<p> Monday 29 August 2011</p><p>Math 215 Class Record Goal</p><p> Learn some graphical methods of describing data.</p><p>1. (Continuation from 15.1) Going deeper into a mathematical activity. Activity 15C asked us to estimate the number of defective chips by using a sample. The activity can lead to further mathematical exploration. Knowing the math allows a teacher to find enriching activities beyond what may be in the curriculum. Use the spreadsheet Capture Recaputure.xlsx for seeing how the number of defective chips in a sample can vary when you assume 3% in the population are defective, as in 15C.</p><p>2. Have the class identify the graphs posted under the blackboard. Talk about how one can build a box plot and how one can build a pie chart. What limitations do pie charts have (represent parts of a whole)? 3. Short discussion question: why do we have/use different types of graphs? Main point to make: different pictorial representations can emphasize different things, make certain characteristics stand out.</p><p>4. Have the class build a bar chart and a pie chart with the following data (http://collegeportraits.org/NM/NMSU/characteristics): </p><p>Region Percentage New Mexico 78% Other U.S. States and Territories 20% Other Countries 3% Residency Unknown < 1%</p><p>Homework for Friday</p><p> Chapter 15.2, number 5.</p><p>Reading Question for Wednesday  Reading question from previous reading: What purpose is there in creating a line graph rather than just using a bar graph to represent the data? Look at Figure 15.11, in particular, when thinking about this question.</p>