This document appears to be from a math teacher providing instruction on bar graphs and line graphs. It includes the objective of how to construct a frequency table and read/interpret bar and line graphs. It provides an example of temperature data and has students construct a frequency table to organize the data. It then shows an example line graph of home sales over a year and has accompanying questions to analyze the graph. It discusses other types of data that could be displayed in line graphs or not. Finally, it provides a sketch for students to draw a rough line graph of the number of baby teeth over time.

1. AIM: Bar and Line Graphs
Do Now
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2. Homework: Pages 12-13 #3, 6, 7, 10ab, 12, 18, 19, 22, 23
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4. OBJECTIVE: How do we construct a
frequency table and read and interpret bar and
line graphs?
Do Now
The list shows the average high temperatures for 20 cities on one
February day. Construct a Frequency Table (Definition: a table used
to organize data into categories or groups) for the data.
8, 20, 50, 44, 65, 38, 2, 32, 28, 50, 41, 18, 51, 32, 12, 8, 4, 66, 69, 2
February Temperatures in 20 Cities
Average Highs Frequency
0-19
20-39
40-59
60-79
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5. OBJECTIVE: How do we construct a
frequency table and read and interpret bar and
line graphs?
Do Now
The list shows the average high temperatures for 20 cities on one
February day. Construct a Frequency Table (Definition: a table used
to organize data into categories or groups) for the data.
8, 20, 50, 44, 65, 38, 2, 32, 28, 50, 41, 18, 51, 32, 12, 8, 4, 66, 69, 2
February Temperatures in 20 Cities
Average Highs Frequency
0-19
20-39
40-59
60-79
5

6. OBJECTIVE: How do we construct a
frequency table and read and interpret bar and
line graphs?
Do Now
The list shows the average high temperatures for 20 cities on one
February day. Construct a Frequency Table (Definition: a table used
to organize data into categories or groups) for the data.
8, 20, 50, 44, 65, 38, 2, 32, 28, 50, 41, 18, 51, 32, 12, 8, 4, 66, 69, 2
February Temperatures in 20 Cities
Average Highs Frequency
0-19 7
20-39
40-59
60-79
6

7. OBJECTIVE: How do we construct a
frequency table and read and interpret bar and
line graphs?
Do Now
The list shows the average high temperatures for 20 cities on one
February day. Construct a Frequency Table (Definition: a table used
to organize data into categories or groups) for the data.
8, 20, 50, 44, 65, 38, 2, 32, 28, 50, 41, 18, 51, 32, 12, 8, 4, 66, 69, 2
February Temperatures in 20 Cities
Average Highs Frequency
0-19 7
20-39 5
40-59
60-79
7

8. OBJECTIVE: How do we construct a
frequency table and read and interpret bar and
line graphs?
Do Now
The list shows the average high temperatures for 20 cities on one
February day. Construct a Frequency Table (Definition: a table used
to organize data into categories or groups) for the data.
8, 20, 50, 44, 65, 38, 2, 32, 28, 50, 41, 18, 51, 32, 12, 8, 4, 66, 69, 2
February Temperatures in 20 Cities
Average Highs Frequency
0-19 7
20-39 5
40-59 5
60-79
8

9. Anticipatory Set
The line graph shows the number of home sales over a year.
Answer the questions below the graph based on the data.
1.) Which two months have the most home sales?
2.) Which two months have the least home sales?
3.) Between which two consecutive months does the
greatest increase in home sales occur?
4.) Between which two consecutive months does the
greatest decrease in home sales occur?
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10. Anticipatory Set
The line graph shows the number of home sales over a year.
Answer the questions below the graph based on the data.
5.) Describe other types of data that could be represented
with a line graph.
6.) Describe types of data that could not be represented
with a line graph.
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11. Key Questions
1.) What data is the graph displaying?
2.) What conclusions can we make from
the graph?
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15. As we can see, the current rate of employment loss is just as bad as the 80s recession even though the
current employment loss numbers are a lot higher. If you’re wondering why these graphs are so different
then you’ll want to know that the population of America in the 80s was around 230 million whereas in 2008
is around 300 million. This means a 3.5million employment loss in the current moment is around 1.16% of
the total population and 1.52% of the 80s population. This might look small but it’s actually 30% difference!
Anyways, enough of the maths talk…
PS: I haven’t checked the data driving the graphs closely but I trust that these guys actually know how to
graph even though I feel that the absolute employment loss graph was trying to be deceptive, even though it
is correct.
­Yong­Long Lai
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19. Microsoft Excel
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20. Before You Leave
Create a rough sketch of a line graph that displays the
number of baby teeth you have over time.
Number of Baby Teeth
Age (years)
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21. Mr. Tjersland's Math 7
Homework: 1.) Pages 22-23 #1, 2, 5, 6, 16-22 all
2.) Page 38 #8ab
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