Data Analysis & Probability - Task & Drill Sheets - Grades 3-5 : Task and Drill Sheets 3-5 [1 ed.] 9781553198437, 9781553195436

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DATA ANALYSIS & PROBABILITY – TASK & DRILL SHEETS Principles & Standards of Math Series

..................

Written by Tanya Cook and Chris Forest

GRADES 3 - 5

Classroom Complete Press P.O. Box 19729 San Diego, CA 92159 Tel: 1-800-663-3609 | Fax: 1-800-663-3608 Email: [email protected]

www.classroomcompletepress.com ISBN-13: 978-1-55319-543-6 © 2011 Permission to Reproduce Permission is granted to the individual teacher who purchases one copy of this book to reproduce the student activity material for use in his or her classroom only. Reproduction of these materials for colleagues, an entire school or school system, or for commercial sale is strictly prohibited. No part of this publication may be transmitted in any form or by any means, electronic, mechanical, recording or otherwise without the prior written permission of the publisher. We acknowledge the financial support of the Government of Canada through the Book Publishing Industry Development Program (BPIDP) for our publishing activities. Printed in Canada. All rights reserved.

Data Analysis & Probability – Task & Drill Sheets CC3310

• recognize reasoning and proof as fundamental aspects of mathematics; • make and investigate mathematical conjectures; • develop and evaluate mathematical arguments and proofs; • select and use various types of reasoning and methods of proof.

• create and use representations to organize, record, and communicate mathematical ideas; • select, apply, and translate among mathematical representations to solve problems; • use representations to model and interpret physical, social, and mathematical phenomena.

• recognize and use connections among mathematical ideas; • understand how mathematical ideas interconnect and build on one another to produce a coherent whole; • recognize and apply mathematics in contexts outside of mathematics.

• organize and consolidate their mathematical thinking through communication; • communicate their mathematical thinking coherently and clearly to peers, teachers, and others; • analyze and evaluate the mathematical thinking and strategies of others; • use the language of mathematics to express mathematical ideas precisely.

• build new mathematical knowledge through problem solving; • solve problems that arise in mathematics and in other contexts; • apply and adapt a variety of appropriate strategies to solve problems; • monitor and reflect on the process of mathematical problem solving.

Instructional programs from prekindergarten through grade 12 should enable all students to:

Expectations

GOAL 1: Problem Solving

GOAL 5: Representation

2

GOAL 4: Connections

GOAL 3: Communication

GOAL 2: Reasoning & Proof



2

3

4

5

6

7

8

9 10 11 12 13 14 15

Review C

Review B

Review A

Drill Sheet 2

Drill Sheet 1









3 3 3







3 3 3 3



3 3





















3 3 3 3 3 3 3 3

3 3 3

3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3



3

3









3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3



3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3



3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

1

Exercise

Process Standards Rubric ..................

Data Analysis & Probability – Task & Drill Sheets Data Analysis & Probability – Task Sheets

Data Analysis & Probability – Task & Drill Sheets CC3310

• recognize reasoning and proof as fundamental aspects of mathematics; • make and investigate mathematical conjectures; • develop and evaluate mathematical arguments and proofs; • select and use various types of reasoning and methods of proof.

• create and use representations to organize, record, and communicate mathematical ideas; • select, apply, and translate among mathematical representations to solve problems; • use representations to model and interpret physical, social, and mathematical phenomena.

• recognize and use connections among mathematical ideas; • understand how mathematical ideas interconnect and build on one another to produce a coherent whole; • recognize and apply mathematics in contexts outside of mathematics.

• organize and consolidate their mathematical thinking through communication; • communicate their mathematical thinking coherently and clearly to peers, teachers, and others; • analyze and evaluate the mathematical thinking and strategies of others; • use the language of mathematics to express mathematical ideas precisely.

• build new mathematical knowledge through problem solving; • solve problems that arise in mathematics and in other contexts; • apply and adapt a variety of appropriate strategies to solve problems; • monitor and reflect on the process of mathematical problem solving.

Expectations

Instructional programs from prekindergarten through grade 12 should enable all students to:

GOAL 1: Problem Solving

GOAL 2: Reasoning & Proof

GOAL 3: Communication

GOAL 4: Connections

3

GOAL 5: Representation

Drills Review C

Review B

Review A

Timed Drill 11

Timed Drill 10

Warm-up 6

Timed Drill 9

Warm-up 5

Timed Drill 8

Timed Drill 7

Warm-up 4

Timed Drill 6

Timed Drill 5

Timed Drill 4

Timed Drill 3

Warm-up 2

Timed Drill 2

Timed Drill 1

Warm-up 1

3 3 3

3



3 3

3 3

3 3 3 3 3 3

3 3 3 3 3



3 3 3 3 3 3

3 3 3 3 3 3

3 3 3



3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3

3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

Warm-up 3



Process Standards Rubric ..................

Data Analysis & Probability – Task & Drill Sheets Data Analysis & Probability – Drill Sheets

Data Analysis & Probability – Task & Drill Sheets CC3310

Contents

.................. TEACHER GUIDE • NCTM Content Standards Assessment Rubric . ............................................ 6 • How Is Our Resource Organized? . ................................................................ 7 • The NCTM Principles & Standards................................................................ 8

STUDENT HANDOUTS Data Analysis & Probability – Task Sheets • Exercises – Teach the Skills Task Sheet 1................................................................................................... 9 Task Sheet 2................................................................................................. 10 Task Sheet 3................................................................................................. 11 Task Sheet 4................................................................................................. 12 Task Sheet 5................................................................................................. 13 Task Sheet 6................................................................................................. 14 Task Sheet 7................................................................................................. 15 Task Sheet 8................................................................................................. 16 Task Sheet 9................................................................................................. 17 Task Sheet 10............................................................................................... 18 Task Sheet 11............................................................................................... 19 Task Sheet 12............................................................................................... 20 Task Sheet 13............................................................................................... 21 Task Sheet 14............................................................................................... 22 Task Sheet 15............................................................................................... 23 • Drill Sheets................................................................................................... 24 • Review......................................................................................................... 26

FREE!

4 6 BONUS Activity Pages! Additional worksheets for your students

NAME:

• Go to our website: www.classroomcompletepress.com/bonus • Enter item CC3110 • Enter pass code CC3110D for Activity Pages.

Student Worksheet

...................

Activity Six NAME:

Student Worksheet

6) Clark’s class voted on which animals they liked best at the zoo. ................... Animal Gorilla Snake Tiger

Activity Five NAME:

Student 5) Worksheet Answer the questions below using the information in the pictograph. Bear

...................

Activity Four NAME:

NAME:

NAME:

Student Worksheet

Activity One

1)

a)

b)

finished, add all the tally marks up and write in the total for each color. Hunter

Favorite Colors Color

Number

Total

Larissa Miah Max

Orange

Use the data above to answer the following questions.

Black

a) What data does the pictograph show? If a letter is chosen at random from the word consideration, what is the probability of the letter “i” being chosen? Answer the questions using the information from the frequencyb) tableWhat above. is another way you could display the data? i) Likely ii) Unlikely iii) Certain iv) Impossible

c)

= 3 blinks Create and label the circle graph using the information from the tally chart above. Meghan

Student Worksheet

Green If a letter is chosen at random from the word Independent, what is the probability Red of the letters “e” and “n” being chosen? Blue i) Likely Pink iii) Certain iv) Impossible

Orchid 3 cm (1 inch) overnight Geranium 24 cm (9 inches) overnight Cactus 6 cm (2 inches) overnight Design your own functioning spinner by cutting out the circle and pointer below. Attach 29 cm (11 inches) overnight Spider Plant the pointer to the center of your spinner using brass fasteners. Then, include 6 ofViolet your African 1 cm (0.4 inch) overnight own colors. Number the colors 1 through 6. Answer the questions based on your spinner. Create your chart or table below, then answer the questions.

Total Votes 12 6 14 18 8

4) Ask your class mates what their favorite color is from the colors listed on the chart below. ................... Make a tally mark (|) each time a color is chosen under the number section. When Winston

Activity Three

Student Worksheet

3) Answer the following questions by determining the probability. ...................

Activity Two

ii) Unlikely ................... 2) Use the data below to create a chart or table that shows the growth of each plant overnight.

Wolf

Blinks in a Minute

a)

How many people did you survey?

b) What color was chosen the most? If a person were to choose a letter from the alphabet at random, what is the probability that it would be a vowel? c) What color was chosen the least? i) Likely ii) Unlikely iii) Certain iv) Impossible

d)

c)

Why was the scale of one eye equals three blinks used?

d)

How many times did the students blink in all?

e)

Who blinked the most?

f) How many of your classmates chose your favorite color?

Who blinked the least?

a)

Which animal was voted for the least?

b)

Which animal was voted for the most?

c)

How many students voted altogether?

d)

What percentage of students voted for the Snake and Wolf?

e)

What percentage of students voted for the Gorilla and Tiger?

©

6A

Data Analysis and Probability CC3110

g) How likely is the probability that Hunter would blink the most after two minutes? e) What other questions can you ask about the information on this chart? A bag contains 12 blue marbles, 4 red marbles, 3 black marbles, and 2 yellow marbles. Find the probability of:

a)

4

a)

Which plant grows the most overnight?

b)

How many more cm (inches) does the Spider Plant grow over the Orchid?

c) How many days does it take the Cactus to grow 23 cm Is it more or less likely to land on the first color than the second? (9 inches)?

d)

Choosing a blue marble? i) Likely ii) Unlikely iii) Certain iv) Impossible

b)

Choosing a yellow and a red marble? d) Which plant will grow the least in seven days? i) Likely How do you know? ii) Unlikely Is it more or less likely to land on the third color than the second? iii) Certain e) What other questions can you ask using the information about the plants from iv) Impossible your chart or table?

c)

What three other colors have you chosen for your spinner?

d)

Is it likely or unlikely that the spinner will land on any of the other three colors? ©

©

1A

f)

©

2A

e) Choosing a black marble? i) Likely ii) Unlikely iii) Certain iv) Impossible g) Choosing a green marble? © i) Likely ii) Unlikely iii) Certain iv) Impossible 3A

5A

©

4A

Data Analysis and Probability CC3110

Data Analysis and Probability CC3110

Data Analysis and Probability CC3110

Data Analysis and Probability CC3110

Data Analysis and Probability CC3110

Data Analysis & Probability – Task & Drill Sheets CC3310

Contents

.................. STUDENT HANDOUTS

EZ

Data Analysis & Probability – Drill Sheets • Exercises – Practice the Skills Learned Warm-Up Drill 1......................................................................................... Timed Drill 1 (4 minutes)......................................................................... Timed Drill 2 (4 minutes)......................................................................... Warm-Up Drill 2......................................................................................... Timed Drill 3 (5 minutes)......................................................................... Timed Drill 4 (5 minutes)......................................................................... Warm-Up Drill 3......................................................................................... Timed Drill 5 (5 minutes)......................................................................... Timed Drill 6 (6 minutes)......................................................................... Warm-Up Drill 4......................................................................................... Timed Drill 7 (3 minutes)......................................................................... Timed Drill 8 (3 minutes)......................................................................... Warm-Up Drill 5......................................................................................... Timed Drill 9 (4 minutes)......................................................................... Warm-Up Drill 6......................................................................................... Timed Drill 10 (4 minutes)....................................................................... Timed Drill 11 (5 minutes)....................................................................... • Review......................................................................................................... EASY MARKING™ ANSWER KEY . ...........................................................

29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 49

MINI POSTERS .......................................................................................... 55

FREE!

4 6 BONUS Activity Pages! Additional worksheets for your students

NAME:

• Go to our website: www.classroomcompletepress.com/bonus • Enter item CC3210 • Enter pass code CC3210D for Activity Pages.

Student Worksheeta)

Strawberries i) The information you have collected for a graph has values from 5 to 75, what scale would you use on a bar graph? i) What kind of graph is this?

Elvira’s score was 95 and Henry’s score was 90 afterii)ten of Youframes have information that you wish to compare the similarities and iii) What is missing from this graph? bowling. differences, what graph or chart would you use? _________________________ iv) What can you do with the information now? iii) What graph would you use to show parts of a whole? ____________________ i) What is one possible combination of scores v) What questions were probably asked to get ___________ iv) What is the title on the graph for? this information? ii) What is one possible combination of scores _________________________________________________________________________ vi) Suppose the surveyor asked students to list for Henry’s games? ___________ favorite fruits. What was the most liked fruit? v) What do the labels on the axes tell you about the graph?

a) The pictograph below shows the number of pizzas that were ordered for game? ................... for Elvira’s lunch by each grade of an elementary and middle school.

Activity One

Pizza Ordered For Lunch

a) Look at the chart below, then answer the following questions. Kindergarten

iv) Who has the lowest score?

Grade 2

v) What is the range between scores?

Grade 3

vi) What was Elvira’s average score per frame of bowling?

Grade 4 Beagle, Mastiff, Shepherd, Pug

i) What type of chart is this? ii) How is information used in this type of chart? iii) What does this chart represent? iv) Is this the right chart for this information? Why or why not? v) What chart would you use? vi) What was the question to get the information for this chart? vii) What title would you use for each section? Put your titles on the chart above. viii) Is there anything besides titles missing from this chart? ix) Write three things you know from this chart. x) Was this a survey or fact question to get this information? Explain. xi) What do the words in the bottom right circle have in common? xii) What do the words in the bottom left circle have in common? 1A

= 2 pizzas

iii) Who has the highest score?

Grade 1 Tiger, Lion, Puma, Leopard

Calico, Tabby, Persian, Siamese

©

Peaches

Student Worksheet

a) How much do you know ow about graphs and charts? Answer the following Watermelon ................... questions to see what you already know about graphs and charts.

Activity Three

Student Worksheet

Oranges

__________________________________________________________________________ a) Elvira and Henry went ten pin bowling. Each pin is worth one point. ................... ii) What does this graph tell you?

Activity Two

Student Worksheet

Grade 5

vii) What was Henry’s average score per frame of bowling?

vii) Suppose the surveyor asked students to list ___________ _________________________________________________________________________ favorite fruits. What was the least liked fruit? vi) What kind of graph is represented in symbols? ____________________________ ___________ viii) How many more people like strawberries vii) What is the term to show the difference between the smallest and the than peaches? greatest___________ numbers in a set of information? ________________________________ ix) How many more people like watermelon viii) What kind of chart would you use to record how many people like than peaches? something before graphing it in a bar graph? ____________________________ ___________ x) What two fruits were liked equally? ix) What is the term for asking people their opinion? _________________________ xi) How many total people were surveyed for x) What is the definition of the median? ____________________________________ ___________ this chart?

xi) What is data? ___________________________________________________________ xii) What is the ratio of people who liked viii) Elvira had a score of 89 before the last frame. strawberries to people who liked oranges? How many pins did she knock over in that frame? xii) How is a ___________ bar graph and a line plot the same and different? ___________ 5A _________________________________________________________________________ © ix) Henry had a score of 85 before the last frame. ___________ How many pins did he knock over in that frame? xiii) What is a ___________ ___________ tally mark? ___________ _________________________________________________________________________ x) How many more pins did Elvira knock over than ___________ Henry in the game? ___________ ___________

Grade 7 ____________________

____________________ i) What does this graph represent? ____________________ ii) How many pizzas were ordered in total? iii) Which grade(s) ordered the most pizza? ____________________ iv) Which grade(s) ordered the fewest pizzas? ____________________ v) Which two classes ordered 24 pizzas in total? vi) How many pizzas did grade 4 order? vii) How many more pizzas did grade 3 order than grade 1? ___________ © ____________________ xi) How many total pins did Henry and Elvira knock over? ___________ viii) If each pizza has eight slices and there is enough to serve students exactly two slices with none left over, xii) What is the ratio of Elvira’s score to Henry’s score? ___________ ____________________ how many students are in grade 6? ___________ ix) Which grade ordered 18 pizzas? ___________ ____________________ 3A x) Which grade ordered 6 pizzas? © ___________ Data Analysis & Probability – Drill Sheets CC3210 ____________________ xi) What two grades ordered the same amount of pizzas? ___________ xii) Two grades had classes out of school on field trips. Which two grades probably had this? ___________ ____________________ ©

____________________

2A

i) How do you conduct a survey? List the steps. _________________________________________________________________________ ii) What do you do after a survey? List the steps. _________________________________________________________________________ iii) How do you decide on what type of graph to use and why? ________________________________________________________________________ iv) What four questions would be good questions to ask your class and why? ________________________________________________________________________ v) Did you ask the same questions as a classmate? Why or why not? _________________________________________________________________________ vi) How does using a graph solve a problem? ________________________________________________________________________ vii) What word problem can you create that involves making a graph? ____________________ ________________________________________________________________________ ____________________ viii) What kinds of graphs are used on the internet to provide information? ____________________ _______________________________________________________________________ ix) What mistakes can be made when making a graph that would make ____________________ information harder to understand? ________________________________________________________________________ ____________________ x) What programs can you use on the computer to assist you in creating a graph? _________________________________________________________________________ ____________________ xi) What is the most important part of a graph? Compare your answer with your classmates. ________________________________________________________________________ ____________________ xii) Why might someone want to collect data about the kind of shoes kids wear? Explain. ____________________ ________________________________________________________________________ xiii) If a restaurant did a survey of your class, what do you think their question ____________________ might be? Why? _______________________________________________________________________ ____________________

a) Look at the chart below, then answer the following questions. Student Worksheet

...................

Activity Four NAME:

NAME:

NAME:

Answer the following questions in complete sentences to help you

gather information to conduct a survey. ...................

Activity Five

Grade 6

5

Student Worksheet

...................

Activity Six NAME:

NAME:

4A

©

6A

Data Analysis & Probability – Drill Sheets CC3210

____________________ ____________________ Data Analysis & Probability – Drill Sheets CC3210

Data Analysis & Probability – Drill Sheets CC3210

Data Analysis & Probability – Drill Sheets CC3210

____________________

Data Analysis & Probability – Drill Sheets CC3210

Data Analysis & Probability – Task & Drill Sheets CC3310

6

STRENGTHS:

• Demonstrates a basic ability to develop and evaluate inferences and predictions that are based on data

• Demonstrates a basic ability to select and use appropriate statistical methods to analyze data

• Demonstrates a basic ability to formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them

Level 2

WEAKNESSES:

• Demonstrates a limited ability to develop and evaluate inferences and predictions that are based on data

• Demonstrates a limited ability to select and use appropriate statistical methods to analyze data

Select and use appropriate statistical methods to analyze data

Develop and evaluate inferences and predictions that are based on data

• Demonstrates a limited ability to formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them

Level 1

Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them

S • Demonstrates a thorough ability to formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them

Level 4

• Demonstrates a thorough ability to develop and evaluate inferences and predictions that are based on data

• Demonstrates a thorough ability to select and use appropriate statistical methods to analyze data

NEXT STEPS:

• Demonstrates a good ability to develop and evaluate inferences and predictions that are based on data

• Demonstrates a good ability to select and use appropriate statistical methods to analyze data

• Demonstrates a good ability to formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them

Level 3

Student’s Name: _______________________________ Assignment:_______________________ Level:____________

NCTM Content Standards Assessment Rubric ..................

Data Analysis & Probability – Task & Drill Sheets

Data Analysis & Probability – Task & Drill Sheets CC3310

Before You Teach

..................

Teacher Guide Our resource has been created for ease of use by both TEACHERS and STUDENTS alike. Introduction

The NCTM Content Standards Assessment Rubric (page 6) is a useful tool for evaluating students’ work in many of the activities in our resource. The Reviews (pages 26-28 and 46-48) are divided by grade and can be used for a follow-up review or assessment at the completion of the unit.

he NCTM content standards have been used in the creation of the assignments in this booklet. This method promotes the idea that it is beneficial to learn through practical, applicable, real-world examples. Many of the task and drill sheets are organized around a central problem taken from real-life experiences of the students. The pages of this booklet contain a variety in terms of levels of difficulty and content so as to provide students with a variety of different opportunities. Included in our resource are activities to help students learn how to collect, organize, analyze, interpret, and predict data probabilities. Visual models are included to assist visual learners. Teachers may also choose to use mathematics manipulatives along with the exercises included in this book to help address the needs of kinesthetic learners.

T

PICTURE CUES Our resource contains three main types of pages, each with a different purpose and use. A Picture Cue at the top of each page shows, at a glance, what the page is for. Teacher Guide * Information and tools for the teacher Student Handout * Reproducible drill sheets

EZ

Easy Marking™ Answer Key * Answers for student activities Timed Drill Stopwatch



How Is Our Resource Organized?

* Write the amount of time for students to complete the timed drill sheet in the stopwatch. Recommended times are given on the contents page.

STUDENT HANDOUTS Reproducible task sheets and drill sheets make up the majority of our resource.

EASY MARKING™ ANSWER KEY Marking students’ worksheets is fast and easy with our Answer Key. Answers are listed in columns – just line up the column with its corresponding worksheet, as shown, and see how every question matches up with its answer!

The task sheets contain challenging problem-solving tasks in drill form, many centered around ‘real-world’ ideas or problems, which push the boundaries of critical thought and demonstrate to students why mathematics is important and applicable in the real world. It is not expected that all activities will be used, but are offered for variety and flexibility in teaching and assessment. Many of the drill sheet problems offer space for reflection, and opportunity for the appropriate use of technology, as encouraged by the NCTM’s Principles & Standards for School Mathematics.

NAME:

Every question matches up with its answer!

Timed Drill Sheet # 2 ©

...................

1.

2.

4.

a)

3a)

A box contains marbles. There are 8 orange marbles, 4 green marbles, 2 blue marbles, and 3 red marbles. Find the probability for each option below.

Ex: Choosing a green and red marble?

8. a) i) 1 in 20

ii) 36 birds iii) 28 birds iv) 16 birds

ii) 2 in 20 or 1 in 10

v) William

3. a) i) 8 in 17

v) 1 in 10 a) i) 635 books

______________________________

ii) Choosing a green marble?

______________________________

iii) Choosing a blue marble?

______________________________ a)

iii) 2 in 17

iv) 170 books

iv) Choosing a red marble?

i) 12 months ______________________________

iv) 3 in 17

v) 100 books

ii) October

iii) 115 books

vi) 40 more books

______________________________

vi) Choosing a blue and green marble?

______________________________ iv) December

vi) 6 in 17

viii) 70 fewer books

vii) Choosing a red and orange marble?

v) June ______________________________

vii) 11 in 17

ix) 210 more books

viii) Choosing a blue and red marble?

______________________________

ix) What are the chances that orange will not be picked?

______________________________

x) What are the chances of choosing a marble that is not red?

ix) January ______________________________

iii) February

v) 12 in 17

vi) Answers will vary. vii) 4 more students

viii) March and April

x) 33 birthdays

xi) 1 more birthday ______________________________

xii) If you do not look into the box, what color marble are you least likely to choose?

______________________________

xii) July and September

viii) 5 in 17 ix) 9 in 17 x) 14 in 17

x) David xii) 128 birds

vi) 10 in 20 or 1 in 2

34

ix) 1 in 10 x) 4 in 20 or 1 in 5 xi) 2 in 20 or 1 in 10 xii) 6 in 20 or 3 in 10

xii) 2011 xiii) 2007

v) 10 in 20 or 1 in 2

xi) Frederica viii) 3 in 10

vii) 9 in 20

7. a) i) 24 cars

xiii) 13 in 20 xiv) 11 in 20

xv) 2007 and 2010

viii) 11 in 20 ix) 5 in 20 or 1 in 4

x) 175 books xi) 75 more books

iii) 10 in 20 or 1 in 2 iv) 10 in 20 or 1 in 2

ix) 44 birds vii) 2 in 10 or 1 in 5

vii) 55 more books

xiv) 2009 and 2011 xi) Orange

vi) David vii) 4 more birds viii) 24 more birds

ii) 5 blue cars iii) 6 green cars iv) 4 cars v) 7 cars vi) Green

x) 0 in 20 xi) 2 in 20 or 1 in 10

vii) Yellow viii) Tan and Black

xii) 10 in 20 or 1 in 2

ix) 3 more cars x) 1 more car

xii) Blue

EZ

xi) If you do not look into the box, what color marble are you most likely to choose?

vi) 2 in 10 or 1 in 5

ii) 75 books ii) 4 in 17

v) Choosing an orange and a green marble?

©

6. a) i) 16 birds

ii) 10 candies iii) 20 candies iv) 4 in 10 or 2 in 5

7 in 17

i) Choosing an orange marble?

Explore with Technology

7

30

Data Analysis & Probability – Task & Drill Sheets CC3310

The drill sheets contain 11 Timed Drill Sheets and 6 Warm-Up Drill Sheets, featuring real-life problem-solving opportunities. The drill sheets are provided to help students with their procedural proficiency skills, as emphasized by the NCTM’s Curriculum Focal Points.

5. a) i) 10 candies

Answers will vary.

xi) 4 fewer cars xii) 3 fewer cars

29

31

32

33

35

36

Create patterns of colored marbles or tiles on a paint program on your computer. Create probability questions for your picture and share with your classmates.

31

Data Analysis & Probability – Task & Drill Sheets CC3310

Data Analysis & Probability – Task & Drill Sheets CC3310

Before You Teach

..................

Principles & Standards Principles & Standards for School Mathematics outlines the essential components of an effective school mathematics program. The NCTM’s Principles & Standards for School Mathematics The Principles are the fundamentals to an effective mathematics education. The Standards are descriptions of what mathematics instruction should enable students to learn. Together the Principles and Standards offer a comprehensive and coherent set of learning goals, serving as a resource to teachers and a framework for curriculum. Our resource offers exercises written to the NCTM Process and Content Standards and is inspired by the Principles outlined below.

Six Principles for School Mathematics Equity

EQUITY: All students can learn mathematics when they have access to high-quality instruction, including reasonable and appropriate accommodation and appropriately challenging content.

Curriculum

CURRICULUM: The curriculum must be coherent, focused, and well articulated across the grades, with ideas linked to and building on one another to deepen students’ knowledge and understanding.

Teaching

TEACHING: Effective teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well.

Learning

LEARNING: By aligning factual knowledge and procedural proficiency with conceptual knowledge, students can become effective learners, reflecting on their thinking and learning from their mistakes.

Assessment

ASSESSMENT: The tasks teachers select for assessment convey a message to students about what kinds of knowledge and performance are valued. Feedback promotes goal-setting, responsibility, and independence.

Technology

TECHNOLOGY: Students can develop a deeper understanding of mathematics with the appropriate use of technology, which can allow them to focus on decision-making, reflection, reasoning, and problem solving.

Our resource correlates to the six Principles and provides teachers with supplementary materials, which can aid them in fulfilling the expectations of each principle. The exercises provided allow for variety and flexibility in teaching and assessment. The topical division of concepts and processes promotes linkage and the building of conceptual knowledge and understanding throughout the student’s grade and elementary school career. Each of the drill sheet problems help students with their procedural proficiency skills, and offers space for reflection and opportunity for the appropriate use of technology. 8

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

+ 2

Task Sheet

................... 1

Task Sheet 1 1)

Answer the questions using the information in the table below.

Number of Balloons

Wendell’s Balloons 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

Green

Red

Blue Orange Color of Balloons

Pink

Yellow

a)

Wendell has 7 balloons of which color?

b)

Which color of balloons does Wendell have the least of?

c)

How many balloons does Wendell have in all?

d)

Which color of balloons does Wendell have the most of?

e)

How many green balloons does Wendell have?

f)

Which balloons does Wendell have the same number of?

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Data Analysis & Probability – Task & Drill Sheets CC3310

+ 2

NAME:

Task Sheet

................... 1

Task Sheet 2 2)

How would you sort these shapes? Show at least three different ways that you could sort these shapes into different categories. Explain your reasoning in the space provided.

Explore With Technology

Create shapes using a drawing program on the computer and sort them into different categories. Explain your reasoning.

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Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

+ 2

Task Sheet

................... 1

Task Sheet 3 3)

Amanda’s cross country coach was so proud of the team for their hard work that he bought them all pizza. Each class ordered a different number of slices for each type of pizza. Create a circle graph to match the fraction for each pizza, then color each portion in. The first one has been done for you.

3/4

4/5

6/8

4/10

1/3

2/3

1/5

2/8

4/4

1/2

Reflection

©

Survey your classmates to find out what pizza they like best. Create a circle graph in a drawing program on the computer to display the information you collected. Compare your answers with another class.

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Data Analysis & Probability – Task & Drill Sheets CC3310

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NAME:

Task Sheet

................... 1

Task Sheet 4 4)

Alex and Phyllis went to their local County Fair. They counted all of the rides they rode and how many times they rode each one. Here is the data they collected. Rides at the County Fair = 2 rides Water Ride Roller Coaster Horse Ride Ferris Wheel Bumper Cars Spider Tilt-A-Whirl Cliff Hanger

Use the pictograph above to answer the following questions. a)

How many more times did they ride the Horse Ride than the Cliff hanger?

b)

What ride did they ride the least?

c)

What ride did they ride the most?

d)

How many rides did they ride in total?

e)

Which rides did they ride the same number of times?

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Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

+ 2

Task Sheet

................... 1

Task Sheet 5 5)

Sarah bought two t-shirts and three posters at a concert. She paid with two $100 bills. T-shirts: $45 each Posters: $15 each Show at least three different ways Sarah would get change using $5, $10, and $20 denominations.

a)

b)

c)

Reflection

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1.

What coins would you use to make change instead of bills?

2.

Why would you choose the coins you did to make change?

3.

How would you make change with the coins?

13

Data Analysis & Probability – Task & Drill Sheets CC3310

+ 2

NAME:

Task Sheet

................... 1

Task Sheet 6 6)

This chart shows all the pop bottles Fernando collected with his hockey team for a fundraiser. Containers

Number of Bottles

250ml 500ml 1L 2L

57 63 18 84

Label and graph the information on the grid below using the chart above.

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14

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

+ 2

Task Sheet

................... 1

.

Task Sheet 7 7)

Chung Lee’s school has 200 students. A portion of these students sign up for different extracurricular activities. • • • • •

a)

12

ii) 22

22

ii) 45

iii) 31

12

ii) 25

iii) 28

8

ii) 14

iii) 22

23

ii) 26

iii) 29

How many students in total signed up for extracurricular activities? i)

165

ii) 176

Explore With Technology

©

iii) 18

What percentage of students signed up for Photography Club? i)

f)

Art Club Science Club Drama Club Chess Club Photography Club

What percentage of students signed up for Chess Club? i)

e)

for for for for for

What percentage of students signed up for Drama Club? i)

d)

up up up up up

What percentage of students signed up for Science Club? i)

c)

sign sign sign sign sign

What percentage of students signed up for Art Club? i)

b)

36 44 23 28 52

iii) 183

Visit http://nces.ed.gov/nceskids/createagraph and create two charts (bar, circle, or pictograph) to display the information above for number of students in a club and percentage of students in a club.

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Data Analysis & Probability – Task & Drill Sheets CC3310

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NAME:

Task Sheet

................... 1

Task Sheet 8 8)

In a group, arrange Smarties on a napkin. Separate them into groups of colors, then count them.

a)

On the graph below, draw and label how many Smarties you have of each color.

b)

What is the probability of choosing blue Smarties?

c)

What is the probability of choosing red Smarties?

d)

What is the probability of choosing green Smarties?

e)

What is the probability of choosing yellow and purple Smarties?

f)

What is the probability of choosing brown and orange Smarties?

Reflection

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Explain the strategies you used to come up with your answers.

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Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

+ 2

Task Sheet

................... 1

Task Sheet 9 9)

Look at the table of weather data in the United States for snowfall in December and rainfall in February. City Portland Boston Chicago New York Detroit Seattle

Snowfall in cm (inches) 16 (6) 37 (15) 31 (12) 24 (9) 54 (21) 13 (5)

Rainfall in mm (inches) 223 (9) 125 (5) 4 (0.2) 151 (6) 8 (0.3) 363 (14)

a)

Which city has the most snowfall? The least?

b)

Which city has the greatest rainfall? The least?

c)

Which two cities have a combined rainfall of 276 mm (11 inches)?

d)

Which two cities have a combined snowfall of 70 cm (27 inches)?

e)

One city has almost 90.5 times more rainfall than another city. Which cities are they?

f)

What kind of graph would you use to display this data and why?

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Data Analysis & Probability – Task & Drill Sheets CC3310

+ 2

NAME:

Task Sheet

................... 1

Task Sheet 10 10)

A number cube has 10 sides. The sides have the numbers 5, 6, 8, 4, 2, 4, 2, 4, 9 and 3.

a)

If the cube is thrown once, what is the probability of rolling the number 4? i) ii) iii) iv)

b)

If the cube is thrown once, what is the probability of rolling the number 2? i) ii) iii) iv)

c)

1/6 3/6 5/6 6/6

A number cube has 6 sides. The sides are numbered 1 to 6. If the cube is thrown once, what is the probability of rolling the numbers 3 or 4? i) ii) ii) iv)

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3/10 5/10 2/10 1/10

A number cube has 6 sides. The sides are numbered 1 to 6. If the cube is thrown once, what is the probability of rolling the number 2? i) ii) ii) iv)

e)

1/10 3/10 2/10 4/10

If the cube is thrown once, what is the probability of rolling a 5 or an 8? i) ii) iii) iv)

d)

4/10 1/10 3/10 2/10

1/6 2/6 3/6 4/6

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Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

+ 2

Task Sheet

................... 1

Task Sheet 11 11)

Identify the amount to go with each baker’s bread recipe by writing Baker A, Baker B, or Baker C in the answer space provided. Baker A wants the recipe equal to 1/4

Baker B wants the recipe equal to 2/6

Baker C will use whatever is left over

a)

3/12

b)

2/4

c)

4/12

d)

6/18

e)

2/8

f)

3/15

g)

1/3

h)

7/21

i)

5/25

j)

What kind of graphs and charts can you use to display this information and why?

Reflection

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Choose two of the fractions above and create two different pictures to show how a fraction can be portrayed in artistic form. For example: one third of the picture is one color, design, landscape, animal, etc.

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Data Analysis & Probability – Task & Drill Sheets CC3310

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NAME:

Task Sheet

................... 1

Task Sheet 12 12)

Answer the questions below using the circle graph.

White

Purple

Purple Blue

Green

Green

Blue

White

a)

What fraction is the color purple on the spinner?

b)

What is the probability that someone will land on the color purple, white or blue?

c)

What is the probability that someone will land on the color green?

d)

What information is missing from the graph above?

Recreate the graph from above and add any additional information that will make the graph better to gather information from.

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20

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

+ 2

Task Sheet

................... 1

Task Sheet 13 13)

840 strawberries and 220 blueberries were divided equally into 4 bales. Bruce bought 3 bales.

a)

Which fruit did Bruce buy more of? How do you know? Explain.

b)

What is the probability that an odd number of fruit is left over? Show your work.

c)

Is this a good graph for displaying the above data in the word problem? Explain why or why not?

d)

What kind of graph would be appropriate for this kind of data? Why?

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Data Analysis & Probability – Task & Drill Sheets CC3310

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NAME:

Task Sheet

................... 1

Task Sheet 14 14)

A bag contains 100 marbles, 49 are green, 28 are red and 23 are blue. A marble is picked at random from the bag. Find the probability of choosing the following colors using the format below. # of ways to choose color Total number of marbles

a)

What is the probability of choosing red?

b)

What is the probability of choosing green?

c)

What is the probability of choosing blue? Write the strategies you used to find the answers to this question. For example: did you use pre-reading strategies, did you draw a chart, diagram, or picture? Talk with two classmates about the strategies that they used and compare it to your own. How were their strategies the same or different from your own? Graph all the strategies on the Venn diagram below. Write each person’s name in each individual circle, along with their different strategies. Write the similar strategies in the overlapping circles.

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22

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

+ 2

Task Sheet

................... 1

Task Sheet 15 15)

Tatiana borrowed a book from her school library. It had 356 pages. • • •

a)

She read 6 pages on Monday. She read 30 pages on Wednesday. She read 146 pages on Thursday.

How many pages did Tatiana read between Monday and Wednesday? i) 13

b)

iii) 109

ii) 182

iii) 174

If Tatiana read 53 pages Friday, Saturday and Sunday, will she have read the whole book by Monday? Why or why not? Show all your work.

Reflection

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ii) 120

How many pages in total did Tatiana have left to read? i) 167

d)

iii) 19

How many pages did Tatiana read between Wednesday and Thursday? i) 116

c)

ii) 24

Using the information provided in the above question, create your own word problems for your classmates to solve.

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Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

Drill Sheet

...................

Drill Sheet 1 Choose likely, unlikely, certain, or impossible for each statement. Likely: Possible to happen but not certain. Unlikely: Improbable to happen but not impossible. Certain: A good chance that it will happen. Impossible: Would not be probable to happen. Augustine bought a bag of assorted cookies. Given the information below, answer the following questions by stating likely, unlikely, certain, or impossible. There are 24 cookies in each bag. The bag had chocolate chip, oatmeal, and peanut butter cookies. There were more peanut butter cookies than chocolate chip cookies. There were more oatmeal than both chocolate chip and peanut butter cookies. a)

What is the probability of choosing peanut butter cookies?

b)

What is the probability of choosing chocolate chip cookies?

c)

What is the probability of choosing oatmeal cookies?

d)

What other statements can you make about the information provided above?

Reflection

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What other information about the bag of cookies could be provided to make answering the probability of choosing a certain type of cookie easier? Explain your answer.

24

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

Drill Sheet

...................

Drill Sheet 2 Indicate the probability by first giving the expression in a fraction, then use likely, unlikely, certain, or impossible.

A

A

B

A A

B

What is the probability of: a)

Choosing A when spinning the wheel?

b)

Choosing B when spinning the wheel?

c)

Choosing C when spinning the wheel?

d)

Choosing a joker in a deck of 52 cards?

e)

Choosing an ace in a deck of cards?

f)

Choosing an even number or face card in a deck of cards?

g)

Choosing a heart in a deck of cards?

h)

Choosing a black suit in a deck of cards?

i)

Rolling a 6 on a standard six-sided die?

j)

Rolling an even number on a standard six-sided die?

k)

Rolling a 9 or 8 on a standard six-sided die?

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25

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

...................

Review A Macalister owned a pet store. On the grand opening day, he sold 30 pets, which included parrots, goldfish, and frogs. Macalister sold twice as many frogs as goldfish. What are the possible combinations? Show ALL your work. Remember to use a chart, graph, or picture to explain your answer.

Reflection

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What is the possibility of one person buying all three animals, a parrot, a goldfish, and a frog as pets? Explain your answer.

26

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

...................

Review B Galen and Tessa go to the target range for archery practice. Colors on the target indicate a different number of points. • • • • •

Yellow is 50 points Red is 40 points Blue is 30 points Black is 20 points White is 10 points

Answer the following questions using the information above. Remember to show your work and explain your thinking using diagrams, pictures, and charts. a)

What are all the ways Galen can score 200 points? Show your work:

Answer: b)

What are all the ways that Galen and Tessa as a team can score 150 points? Show your work:

Answer:

c)

©

One way to organize data is to use the same shape as indicated in the question, in this case, an archery target. Use the circle to the right to show the possible point combinations when scoring 300 points.

27

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

...................

Review C Students in Alvin’s class were asked to list the brand name of the shoes they wear. The results were: Keds, Nike, Keds, Rockport, Skechers, Hush Puppies, Clarks, Nike, Keds, New Balance, Converse, Converse, New Balance, Skechers, Adidas, Keds, Skechers, Clarks a)

Make a frequency table.

b)

Draw a li line plot. D l t

c)

Which brand of shoe was worn the most?

d)

Which brand of shoes were worn the least?

Reflection

©

Collect data about items you have in your own bedroom. Create probability questions for your classmates to solve.

28

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

1a)

Warm-Up Drill Sheet # 1

...................

The pictograph below shows the number of birthdays the students of Mr. Lee’s class have each month. Ex: How many more students have an October birthday than a January birthday? 7 more students Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

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i) How many months are shown on this pictograph?

__________

ii) Which month had the greatest number of birthdays?

__________

iii) Which month had the fewest birthdays?

__________

iv) Which winter month had the most birthdays?

__________

v) Which summer month had the most birthdays?

__________

vi) How many students have a birthday the same month as you?

__________

vii) How many more students have a December birthday than a November birthday?

__________

viii) What two consecutive months have a total of 7 birthdays?

__________

ix) August has twice as many birthdays as which month?

__________

x) How many total birthdays are found in the second half of the year?

__________

xi) How many more birthdays are in September than August?

__________

xii) What months have only five student birthdays?

__________

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Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

Timed Drill Sheet # 1

................... 2a)

Choose likely, unlikely, certain, or impossible for each statement below.

Likely: Possible to happen, but not certain. Unlikely: Improbable to happen but not impossible. Certain: A good chance that it will happen. Impossible: Would not be probable to happen. i) It will rain today.

Likely / Unlikely / Certain / Impossible

ii) It will snow today.

Likely / Unlikely / Certain / Impossible

iii) It will rain outside today.

Likely / Unlikely / Certain / Impossible

iv) You will eat ice cream this week.

Likely / Unlikely / Certain / Impossible

v) You will fall asleep at 9 o’clock tonight.

Likely / Unlikely / Certain / Impossible

vi) You will get a good report card this term.

Likely / Unlikely / Certain / Impossible

vii) A dog will sing to you today.

Likely / Unlikely / Certain / Impossible

viii) You will catch a fish this year.

Likely / Unlikely / Certain / Impossible

ix) You will have a birthday party this year.

Likely / Unlikely / Certain / Impossible

x) You will go camping this summer.

Likely / Unlikely / Certain / Impossible

xi) Your best friend is in your grade.

Likely / Unlikely / Certain / Impossible

xii) Your best friend is older than you.

Likely / Unlikely / Certain / Impossible

xiii) You will become a doctor when you grow up.

Likely / Unlikely / Certain / Impossible

xiv) An alien will land in your front yard.

Likely / Unlikely / Certain / Impossible

xv) Someone in your family will mow the lawn this weekend.

Likely / Unlikely / Certain / Impossible

Reflection

©

Make two likely, unlikely, possible, and impossible statements about the coming weekend. Share them with your classmates.

30

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

Timed Drill Sheet # 2

................... 3a)

A box contains marbles. There are 8 orange marbles, 4 green marbles, 2 blue marbles, and 3 red marbles. Find the probability for each option below.

Ex: Choosing a green and red marble?

7 in 17

i) Choosing an orange marble?

______________________________

ii) Choosing a green marble?

______________________________

iii) Choosing a blue marble?

______________________________

iv) Choosing a red marble?

______________________________

v) Choosing an orange and a green marble?

______________________________

vi) Choosing a blue and green marble?

______________________________

vii) Choosing a red and orange marble?

______________________________

viii) Choosing a blue and red marble?

______________________________

ix) What are the chances that orange will not be picked?

______________________________

x) What are the chances of choosing a marble that is not red?

______________________________

xi) If you do not look into the box, what color marble are you most likely to choose?

______________________________

xii) If you do not look into the box, what color marble are you least likely to choose?

______________________________

Explore with Technology

©

Create patterns of colored marbles or tiles on a paint program on your computer. Create probability questions for your picture and share with your classmates.

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Data Analysis & Probability – Task & Drill Sheets CC3310

Warm-Up Drill Sheet # 2

NAME:

................... 4a)

The graph below shows the number of books sold at a book fair from 2007 to 2011.

180 170 160 150 140 130 120 110 100 90 80 70 60 50 40 30 20 10 0

©

2007 2008 2009 2010 2011

2007

2008

2009

2010

2011

i) How many books were sold at the book fair?

________________

ii) How many books were sold in 2007?

________________

iii) How many books were sold in 2008?

________________

iv) How many books were sold in 2009?

________________

v) How many books were sold in 2010?

________________

vi) How many more books were sold in 2008 than in 2007?

________________

vii) How many more books were sold in 2009 then in 2008?

________________

viii) How many fewer books were sold in 2010 then in 2009?

________________

ix) How many more books were sold in 2008 and 2009 then in 2007?

________________

x) How many books were sold in 2011?

________________

xi) How many more books are expected to sell in 2011 then in 2010?

________________

xii) What year sold the most books?

________________

xiii) What year sold the fewest books?

________________

xiv) What two years sold the most overall?

________________

xv) What two years sold the fewest overall?

________________

32

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

Timed Drill Sheet # 3

................... 5a)

Two students opened a package of jelly beans. Gene’s package had 3 yellow, 1 brown, 2 red, and 4 orange. Andrew’s package had 1 yellow, 4 red, 3 orange, and 2 blue.

i) How many jelly beans does Gene have? ii) How many jelly beans does Andrew have? iii) How many jelly beans are there in all? iv) What is the probability of Gene choosing orange from his package? v) What is the probability of Gene choosing brown from his package? vi) What is the probability of Gene choosing red from his package? vii) What is the probability of Andrew choosing blue from his package? viii) What is the probability of Andrew choosing orange from his package? ix) What is the probability of Andrew choosing yellow from his package? x) What is the probability of Gene and Andrew choosing yellow? xi) What is the probability of Gene and Andrew choosing blue? xii) What is the probability of Gene and Andrew choosing red? xiii) What is the probability of Gene and Andrew choosing both orange or red? xiv) What is the probability of Gene and Andrew choosing both orange or yellow?

Reflection

©

___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

What inferences can you make about each package of jelly beans and subsequent packages of jelly beans?

33

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

Timed Drill Sheet # 4

................... 6a)

The pictograph below shows the number of birds each student saw on their bird watching trip.

Ex: Who saw 16 birds?

Thomas and Verna Bird Watching = 4 birds

Thomas William David Shayna Frederica Verna i) How many birds did Thomas see? ii) How many birds did William see? iii) How many birds did Shayna see? iv) How many birds did Verna see? v) Who saw the most birds? vi) Who saw the fewest birds? vii) How many more birds did Frederica see than Verna? viii) How many more birds did William see than David? ix) How many total birds did Thomas and Shayna see? x) Who saw 12 birds? xi) Who saw 20 birds? xii) How many total birds were seen? ©

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_______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

7a)

Warm-Up Drill Sheet # 3

...................

The pictograph below shows the number of colored cars parked at the local convenience store. Color of Cars Parked at Convenience Store =1 car Red Blue Green Tan Yellow Silver Black

i) How many cars are there in total at the convenience store parking lot? ii) How many blue cars are in the parking lot? iii) How many green cars are in the parking lot? iv) How many tan and yellow cars are in the parking lot? v) How many silver and black cars are in the parking lot? vi) More cars are which color than any other? vii) The fewest cars are which color than any other? viii) There are the same number of which color cars in the lot? ix) How many more cars are green than tan? x) How many more cars are silver than tan? xi) How many fewer cars are red than green? xii) How many fewer cars are tan than green?

Reflection

©

__________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________

How might the vehicles in the parking lot change if it was a school? Explain your thinking.

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Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

Timed Drill Sheet # 5

................... 8a)

If a number is chosen at random from the numbers 1 to 20 inclusive, what is the probability that the following would happen:

i) That the chosen number will be 18?

________________________________

ii) That the chosen number will have a 7?

________________________________

iii) That the number chosen will be even?

________________________________

iv) That the number will be odd?

________________________________

v) That the number will be between 1 and 10?

________________________________

vi) That the number will be between 11 and 20?

________________________________

vii) That the chosen number will be a single digit?

________________________________

viii) That the chosen number will be a double digit?

________________________________

ix) That the number will be less than six?

________________________________

x) That the number will be greater than twenty?

________________________________

xi) That the number will be 16 or 17?

________________________________

xii) That the number will have 1 as one of its digits?

________________________________

©

36

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

Timed Drill Sheet # 6

................... 9a)

Fourth grade students at Raeburn school loved to play sports. Every student had to sign up for one team. There were 24 for tennis, 36 for baseball, 15 for basketball, and 25 for soccer.

Ex: What percentage of students signed up for tennis and baseball? 24 + 36 = 60

60 ÷ 100 total students = 0.6

0.6 x 100 = 60%

i) How many students in total signed up for a sports team?

__________________________

ii) What percentage of students signed up for the baseball team?

__________________________

iii) What percentage of students signed up for the tennis team?

__________________________

iv) What percentage of students signed up for the soccer team?

__________________________

v) What percentage of students signed up for the basketball team?

__________________________

vi) What percentage of students did not sign up for tennis?

__________________________

vii) How many more students signed up for soccer than tennis?

__________________________

viii) How many more students signed up for baseball than basketball?

__________________________

ix) How many more students signed up for soccer than basketball?

__________________________

x) Twelve fewer students signed up for which sport than baseball.

__________________________

xi) One-fourth of all students signed up for what sport.

__________________________

xii) If the numbers were doubled, how many students would have signed up for each sport?

__________________________

©

37

Data Analysis & Probability – Task & Drill Sheets CC3310

Warm-Up Drill Sheet # 4

NAME:

................... 10a)

©

Campers can shoot arrows at a bullseye. The possible scores a person could get for one arrow are 5, 10, 15, 20, or 25.

i) The scores increase by what amount?

___________________________

ii) What is the highest score possible if shooting 10 times?

___________________________

iii) What is the lowest score possible if shooting 10 times?

___________________________

iv) What is the probability that one shot score will be 5?

___________________________

v) What is the probability that one shot score will be 25?

___________________________

vi) What is the probability that one shot score will be greater than 10?

___________________________

vii) What is the probability that one shot score will be less than 25?

___________________________

viii) A student scores a 25 after three shots. What three spots did he or she likely land on?

___________________________

ix) A student scores a 35 after three shots. What three spots did he or she likely land on?

___________________________

x) What is one way to score 20 after three shots?

___________________________

xi) What is one way to score 40 after three shots?

___________________________

xii) What is one way to score 50 after three shots?

___________________________

38

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

Timed Drill Sheet # 7

................... 11a)

Each letter of the word MATHEMATICS is written on a card and placed in a cloth bag. Cards are chosen at random from the bag. Find the probability that the card chosen will be the following.

Ex: The letter “M” or “A”.

4 in 11

i) The letter “A”.

________________________________________________

ii) The letter “C”.

________________________________________________

iii) The letter “E”.

________________________________________________

iv) The letter “M”.

________________________________________________

v) The letter “T”.

________________________________________________

vi) The letter “I”.

________________________________________________

vii) The letter “H”.

________________________________________________

viii) The letter “S”.

________________________________________________

ix) A vowel.

________________________________________________

x) A consonant.

________________________________________________

xi) A letter between A and M.

________________________________________________

xii) A letter between N and Z.

________________________________________________

©

39

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

Timed Drill Sheet # 8

................... 12a)

The median is the middle number when the data is arranged in order. The range is the difference between the greatest and least numbers in a set of data.

Ex: What is the median and range of the following set of numbers: 4, 6, 17, 3, 9

Median = 6

Range = 14

56, 24, 13, 23, 36, 27, 48 i) What is the median in this set of numbers?

_______________________

ii) What is the range in this set of numbers?

_______________________

iii) What would the median be if 56 was not in the set?

_______________________

iv) What would the range be if 23 was not in the set?

_______________________

12, 26, 19, 17, 23, 2, 21 v) What is the median in this set of numbers?

_______________________

vi) What is the range in this set of numbers?

_______________________

vii) What number makes the range larger?

_______________________

viii) What would the range be if 2 was not in the set?

_______________________

ix) What would the median be if 17 was not in the set?

_______________________

100, 200, 275, 350, 150, 550, 250 x) What is the median in this set of numbers?

_______________________

xi) What is the range in this set of numbers?

_______________________

xii) What number makes the range larger?

_______________________

xiii) What would be the range is 550 was not in the set?

_______________________

xiv) What would the median be if 275 was not in the set?

_______________________

©

40

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

13a)

Warm-Up Drill Sheet # 5

...................

The line plot below shows the number of laps students ran during warm-up for gym class. Laps During Gym Warm-up X = one student

X X X 1

X 2

X X 3

X X 4

X X X X X X X X 5

X X X X 6

X X X 7

X X X X X X 8

9

X X X X X X X X X X X X X X 10 11 12

i) What was the most number of laps run?

__________________________________

ii) What was the fewest number of laps run?

__________________________________

iii) How many students ran 8 laps?

__________________________________

iv) How many students ran less than 5 laps?

__________________________________

v) How many students ran more than 9 laps?

__________________________________

vi) How many total students ran 1 or 2 laps?

__________________________________

vii) How many more students ran 10 laps than 6 laps?

__________________________________

viii) Which totals both show two people running laps?

__________________________________

ix) Only one student ran how many laps?

__________________________________

x) Four students ran how many laps?

__________________________________

xi) Nine students ran how many laps?

__________________________________

xii) For which numbers did no one run any laps for?

__________________________________

Explore with Technology

©

Use an online or computer software program to create a graph of the data above.

41

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

Timed Drill Sheet # 9

................... 14a)

This graph shows the number of shots on net that each hockey team shot during one hockey game.

40 35 30 25

Maple Leafs

20

Flyers

15

Rangers

10 5 0 1st Period

2nd Period

3rd Period

i) What would be a good title for this graph?

______________________________

ii) What increments does the scale on the graph go up by?

______________________________

iii) How was the scale on the graph chosen?

______________________________

iv) Who had the most shots on goal in total?

______________________________

v) Who had the fewest shots on goal in total?

______________________________

vi) Who had the most shots on net in the first period?

______________________________

vii) Who had the fewest shots on net in the first period?

______________________________

viii) Who had the most shots on net in the second period?

______________________________

ix) Who had the fewest shots on net in the second period?

______________________________

x) What prediction might you make about how each team will shoot in their next game?

______________________________

xi) What is the median for the Flyer’s shots on net?

______________________________

xii) What is the range for the Ranger’s shot on net?

______________________________

©

42

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

Warm-Up Drill Sheet # 6

...................

15a) The chart below shows the amount of hamburgers sold every day during a week.

Ex: How many total burgers were sold on Monday and Tuesday? 45 burgers

Day Sale of Burgers

Mon 20

Tue 25

Wed 27

Thu 30

Fri 45

Sat 60

Sun 75

i) What happened to the sale of hamburgers during the week?

_________________________

ii) How many total burgers were sold on the first three days?

_________________________

iii) How many total burgers were sold on the weekend?

_________________________

iv) How many more burgers were sold Friday than Thursday?

_________________________

v) Twice as many burgers were sold on Saturday than what day? _________________________ vi) What is the median for the number of burgers sold?

_________________________

vii) What is the range for the number of burgers sold?

_________________________

viii) There were three times as many hamburgers sold on what day than Tuesday?

_________________________

ix) There were 25 more hamburgers sold on what day than Monday?

_________________________

x) The same amount of hamburgers were sold on which two days as on Sunday?

_________________________

xi) What is the median for hamburgers sold between Thursday and Saturday?

_________________________

xii) Three times as many hamburgers were sold on Saturday than on what day?

_________________________

Explore with Technology

©

Use Excel or AppleWorks to graph this data.

43

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

Timed Drill Sheet # 10

................... 16a)

The chart below shows the number of toys sold at a store on a weekend.

Toys Sold at Toy Store

☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ Water toys

☺ ☺ ☺ ☺ ☺

☺ ☺

Balls

Dolls

☺

☺ ☺ ☺ ☺

☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺

☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺

Toy cars

Board games

Flying discs

Kites

i) Which toy sold the most?

_________________________

ii) Which toy sold the least?

_________________________

iii) How many total board games were sold?

_________________________

iv) How many total flying discs were sold?

_________________________

v) How many total dolls and balls were sold?

_________________________

vi) How many total flying discs and kites were sold?

_________________________

vii) How many more flying discs were sold than dolls?

_________________________

viii) How many more board games than cars were sold?

_________________________

ix) Twice as many kites as what type of toy were sold?

_________________________

x) Twice as many dolls as what type of toy were sold?

_________________________

xi) Four times as many flying discs were sold as what type of toy?

_________________________

xii) Twelve of which three toys, combined, were sold?

_________________________

©

44

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

Timed Drill Sheet # 11

................... 17a)

Four students competed to see who could throw a ball the farthest.

Student 1st Throw 2nd Throw 3rd Throw

Amanda 11 ft (3.4 m) 10 ft (3 m) 10 ft (3 m)

Winston 11 ft (3.4 m) 12 ft (3.7 m) 18 ft (5.5 m)

Christian 12 ft (3.7 m) 15 ft (4.6 m) 17 ft (5.2 m)

Martina 9 ft (2.7 m) 11 ft (3.4 m) 13 ft (4 m)

There are two ways the students can win. 1st – distance per throw 2nd – overall distance of all throws i) What was the total distance that Winston threw the ball?

_________________________

ii) What was the total distance that Amanda threw the ball?

_________________________

iii) What was the total distance that Christian threw the ball?

_________________________

iv) What was the total distance that Martina threw the ball?

_________________________

v) Who won for distance in each throw?

_________________________

vi) Who won for overall distance for throwing the ball?

_________________________

vii) Who had the largest difference between the first throw and last throw?

_________________________

viii) Who actually threw better on the first throw than the last throw? _________________________ ix) How much farther was Winston’s last throw than Christian’s last throw?

_________________________

x) How much farther was Martina’s second throw than Amanda’s second throw?

_________________________

xi) What two students threw the ball the same distance during one round?

_________________________

xii) Which student saw his or her score increase by two feet during each round of throws?

_________________________

©

45

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

...................

Review A a) The following numbers are placed in a bag. When choosing a number from the bag, what is the probability that the following will happen?

i) What numbers are you mostly likely to choose?

_________________________

ii) What numbers are you least likely to choose?

_________________________

iii) What is the ratio of 7’s to 5’s?

_________________________

iv) How many odd numbers could be chosen?

_________________________

v) How many even numbers could be chosen?

_________________________

vi) What is the probability of choosing an odd number?

_________________________

vii) What is the probability of choosing an even number?

_________________________

viii) What numbers are less likely to be chosen than an 8?

_________________________

ix) What numbers are more likely to be chosen than a 3?

_________________________

x) What is the probability of choosing a two digit number?

_________________________

xi) What is the probability of choosing a single digit number?

_________________________

xii) What is the ratio of odd numbers to even numbers?

_________________________

©

46

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

...................

Review B a) Tad rolled two standard dice twelve times. He calculated the total number of each two-dice combination and wrote down his results in the chart below. Roll 1 2 3 4

Total 5 7 11 6

Roll 5 6 7 8

Total 7 9 2 12

Roll 9 10 11 12

Total 8 5 7 9

i) Which total did Tad roll the most?

_________________________

ii) Which totals did Tad roll the least?

_________________________

iii) How many odd numbered totals did Tad roll?

_________________________

iv) How many even numbered totals did Tad roll?

_________________________

v) How many times did Tad roll a 5?

_________________________

vi) What are two possible dice pairs Tad could have rolled for Roll 12?

_________________________

vii) What are two possible dice pairs Tad could have rolled for Roll 4?

_________________________

viii) According to these results, which total is Tad most likely going to roll?

_________________________

ix) What fraction of the rolls were even numbers?

_________________________

x) What fraction of the rolls were odd numbers?

_________________________

xi) What two-dice combination numbers were not rolled?

_________________________

xii) How many rolls did it take for Tad to roll an even number?

_________________________

©

47

Data Analysis & Probability – Task & Drill Sheets CC3310

NAME:

...................

Review C a) A standard dart board is shown to the right.

i) What is the probability of hitting any number on the dart board?

___________

ii) What is the probability of hitting a number on the bottom half of the dart board?

___________

iii) Is it likely, unlikely, certain, impossible to hit a bull’s-eye?

___________

iv) Is it likely, unlikely, certain, impossible to hit a bull’s-eye five times in a row?

___________

v) Is it likely, unlikely, certain, or impossible to hit an even number 5 times out of ten shots?

___________

vi) What is the probability of hitting an odd number, not including the bulls-eye? Explain as a ratio.

___________

vii) What is the probability of hitting an even number not including a bulls-eye? Explain as a ratio.

___________

viii) If the score of the first five shots was 86, what numbers did the shooter hit? Show one way.

___________

ix) If the score of the first three shots was 42, what numbers did the shooter hit? Show one way.

___________

x) If the score of the first four shots was 36, what numbers did the shooter hit? Show one way.

___________

xi) If the score of the first two shots was 21, what numbers did the shooter hit? Show one way.

___________

xii) If the score of the first six shots was 79, what numbers did the shooter hit? Show one way.

___________

©

48

Data Analysis & Probability – Task & Drill Sheets CC3310

©

9

f) Orange and Pink

e) 20

d) Yellow

c) 84

b) Red

a) Blue

1.

10

Answers will vary.

2.

11

3.

13

15

f) iii) 183

Possible answer includes: 1 $5 + 2 $10 + 2 $20 = $65

d) ii) 14

c) i) 12

b) i) 22

a) iii) 18

7.

e) ii) 26

14

Information on the grid should make sense from the information in the chart.

Answers will vary.

6.

Answers will vary. Sarah would receive $65 in change.

5.

12

e) Bumper Cars and Spider

d) 62

c) Roller Coaster

b) Ferris Wheel

a) 2 times

4.

EZ

Data Analysis & Probability – Task & Drill Sheets CC3310

©

16

Answers will vary.

8.

17

f) Answers will vary. Possible answer includes: Bar graph.

e) Seattle has almost 90.5 times more rainfall than Chicago.

d) Detroit and Portland

c) New York and Boston

b) Most = Seattle, Least = Chicago

a) Most = Detroit, Least = Seattle

9.

18

e) ii) 2/6

d) i) 1/6

c) iii) 2/10

b) iii) 2/10

a) iii) 3/10

10.

19

j) Bar graph, pie chart, tally chart.

i) Baker C

h) Baker B

g) Baker B

f) Baker C

e) Baker A

d) Baker B

c) Baker B

b) Baker C

a) Baker A

11.

21

d) Answers will vary.

c) Answers will vary.

b) Unlikely, because 840 + 220 = 1060, 1060/4 = 265 so 4 evenly divides into 1060.

a) Strawberries, because there are more strawberries in the bales than blueberries.

13.

20

d) Answers will vary.

c) 1/4

b) 3/4

a) 1/4

12.

22

c) 23/100

b) 49/100

a) 28/100

14.

EZ

Data Analysis & Probability – Task & Drill Sheets CC3310

©

23

(Friday = 53 + Saturday = 53 + Sunday = 53 = 159; 174 – 159 = 15) She will have 15 pages left to read.

d) No, she will not read all the pages by Monday.

c) iii) 174

b) i) 116

a) ii) 24

15.

24

d) Answers will vary.

c) Likely

b) Unlikely

a) Likely

Drill Sheet 1

25

k) 0/6 Impossible

j) 3/6 Likely

i) 1/6 Unlikely

h) 26/52 Likely

g)13/52 Unlikely

f) 32/52 Likely

e) 4/52 Unlikely

d) 0/52 Impossible

c) 0/6 Impossible

b) 2/6 Unlikely

a) 4/6 Likely

Drill Sheet 2

26

Possible answer includes: Frogs = 8, Goldfish = 4, Parrots = 18.

Answers will vary.

Review A

27

c) Answers will vary. Points on the circle target should add up to 300.

b) 50, 50, 50 30, 30, 30, 30, 20, 10 30, 30, 30, 20, 20, 20 40, 40, 40, 20, 10

a) 50,50,50,50 30,30,30,30,30,30,20 30,30,30,30,30,30,10,10 40,40,40,40,20,20

Answers will vary. Possible answers include:

Review B

28

d) Hush Puppies, Rockport, and Adidas

c) Keds

b) Shoe brands should be arranged in categories, showing individual marks for the totals.

a) Shoe brands should be arranged in a table showing the totals.

Review C

EZ

Data Analysis & Probability – Task & Drill Sheets CC3310

©

1A

Answers will vary.

1.

2A

3A

g) iv) Impossible

f) ii) Unlikely

e) ii) Unlikely

d) African Violet. Because it grows the least amount overnight.

e) Answers will vary.

d) i) Likely

c) ii) Unlikely

b) ii) Unlikely

a) i) Likely

3.

c) 3 days.

b) The Spider Plant grows 26 cm (10 inches) more than the Orchid.

a) Spider Plant

2.

4A

Answers will vary.

4.

5A

g) Likely

f) Winston

e) Hunter

d) 216

c) Answers will vary.

b) Answers will vary.

a) Answers will vary.

5.

6A

e) 45%

d) 24%

c) 58

b) Bear

a) Snake

6.

EZ (these answers are for the 6 free bonus pages, see page 4 for download instructions)

Data Analysis & Probability – Task & Drill Sheets CC3310

©

29

xii) July and September

xi) 1 more birthday

x) 33 birthdays

ix) January

viii) March and April

vii) 4 more students

vi) Answers will vary.

v) June

iv) December

iii) February

ii) October

i) 12 months

a)

1.

31

xii) Blue

xi) Orange

x) 14 in 17

ix) 9 in 17

viii) 5 in 17

vii) 11 in 17

vi) 6 in 17

v) 12 in 17

iv) 3 in 17

iii) 2 in 17

ii) 4 in 17

a) i) 8 in 17

3.

30

Answers will vary.

a)

2.

32

xv) 2007 and 2010

xiv) 2009 and 2011

xiii) 2007

xii) 2011

xi) 75 more books

x) 175 books

ix) 210 more books

viii) 70 fewer books

vii) 55 more books

vi) 40 more books

v) 100 books

iv) 170 books

iii) 115 books

ii) 75 books

a) i) 635 books

4.

33

xiv) 11 in 20

xiii) 13 in 20

xii) 6 in 20 or 3 in 10

xi) 2 in 20 or 1 in 10

x) 4 in 20 or 1 in 5

ix) 1 in 10

viii) 3 in 10

vii) 2 in 10 or 1 in 5

vi) 2 in 10 or 1 in 5

v) 1 in 10

iv) 4 in 10 or 2 in 5

35

xii) 3 fewer cars

xi) 4 fewer cars

x) 1 more car

ix) 3 more cars

viii) Tan and Black

vii) Yellow

vi) Green

v) 7 cars

iv) 4 cars

iii) 6 green cars

ii) 5 blue cars

a) i) 24 cars

7.

34

xii) 128 birds

xi) Frederica

x) David

ix) 44 birds

viii) 24 more birds

vii) 4 more birds

vi) David

v) William

iv) 16 birds

iii) 28 birds

iii) 20 candies

36

xii) 10 in 20 or 1 in 2

xi) 2 in 20 or 1 in 10

x) 0 in 20

ix) 5 in 20 or 1 in 4

viii) 11 in 20

vii) 9 in 20

vi) 10 in 20 or 1 in 2

v) 10 in 20 or 1 in 2

iv) 10 in 20 or 1 in 2

iii) 10 in 20 or 1 in 2

ii) 2 in 20 or 1 in 10

a) i) 1 in 20

a) i) 16 birds ii) 36 birds

8.

6.

ii) 10 candies

a) i) 10 candies

5.

EZ

Data Analysis & Probability – Task & Drill Sheets CC3310

©

37

xii) tennis = 48, baseball = 72, basketball = 30, soccer = 50

xi) soccer

x) tennis

ix) 10 more students

viii) 21 more students

vii) 1 more student

vi) 76%

v) 15%

iv) 25%

iii) 24%

ii) 36%

a) i) 5

a) i) 100 students

38

viii) Answers may vary. Possible answers include: 10, 10, 5 or 15, 5, 5 ix) Answers may vary. Possible answers include: 10, 10, 15 or 25, 5, 5 x) 10, 5, 5 xi) Answers may vary. Possible answers include: 25, 10, 5 or 20, 10, 10 xii) Answers may vary. Possible answers include: 25, 15, 10 or 25, 20, 5

vii) 4 in 5

vi) 3 in 5

v) 1 in 5

iv) 1 in 5

iii) 50

ii) 250

10.

9.

39

xii) 3 in 11

xi) 8 in 11

x) 7 in 11

ix) 4 in 11

viii) 1 in 11

vii) 1 in 11

vi) 1 in 11

v) 2 in 11

iv) 2 in 11

iii) 1 in 11

ii) 1 in 11

a) i) 2 in 11

11.

40

xiv) 225

xiii) 250

xii) 550

xi) 450

x) 250

ix) 20

viii) 14

vii) 2

vi) 24

v) 19

iv) 43

iii) 25.5

ii) 43

a) i) 27

12.

41

xii) 9 and 12

xi) 10 laps

x) 6 laps

ix) 2 laps

viii) 3 and 4 laps

vii) 5 more students

vi) 4 students

v) 14 students

iv) 8 students

iii) 6 students

ii) 2 laps

a) i) 10 laps

13.

42

xii) 10

xi) 20 shots

x) Answers will vary.

ix) Maple Leafs

viii) Flyers and Rangers

vii) Rangers

vi) Maple Leafs

v) Rangers

iv) Maple Leafs

iii) Answers will vary.

ii) 5

a) i) Answers will vary.

14.

EZ

Data Analysis & Probability – Task & Drill Sheets CC3310

©

43

xii) Monday

xi) 45 burgers

x) Thursday and Friday

ix) Friday

viii) Sunday

vii) 55 burgers

vi) 30 burgers

v) Thursday

44

xii) Water Toys, Dolls, and Toy Cars

xi) Dolls

x) Toy Cars

vii) 6 more Flying Discs viii) 3 more Board Games ix) Board Games

vi) 16 toys

v) 7 toys

iv) 8 Flying Discs

iii) 4 Board Games

ii) Toy Cars

a) i) Water Toys

iii) 135 burgers

45

xii) Martina

xi) Amanda and Winston

x) 1 ft (0.4 m)

ix) 1 ft (0.3 m)

viii) Amanda

vii) Winston

vi) Christian

v) Christian for throw 1 and 2; Winston for throw 3.

iv) 33 ft (10.1 m)

iii) 44 ft (13.5 m)

iv) 15 more burgers

ii) 31 ft (9.4 m)

ii) 72 burgers

17. a) i) 41 ft (12.6 m)

16.

a) i) Steadily increased.

15.

46

xii) 5:5 or 1:1

xi) 10 in 10 or 1 in 1

x) 0 in 10

ix) 5 or 8

viii) 2, 3, 4, 6, 7 or 9

vii) 5 in 10 or 1 in 2

vi) 5 in 10 or 1 in 2

v) 5

iv) 5

iii) 1:2

ii) 2, 3, 4, 6, 7 or 9

a) i) 5 or 8

Review A

vii) 1:2

vi) 1:2

v) likely

iv) likely

iii) unlikely

ii) 2 in 21

a) i) 1 in 21

Review C

47

xii) 4 rolls

xi) 3, 4 and 10

x) 2/3

ix) 1/3

viii) 7

48

xii) Answers may vary. Possible answer includes: 20, 20, 10, 10, 10, 9

xi) Answers may vary. Possible answer includes: 10, 11

x) Answers may vary. Possible answer includes: 10, 10, 10, 6

ix) Answers may vary. Possible answer includes: 10, 20, 12

vii) Answers may vary. viii) Answers may vary. Possible answers Possible answer includes: include: 3, 3 or 5, 1 20, 20, 20, 10, 16

vi) Answers may vary. Possible answers include: 5, 4 or 6, 3

v) 2 times

iv) 4

iii) 8

ii) 2, 6, 8, 11 and 12

a) i) 7

Review B

EZ

Data Analysis & Probability – Task & Drill Sheets CC3310

©

1A

xii) Types of Cats

xi) Types of Dogs

x) Fact

ix) Answers may vary.

viii) Answers may vary.

vii) Wild Cats, Dogs, House Cats

2A

xi) Kindergarten and Grade 2 xii) Kindergarten and Grade 2

x) Grade 1

ix) Grade 7

viii) 40 students

vii) 6 pizzas

iv) Kindergarten and Grade 2 v) Grade 1 and 7 vi) 16 pizzas

iii) Grade 5

ii) 86 pizzas

3A

xii) 95:90

xi) 185 pins

x) 5 more pins

ix) 5 pins

viii) 6 pins

vii) 9

vi) 9.5

v) 5

vi) How would you group these animals?

iii) Categories of Animals

iv) Henry

4A

a) Answers will vary. This assessment is a strong gauge of how well students understand and can self-explain basic facts of data analysis and probability.

a) i) Answers will vary. Possible answer: 10, 10, 10, 10, 10, 9, 9, 9, 9, 9

v) Answers may vary.

4.

3.

iv) Answers may vary.

a) i) Pizza Orders

2.

ii) Answers will vary. Possible answer: 10, 10, 10, 10, 10, 9, 9, 8, 8, 6 iii) Elvira

ii) Compare and Contrast

a) i) Venn Diagram

1.

5A

xii) 30:25 or 6:5

x) Oranges and Watermelon xi) 95 people

ix) 10 people

viii) 15 people

vii) Peaches

vi) Strawberries

v) Answers will vary.

iv) Compare numbers.

iii) Title

ii) Favorite Fruits

a) i) Tally Chart

5.

6A

a) Answers will vary. This assessment is a strong gauge of how well students understand and can self-explain basic facts of data analysis and probability.

6.

EZ (these answers are for the 6 free bonus pages, see page 5 for download instructions)

Data Analysis & Probability – Task & Drill Sheets CC3310

The Probability of Change .................................

The picture shows the change that Frieda has in her wallet. What is the probability that she will pick a penny out of her wallet? a)

A penny

b) A nickel

c)

A quarter

d) A dime

e)

Create a tally sheet to organize the money above.

f)

Create a graph using the tally sheet above.

©

55

Data Analysis & Probability – Task & Drill Sheets CC3310

The Probability of Sales .............................. At Ramon’s school, they had a bake sale as a fundraiser for families at Christmas. Each year, Ramon’s school tries to raise more money than the previous year. The line graph below shows how much money the bake sales have sold over the past few years. Use the graph to answer the following questions: Christmas Fundraiser Bake Sale 170 160 150 140 130 120 110 100 90 80 70 60 50 40 30 20 10 0

S ales

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Years a)

How much money was made in Year 4?

b)

In which year did they make the least amount of money?

c)

In which year did they make the most amount of money?

d)

How much more money did they make in Year 5 than in Year 2?

e)

What was the most money made in one year?

f)

What were the combined sales of the last two years?

©

56

Data Analysis & Probability – Task & Drill Sheets CC3310

Calculating Popsicle Sales

................................. The School Parent Council is having a Popsicle sale to raise money for the school library. Look at the section of the circle graph carefully. The smallest section will be the least number of popsicles sold. Using the information below, finish the circle graph by writing the grade and amount of popsicles sold into their corresponding section. Grade 1: 48 Popsicles sold

Grade 2: 18 Popsicles sold

Grade 3: 25 Popsicles sold

Grade 4: 15 Popsicles sold

Grade 5: 30 Popsicles sold

Grade 6: 19 Popsicles sold

B

C

A

D

F E

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a)

Which grade bought the most popsicles?

b)

Which grade bought the fewest popsicles?

c)

How many more popsicles did the Grade 1s buy than the Grade 5s?

d)

How many popsicles were sold in all?

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Data Analysis & Probability – Task & Drill Sheets CC3310

Survey ........... The chart below shows the favorite colors of the students in Mrs. Thurston’s class. Favorite Colors of Mrs. Thurston’s Class Black Blue Green Orange Red 1

2

3

4

5

6

7

8

9

i) How many students were surveyed for this graph? ii) What color was the most popular favorite color? iii) What color was the least popular favorite color? iv) How many more students chose blue than black? v) How many more students chose green than orange? vi) How many total students chose green and black? vii) What fraction of students chose black? viii) What fraction of students chose red? ix) What is the ratio of students who chose orange to students who chose green? x) What is the ratio of students who chose blue to students who chose red? xi) A total of eight students chose which two colors as their favorites? xii) Two fewer students chose what color than black?

Reflection

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____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

Conduct the same survey in your class. Complete the questions above using your own survey results.

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Data Analysis & Probability – Task & Drill Sheets CC3310

Flipping a Coin ................... The chart below shows tten coin i fli flips d done b by Sh Shauna during class. Flip Number Head/Tails Flip Number Heads/Tails First

Heads

Sixth

Tails

Second

Heads

Seventh

Heads

Third

Tails

Eighth

Tails

Fourth

Heads

Ninth

Heads

Fifth

Tails

Tenth

Heads

i) Before starting, how likely was Shauna to flip a tail? ii) Before starting, how likely was Shauna to flip a head? iii) How many heads did Shauna flip? iv) How many tails did Shauna flip? v) What percent of the flips were heads? vi) What percent of the flips were tails? vii) What is the ratio of heads to tails on Shauna’s flips? viii) Suppose the numbers were doubled. How many heads would Shauna have? ix) Suppose the numbers were doubled. How many tails would Shauna have? x) Which flips did Shauna get a “head” on the coin? xi) Which flips did Shauna get a “tails” on the coin? xii) What is Shauna most likely to flip next?

Reflection

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__________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________

Flip a coin 10 times and record your results in a chart. What do you notice about the probability of getting heads or tails?

59

Data Analysis & Probability – Task & Drill Sheets CC3310

Calendar .............. The calendars below show three different months. Sun Mon Tue Wed Thu 1

2

3

Fri

Sat

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

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23

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25

26

27

28

29

30

i) What day of the week is the 1st of the month? ii) What patterns with number seven do you see? iii) What patterns with number 9 do you see? iv) Is the last day of the month the same as the first? v) What day of the week will the 1st of the next month be? vi) What day of the week is the 17th? vii) Can you predict what day the beginning of the second next month will start with? How? Sun Mon Tue Wed Thu

Fri

Sun Mon Tue Wed Thu

Sat

1

2

3

Fri

________________ ________________ ________________ Sat

1

2

3 10

4

5

6

7

8

9

10

4

5

6

7

8

9

11

12

13

14

15

16

17

11

12

13

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15

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17

18

19

20

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24

18

19

20

21

22

23

24

25

26

27

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29

30

25

26

27

28

29

30

31

viii) What was the last day in the previous month? ix) What is the same about both months? Explain. x) What is different about the months shown? Explain. xi) Are there any other months in the year that would have the same patterns? Why or why not? xii) If you skip count by four, how many days would that be? xiii) If you skip count by two, how many days would that be?

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________________ ________________ ________________ ________________

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Data Analysis & Probability – Task & Drill Sheets CC3310