Draw a straight line for each of the following angles and work out the other angle:

1. 30°

2. 60°

3. 85°

4. 125°

5. 100°

6. 90°

7. 140°

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Use the following data to create a scatter plot:

The local ice cream shop keeps track of how much ice cream they sell versus the noon temperature on that day. Here are their figures for the last 12 days:

Ice cream sale vs Temperature

Use the following Numeracy Ninja data (Week 30 session 3) to create a box and whisker plot:

27, 27, 25, 18, 29, 24, 23, 25, 4, 28, 27, 30, 28, 28, 30, 19, 29, 26, 28, 28, 30, 30, 22, 24, 30, 

Minimum - 

Lower Quartile - 

Median - 

Upper Quartile - 

Maximum - 

Use the following Numeracy Ninja data to create a box and whisker plot:

17, 15, 19, 15, 6, 16, 17, 17, 15, 21, 11, 25, 15, 22, 1, 5, 12, 19, 19, 13, 8, 15, 16, 24, 8, 20, 7

Minimum - 

Lower Quartile - 

Median - 

Upper Quartile - 

Maximum - 

STATEMENT - SEPTEMBER WAS HOTTER IN 2023 THAN THE PREVIOUS YEAR.

What is the purpose of a Pie Chart?

Pie charts are handy because they give you an immediate visual representation of your data. They’re easy to understand, as the different coloured sections make it instantly obvious how each section compares to the others.

When deciding how to present your data, consider how many categories you want to include. The rule of thumb for pie charts is to use under 6 categories, to keep your chart accessible and easy to understand. If you use too many categories, it makes it more difficult to see the proportional difference between the different groups of data.

If you’re working with more than 6 categories of data, consider using a bar chart instead.

Benefits of using a Pie Chart

• they display relative proportions of multiple data classes

• size of the circle can be edited to be proportional to the total quantity

• ideal for displaying a large data set in an easy to digest visual form

• easy to interpret at a glance than other types of graph or chart

• they are widely understood as they are used commonly in the media and in business

Have I improved in Numeracy Ninjas over the term?

Create a line graph to show to represent this data.

LEARNING LINE GRAPHS

Line graphs can be used to show how something changes over time. Line graphs are good for plotting data that has peaks (ups) and valleys (downs), or that was collected in a short time period. The following pages describe the different parts of a line graph.

The Title

The title offers a short explanation of what is in your graph. This helps the reader identify what they are about to look at. It can be creative or simple as long as it tells what is in the graph. The title of this graph tells the reader that the graph contains information about the changes in money spent on students of elementary and secondary schools from 1961 to 2002.

The Legend

The legend tells what each line represents. Just like on a map, the legend helps the reader understand what they are looking at. This legend tells us that the green line represents the actual dollar amount spent on each child and the purple line represents the amount spent when adjusted for inflation.

The Source

The source explains where you found the information that is in your graph. It is important to give credit to those who collected your data! In this graph, the source tells us that we found our information from NCES.

Y-Axis

In line graphs, the y-axis runs vertically (up and down). Typically, the y-axis has numbers for the amount of stuff being measured. The y-axis usually starts counting at 0 and can be divided into as many equal parts as you want to. In this line graph, the y-axis is measuring the amount of money spent on individual students for public education.

The Data

The most important part of your graph is the information, or data, it contains. Line graphs can present more than one group of data at a time. In this graph, two sets of data are presented.

X-Axis

In line graphs, like the one above, the x-axis runs horizontally (flat). Typically, the x-axis has numbers representing different time periods or names of things being compared. In this line graph, the x-axis measured different school years.

Do people with larger feet jump further?

HOW ARE WE GOING TO COLLECT THIS DATA?

WHAT DO WE NEED TO MEASURE?

WHAT NEEDS TO HAPPEN?

HOW CAN WE GET ACCURATE DATA?

HOW CAN WE RECORD THE DATA?

HOW ARE WE GOING TO COLLECT THE DATA?