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Graphing Inequalities in Two Variables Card Sort. I don't know why, but graphing linear inequalities in two variables is one of the hardest topics for Algebra I students to wrap their minds around. Even when you think they've finally got it, you will revisit it weeks later only to find most the students are completely clueless about the process. This year, after teaching the topic we will be doing a journal entry into our interactive notebooks. This entry will be in the form of a card sort. Students will be given a mat with the inequality symbols in each quadrant and a sheet of inequality graphs. The students will cut out the cards and sort them onto the appropriate place on the mat. Summary Statistics – Mean, Median, Mode and Range. Learning Intention: Students will understand the meanings of the terms “mean”, “median”, “mode” and “range” and be able to calculate these summary statistics from data supplied to them.

Success Criteria: Students will be able to calculate the mean, median, mode and range from given data. We are now doing a unit of work on statistics and you will need to know the following terms: Categorical data (cannot be measured by quantity, for example, colour of eyes, favourite footy team)Numerical data (can be measured by quantity, for example, number of students at school)Continuous data (eg. height, weight, length of foot) can be a decimal number.Discrete data (eg. number of pages in a book, number of students in a class) cannot be a fraction or decimal.Mean = average (total of all scores divided by number of scores)Median = middle score (arrange data from smallest to largest and find the middle number)Mode = most frequent scoreRange = difference between largest and smallest score.

“Lies, Damn Lies and Statistics!” Learning Intention: Students will understand that data can be displayed in various ways and they will be able to interpret different types of graphs, including bar graphs, pie charts, stem-and-leaf plots and scatter plots. Success Criteria: Students will complete the following activites and be able to explain what the graphs tell us about the data collected. The above quote, popularised by Mark Twain, refers to the ways that politicians can sometimes “manipulate the data” to suppport decision-making.

The same data can often be used to support or disprove a theory, depending on the emphasis. Over the next couple of weeks we will use the data from the CensusAtSchool questionnaire to learn more about summary statistics and graphing. You can use the random data sampler to display the data relevant to each question. Graphing Book Project. Useful New Features Added to Desmos Online Graphing Calculator. Desmos, the free online graphing calculator, recently announced some useful new features that mathematics teachers will like. Under the surface Desmos updated their infrastructure to make the calculator run up to fifteen times faster than before. On the exterior Desmos now has a share button that allows you to email your graphs and or embed them into blog posts. Desmos has added a textbox option in your graphs to help you explain what is happening in your graph.

Learn more about the Desmos updates in the video below.Applications for Education The option to embed your graphs into a blog post could be useful when you're writing explanatory blog posts for your class. The sharing option could be used by students to send homework responses to their teachers.

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