Probability

Students were given 10 minutes to finish up their "History in Populations" performance task before moving on to probability.

Some groups were able to participate in an activity related to the notes.


HOMEWORK:  None for tonight.

History of Populations

Today's lesson focuses with opportunities to practice reading graphs, apply skills of percent changes, and draw conclusions about two or more populations. Students were given the choice to work with table partners or table mates.

Using the graphs, the given total US population numbers for NY, MA, and PA from 1800 to 1950 (see table below), and provided links; students were required to answer a series of questions.

                                             Population of the U.S. (nearest million)

                                   1800                       1850                           1900                              1950

US:                          4,000,000            23,000,000                   76,000,000                     170,000,000

New York:                   400,000              2,300,000                   12,160,000                       15,300,000

Massachusetts:           400,000                 690,000                     3,800,000                        3,400,000
Pennsylvania:              440,000              2,070,000                     7,600,000                       10,200,000

Other Population Info

Here are the links: 
Question #5                     Question #6 (2000 & 2010)                      Question #6 -- 2016


HOMEWORK:  Nothing New.

Tying Up Loose Ends

Students were given back their evaluated activities for taping into their MTN's and reviewed the answers to Sorting Polygons.

HOMEWORK: 

• IF NOT FINISHED: Complete Orange WS: Reflection Questions to Sorting Polygons

Sorting Polygons -- Part 2

Students finished their work from yesterday.

 


HOMEWORK: 

Complete Orange WS: Reflection Questions to Sorting Polygons. You have only 2 questions to answer.

Sorting Polygons

Students were given 26 polygons of various shapes, sizes, and characteristics. Then the teams were given one or two sorting characteristics that required "sorting" within a designated single Venn Diagram, Double Venn Diagram, or Inside Circle Venn Diagram.

        "Spies" at work

                                            HOMEWORK: 

• No new homework.