? Answer: The two sets are the similar because they both show that majority of pencils lie between 3 and 6 inches.The second line plot looks different as the two pencils lie on 3\(\frac{1}{2}\) and 4\(\frac{1}{2}\) inches while in first plot they measure 4 and 6 inches.

Problem Solving

Question 8. What is the total number of items that measured 1 inch or less? Answer: From the above data,the total number of items that measured 1 inch or less will be 1+4+5+2=12 items.

Question 9. Mathematical PRACTICE Use Algebra Write an equation that shows the difference between the total items that measured 1 inch or less and the total items that measure more than 1 inch. Then find the difference. Answer: Let us assume the difference between the total items that measured 1 inch or less and the total items that measure more than 1 inch be c. The total items that measured 1 inch or less are 1+4+5+2=12 and the total items that measure more than 1 inch are 2+3=5. Therefore, c will be 12-5=7.

HOT Problems

Question 10. Mathematical PRACTICE Reason How is a ruler like the number line on the line plot in Exercise 7? Answer: The number line on the line plot resembles like the ruler.The line plot shows the fractions such as half-inch marks and one-fourth-inch marks.

Question 11. Building on the Essential Question Why does recording measurement data lend itself to a line plot display? Answer: Each line plot will have a title and the numbers parts for measuring data dispalying on it.As shown in above examples, the mark on the line plot, will be helpful in knowing the frequency/count of each data.

McGraw Hill My Math Grade 3 Chapter 12 Lesson 7 My Homework Answer Key

Question 1. Tell why in the line plot above, there are no Xs above \(\frac{3}{4}\) of an inch. Answer: There were no tallies in the tally chart for \(\frac{3}{4}\) inch. Therefore, there were no Xs above \(\frac{3}{4}\)inch.

Question 2. Did more of Mrs. Carnes’ students grow an inch or more or less than an inch? Explain. Answer: Mrs. Carnes’ students grew more than an inch,\(\frac{4}{4}\) inch is one inch.So, 7 of 12 students grew an inch or more.

Test Practice

Question 7. How many spools of ribbon are represented in the line plot for Exercise 3? (A) 1\(\frac{2}{4}\) spools (B) 14 spools (C) 15 spools (D) 16 spools Answer: Number of spools represented in the line plot are 3+2+5+4+1+1=16. Option D is correct.

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Unit 1: Measurement and data

About this unit.

First, we will measure length using unit squares and rulers, compare and estimate length, and solve length word problems. Next, we will read and make picture graphs, bar graphs, and line plots. From there, we will tell time on analog clocks and count U.S. coins and dollars. After that, we will identify quadrilaterals, pentagons, hexagons, and octagons. Finally, we will break shapes into equal parts.

Units of length

• Getting a sense of meters and centimeters (Opens a modal)
• Getting a sense of inches and feet (Opens a modal)
• Units of length (cm, m) Get 3 of 4 questions to level up!
• Units of length (inch, ft) Get 3 of 4 questions to level up!

Measuring length

• Measuring lengths (cm, m) (Opens a modal)
• Measuring in inches (Opens a modal)
• Measuring lengths in different units (Opens a modal)
• Measuring lengths with different units (Opens a modal)
• Measure lengths (cm, m) Get 3 of 4 questions to level up!
• Measure lengths (inch, ft) Get 3 of 4 questions to level up!
• Measure length in different units Get 3 of 4 questions to level up!

Estimating length

• Estimating lengths (Opens a modal)
• Estimate lengths Get 3 of 4 questions to level up!
• Estimate lengths (US Customary units) Get 3 of 4 questions to level up!

Length word problems

• Length word problem example (US Customary) (Opens a modal)
• Length word problems (Opens a modal)
• Length word problem (US customary) Get 3 of 4 questions to level up!
• Length word problems Get 3 of 4 questions to level up!

Picture graphs

• Picture graphs (Opens a modal)
• Making picture graphs and line plots (Opens a modal)
• Make picture graphs Get 5 of 7 questions to level up!
• Solve problems with picture graphs Get 3 of 4 questions to level up!
• Creating a bar graph (Opens a modal)
• Reading bar graphs: bikes (Opens a modal)
• Make bar graphs Get 5 of 7 questions to level up!
• Solve problems with bar graphs Get 5 of 7 questions to level up!
• Read line plots (Opens a modal)
• Make line plots Get 5 of 7 questions to level up!
• Solve problems with line plots Get 3 of 4 questions to level up!
• Time on a number line (Opens a modal)
• Telling time (labeled clock) (Opens a modal)
• Telling time on a number line Get 5 of 7 questions to level up!
• Telling time on a clock Get 5 of 7 questions to level up!
• Counting American coins (Opens a modal)
• Counting dollars (Opens a modal)
• Identify the value of US coins and dollars Get 5 of 7 questions to level up!
• Count money (U.S.) Get 5 of 7 questions to level up!
• Money word problems (U.S.) Get 3 of 4 questions to level up!

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My Math 3 Volume 2 Common Core, Grade: 3 Publisher: McGraw-Hill

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Displaying Measurement Data

Description.

Building on the work in Topic E, students now connect the process of measuring to displaying data on line plots. In Lesson 23, students measure their own handspan (i.e., the distance from the tip of the thumb to the tip of the pinky with hand fully extended), as well as those of five friends, rounding the lengths to the nearest whole inch. They then share the data as a class. Using tally marks, students create a table to record and organize the data.

In Lesson 24, students display the data from the previous day’s table on a line plot, where the measurements are shown on a horizontal scale marked off in whole inches (2.MD.9). Then, they generate new data by measuring shoe lengths in centimeters. They make a line plot to display this data by using their rulers to mark off whole centimeters. As they create the line plot, students relate their line plot back to the centimeter ruler and the centimeter ruler to a number line.

Finally, in Lessons 25 and 26, students are presented with different data sets, which they represent using line plots (2.MD.6). They then discuss the results and learn how to interpret the data. They infer and draw conclusions from the data set and representations, discovering that, while a table is useful for organizing data, a line plot allows for the visual comparisons of the different quantities.

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• Grade 2 Mathematics Module 7, Topic F
• CCSS Standard:

In This Unit

• lesson 23: Collect and Record Measurement Data In a Table
• lesson 24: Draw Line Plot to Represent Measurement Data
• lesson 25: Draw a Line Plot, Answer Questions Based on Measurement Data
• lesson 26: Draw a Line Plot, Answer Questions Based on Measurement Data (Continued)

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Our professional learning resources include teaching guides, videos, and podcasts that build educators' knowledge of content related to the standards and their application in the classroom.

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6th Grade Math Lesson Plan: Data Collection Methods and Biased Surveys

• Nicole Hilsabeck
• Categories : Lesson plans for middle school math
• Tags : Teaching middle school grades 6 8

Objective: Students will identify how the number of observations and measurement of attributes studied contribute to the overall effectiveness of data collection.

CCSS.Math.Content.6.SP.B.5: Summarize numerical data sets in relation to their context, such as by:

CCSS.Math.Content.6.SP.B.5a: Reporting the number of observations.

CCSS.Math.Content.6.SP.B.5b: Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.

Materials: Pencils, paper, clipboards

Lesson Procedure

Step One: Student Survey and Introduction

Invite students to participate in a survey by distributing a sheet to select students with five questions on it. Questions can be based around a central theme, such as the following example:

• Do you play any sports?
• Do you play an instrument?
• Where is your favorite place to spend time in your current city?
• How much money do you spend on a typical weekend?
• How do you earn extra money?

You should select a group of students who may all have similar answers, such as students who currently participate in sports, or students who are part of the school band.

Once students have finished answering, quickly collect and display the data in both recorded answers and a basic visual display (such as a histogram or dot plot). Have the class write a quick list summarizing how many students were surveyed, and how the questions were answered (in numbers or words).

Ask students to share their thoughts on how well the displayed collection of data represents how they spend their free time, and support those thoughts with evidence. By choosing only a small group of the class, you influenced the outcome of the survey, which will become apparent to students through discussion.

Broaden the discussion to allow students to connect the idea of how data collection methods affect survey outcomes, and how to determine if a survey has been done accurately and fairly.

Step Two: Creation and Application of Surveys

Ask students to work in groups of five. Hand each a group a pre-written card with a general survey topic on it (such as “household pets,” or “favorite lunch food”) and explain that they will be creating their own five-question surveys to ask their peers. After working their survey topic into a statistical question to pose as the subject of the survey, students will need to bear the following questions in mind as they work:

• How many students do they plan to survey?
• How would they describe the population of students they are choosing to survey?
• How will the answers be given? Numbers, words, or both?
• How do they plan to display their data? Histograms, box and whisker plots, dot plots?

Remind students to be sensitive and follow school policies if choosing select groups of students to survey. For example, students should be discouraged from grouping students according to racial differences or physical attributes.

Students who have finished creating their surveys may begin asking other students who have also finished. Students still creating their questions should be given a set time limit if needed so they are not distracted.

Step Three: Data Analysis and Discussion

Give the class a set amount of time to complete their data collection and to record and display data on their papers. Once completed, they can post their results on the board, with a cover sheet listing the following information:

• Survey Topic (including a statistical question they are seeking to answer)
• Number of Students Surveyed
• Types of Students Surveyed (whole class, students wearing jeans, students with backpacks, etc.)
• Method of Display Used

Students should have some time to browse through the work of their peers. This is a good transitional activity as all of the students finish up their work. At the end of the work period, lead a brief discussion on the following topics:

• Which surveys seemed to be the most effective? Why?
• How clearly were the statistical questions students used as survey topics posed?
• How did the individual questions affect the way data was displayed for each topic?

Assessment: Ask students to write a brief paragraph at the end of the class session summarizing what they learned from their experience surveying other students, and how this experience will affect the way they read statistical reports in the future.

Extension: Have students bring in samples of surveys or studies in the news that report how many people were surveyed, and explain whether they think such studies were effective in collecting data that accurately represented the information presented.

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