Math at Work 11 Pacing Guide - This pacing guide replaces the previous yearly plan. It has been updated to reflect removed outcomes and provide flexibility for responsive instruction.
Math at Work 10 - 12 and related Math 7 - 9 Outcomes *Updated May 2024*
S01 Students will be expected to solve problems that involve creating and interpreting graphs, including bar graphs, histograms, line graphs, and circle graphs. [C, CN, PS, R, T]
S01.01 Determine the possible graphs that can be used to represent a given data set and explain the advantages and disadvantages of each.
S01.02 Create, with and without technology, a graph to represent a given data set.
S01.03 Describe the trends in the graph of a given data set.
S01.04 Interpolate and extrapolate values from a given graph.
S01.05 Explain, using examples, how the same graph can be used to justify more than one conclusion.
S01.06 Explain, using examples, how different graphic representations of the same data set can be used to emphasize a point of view.
S01.07 Solve a contextual problem that involves the interpretation of a graph.
Additional Resources and Activities for S01 (creating graphs):
Creating Histograms Desmos Activity - Students will encounter the limits of tables and the value of histograms through their analysis of movie data. We will help them build histograms from scratch.
Skittle Stats - Use bags of Skittles to create bar graphs.
Sport's Nets Bar Graphs - An example of a bar graph that shouldn't be one. It attempts to use a bar graph to compare four statistics THAT HAVE COMPLETELY DIFFERENT UNITS! And then, even more insanely, among the three rate statistics, they included Runs Batted In (RBI), which is a counting statistic. And for an unknown reason, SOMEONE DECIDED THAT 7 IS SOMEWHERE IN BETWEEN 0.452 AND 1.101!
Candle's Burning 3 Act Math Task - This Real World 3 Act Math Task will have students making predictions via interpolation and extrapolation using scatter plots and a line of best fit.
Trashketball - A Spiralled Lesson - Students start by predicting how many paper balls would fit in a bin using the average size of a paper ball and the volume of the bin. Student then collect data to see how many paper balls they can throw into the bin from a fixed distance (8 ft) away. They then use this data to determine their rate of successful baskets (baskets/min). They then predicted with this data who might win a ball tossing race or how much of a head start to give to different students. They used Desmos to graph their rates and make predictions.