AC Ch 01 Day 4.notebook
Algebra 1 - Part 1
1.1.3 Collecting, Organizing, and
Analyzing Data (continued)
pg. 12
AC Ch 01 Day 4.notebook
Resource Managers: share your group's data with the rest of the class.
Individuals: Once your data is in this class table, place a sticky dot on the class graph with your initials on the dot.
Use the class graph to do 1­17 with your team.
We will discuss 1­17 as a class before doing 1­18.
This dot was removed from the graph...
Mrs. Fruchter put it there to see if we could figure out that the height and reach were switched!
AC Ch 01 Day 4.notebook
1­18. Do this one in your teams, then we will discuss as a class.
a. Everyone is complaining about how the teacher made the class graph!
Jorge is confused about how the teacher decided to set up the graph. “Why is it a 1st­quadrant graph instead of a 4­quadrant graph?” Answer Jorge's question. In general, how should you decide what kind of graph to use?
b. Lauren is annoyed with the x­axis. “Why didn't the teacher just use the numbers from the table?” she whined. “Why count by twenties?” What do you think?
c. Hosai thinks that the graph is TOO BIG. “The dots are all mashed together! Why did the teacher begin both the x­ and y­axes at zero? Anyone that short would never be allowed on the roller coaster. Why not just start closer to the smallest numbers on the table?” she asked. What do you think?
d. Sunita says the graph is TOO SMALL! “If we're supposed to be using this data to check if the coaster is safe for really tall people, the graph has to have room to graph tall people's dots too.” Do you agree? If so, how much room do you think is needed?
1­19. Do this individually.
0 20 40 60 80 100 120 140 160 180 200
144.5
186.5
If we use a graphing calculator to zoom in on the data, our graph looks like this, but it doesn't go far enough to make a prediction for Yao Ming.
(And the scale is not clear.)
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This is what our class graph originally looked like.
107.56
0 20 40 60 80 100 120 140 160
150.44
Using all of your ideas from problem 1­18, make your own graph that will help you determine whether the ride is safe for very tall people. For example, the basketball player Yao Ming is 7 feet 6 inches (about 228.6 cm) tall. Is the roller coaster safe for him? Explain.
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A person cannot ride most rollercoasters unless they are at least 54 inches tall which is 137.16 cm. We decided to start numbering the x­axis close to this height and keep going until Yao Ming would also fit on the graph.
AC Ch 01 Day 4.notebook
1­20 (Closure):
What was the original problem we were trying to solve?
We wanted to find out if this rollercoaster is safe for all riders.
What do you think?
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Height of the Tunnel
Maximum Reach
Maximum Height
The tallest a person could be to safely ride this ride would be about 240 cm which is 94.488 inches (7 ft 10.488 in). Most people are not that tall so it can be considered safe for all riders. Ride operators might want to watch for people over 7.5 feet to warn them of risk!
. . . . .
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World's Tallest Man
At almost 9 feet tall, the World's Tallest Man would not be able to ride this ride safely if he puts his hands up since his predicted reach is taller than the 200 cm height of the tunnel!
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If the tallest man in the world (according to The Guiness Book of World Records) is 8 ft 11.1 in (about 272 cm) tall, could he safely and ride this ride?
World's Tallest Man
. . . . .
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Good trend lines follow the pattern that the data develop, goes through the pattern, and has about half the points above the line and about half the points below it.
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If nobody suggested a "trend line", explain it and give good and bad examples of one, then have students include one on their own graphs.
e
tre
d goo
lin
nd 130 140 150 160 170 180 190 200 210 220 230 240
e
lin
nd tre
bad
line
bad trend
AC Ch 01 Day 4.notebook
MATH NOTES:
positive and negative whole numbers and zero;
numbers witout decimals
­1000 56 0 ­2
2.1
8.3
Homework 1.1.4:
1. Get your supplies (*Composition notebooks are needed for Friday!*)
2. Do problems on pg. 20: 1­34 through 1­39