FM 12/28/06 5:53 PM Page i Nelson · Director of Publishing Beverley Buxton General Manager,...

A u s t r a l i a C a n a d a M e x i c o S i n g a p o r e S p a i n U n i t e d K i n g d o m U n i t e d S t a t e s

AuthorsStewart Craven • Anna D’ArmentoGillian Gibbons • Dr. Peter Joong

Kathy Kubota-Zarivnij • Pat Margerm

Assessment ConsultantScott Armstrong

Nelson

FM 12/28/06 5:53 PM Page i

Director of PublishingBeverley Buxton

General Manager, Mathematics, Science,and TechnologyLenore Brooks

Publisher, MathematicsColin Garnham

Executive Managing Editor, SpecialProjectsCheryl Turner

Managing Editor, DevelopmentDavid Spiegel

Project ManagerMegan Robinson

Developmental EditorAnna Garnham

Editorial AssistantsAisha HammahCaroline WinterCarmen Yu

Executive Director, Content and MediaProductionRenate McCloy

Director, Content and Media ProductionLinh Vu

Content Production EditorSara-Jane Wearing

Proofreader/Copy EditorCatherine Dorton

Production ManagerCathy Deak

Senior Production CoordinatorSharon Latta Paterson

Design DirectorKen Phipps

Interior DesignFernanda Pisani

Cover DesignJohanna Liburd

Cover ImageAnne Bradley

IllustrationsDeborah CrowleSteve Corrigan

CompositorCarol Magee

Photo/Permissions ResearcherAlison Lloyd-Baker

PrinterWebcom Limited

Nelson Mathematics Concepts and Connections 10

COPYRIGHT © 2007 by Nelson, a division of Thomson Canada Limited.

ISBN 13: 978-0-17-632485-8ISBN 10: 0-17-632485-2

Printed and bound in Canada1 2 3 4 10 09 08 07

For more information contact Nelson,1120 Birchmount Road, Toronto, Ontario,M1K 5G4. Or you can visit our Internetsite at http://www.nelson.com

ALL RIGHTS RESERVED. No part of thiswork covered by the copyright herein,except for any reproducible pagesincluded in this work, may bereproduced, transcribed, or used in anyform or by any means—graphic,electronic, or mechanical, includingphotocopying, recording, taping, Webdistribution, or information storage andretrieval systems—without the writtenpermission of the publisher.

For permission to use material from thistext or product, submit a request online atwww.thomsonrights.com

Every effort has been made to traceownership of all copyrighted materialand to secure permission from copyrightholders. In the event of any questionarising as to the use of any material, wewill be pleased to make the necessarycorrections in future printings.

Reproduction of BLMs is permitted forclassroom/instruction purposes only andonly to the purchaser of this product.

AuthorsStewart Craven, Anna D’Armento, Gillian Gibbons, Dr. Peter JoongKathy Kubota-Zarivnij, Pat Margerm

Assessment ConsultantScott Armstrong

ReviewersMuriel Brennan, York Region District School BoardSandy DiLena, Education Quality and Accountability OfficeCaroline Duncanson, Toronto District School BoardBeverly Farahani, Kingston Collegiate and Vocational InstituteWendy McIntosh-Clodd, Upper Grand District School BoardLewis Morgulis, York Region District School Board

Photo Creditspage 1: © Steve Skjold/Alamy; page 5: © David Young-Wolff/Photo Edit, Inc.; page 51: © Natthawat Wongrat/Shutterstock; page 87: © Willem Dijkstra/Shutterstock; page 129: © PHOTOTAKE Inc./Alamy; page 177: © Michal Adamczyk/Shutterstock; page 223: © Layne Kennedy/CORBIS

Credits for Tables and Graphspage 12: © United Nations (1995b); U.S. Census Bureau, International Programs Center, International Data Base and unpublishedtables (via document from U.S. Agency for International Development, Bureau for Global Health, Office of Population andReproductive Health), http://www.census.gov/prod/2004pubs/wp-02.pdf; page 13: © Carbon Dioxide Information Analysis Center,Oak Ridge National Laboratory, Oak Ridge, Tennessee 37831-6335. Used with permission of CDIAC; page 16: © Carbon DioxideInformation Analysis Center, Oak Ridge National Laboratory, Oak Ridge, Tennessee 37831-6335. Used with permission of CDIAC;page 17: © Adapted from Statistics Canada website, http://www40.statcan.ca/l01/cst01/demo02a.htm. Last modified: 2006-10-26.Used with permission of Statistics Canada; page 20: © Adapted from Statistics Canada website, http://www40.statcan.ca/cgi-bin/getcans/sorth.cgi?1an=eng&dtype=fina&filename=demo03.htm&sortf=2; page 21: © Carbon Dioxide Information AnalysisCenter, Oak Ridge National Laboratory, Oak Ridge, Tennessee 37831-6335. Used with permission of CDIAC; pages 31, 34, 35, & 38:Adapted from The World's Water, http://www.worldwater.org/data19981999/table2.html, and Food and Agriculture Organizationof the United Nations (FAO), ftp://ftp.fao.org/agl/aglw/docs/kyotofactsheet_e.pdf; page 35: © Population Reference Bureau, 1875Connecticut Ave. NW, Washington, DC 20009 USA, http://www.prb.org/pdf06/06WorldDataSheet.pdf; page 44: © Fromhttp://nfi.cfs.nrcan.gc.ca/canfi/facts/table3_e.html. Used with permission of Natural Resources Canada/Ressources naturelles Canada;page 155: © Adapted from Statistics Canada website, http://www40.statcan.ca/l01/cst01/demo02.htm

FM 12/28/06 5:53 PM Page ii

Overview: This Book and Eco-Schools 1

Math Book Scavenger Hunt 2

KWL Chart: Eco-Schools 3

About Eco-Schools 4

Module 1: Understanding Data 5

Getting Started: What Data Can I Collect? 6

1.1 Where Is Data in My World? 8

1.2A How Can I Read Data? 10

1.2B How Can I Read Data? 12

1.3A How Can I Represent Data? 14

1.3B How Can I Represent Data? 16

1.4A How Can I Read GraphsCritically? 18

1.4B How Can I Read GraphsCritically? 20

1.5A How Can I CompareMeasurement Data? 22

1.5B How Can I CompareMeasurement Data? 24

Mid-Module Review 26

1.6A How Can I UnderstandMeasurement Data? 28

1.6B How Can I UnderstandMeasurement Data? 30

1.7A How Can I Visualize Data? 32

1.7B How Can I Visualize Data? 34

1.8A How Can I Communicate Data Using Circle Graphs? 36

1.8B How Can I Communicate Data Using Circle Graphs? 38

1.9A How Can I Use Data to Make a Decision? 40

1.9B How Can I Use Data to Make a Decision? 42

Module Review 44

Module Task: Air Quality 46

Math Game: Pair the Data 48

Course Project Part 1: Ecological Footprints 49

Module 2: Measuring OurConsumption 51

Getting Started: ImperialMeasurement 52

2.1A How Are Imperial and Metric Units Related? 54

2.1B How Are Imperial and Metric Units Related? 56

2.2A How Much Do We ThrowAway? 58

2.2B How Much Do We ThrowAway? 60

2.3A How Much Water Do We Use? 62

2.3B How Much Water Do We Use? 64

2.4A How Much Energy Do We Use? 66

Copyright © 2007 Nelson Contents iii

Contents

FM 12/28/06 5:53 PM Page iii

iv Contents Copyright © 2007 Nelson

2.4B How Much Energy Do We Use? 68


2.5 How Can I EstimateTemperature? 72

2.6A How Do I Draw That? 74

2.6B How Do I Draw That? 76

2.7 How Do I Build That? 78

Module Review 80

Module Task: Water Record 82

Math Game: Ratio Concentration 84

Course Project Part 2: Creating a Waste Depot 85

Module 3: Measuring OurEcological Footprint 87

Getting Started: Reusing andRecycling Newspapers 88

3.1A How Are Fractions, Decimals, and PercentsRelated? 90

3.1B How Are Fractions, Decimals, and PercentsRelated? 92

3.2A How Is Rate Calculated? 94

3.2B How Is Rate Calculated? 96

3.3 What Jobs Use Measurement? 98

3.4A How Can I Convert between Linear Metric Units? 100

3.4B How Can I Convert between Linear Metric Units? 102


3.5A How Can I Estimate thePerimeter of Rectangles? 106

3.5B How Can I Estimate thePerimeter of Rectangles? 108

3.6A How Can I Solve Perimeter Problems? 110

3.6B How Can I Solve Perimeter Problems? 112

3.7A How Can I Solve AreaProblems? 114

3.7B How Can I Solve AreaProblems? 116

3.8A How Can I Solve VolumeProblems? 118

3.8B How Can I Solve VolumeProblems? 120

Module Review 122

Module Task: Design an Eco-School Newspaper 124

Math Game: Eco-Chase 126

Course Project Part 3: Paper and Trees 127

Module 4: Getting from Here to There 129

Getting Started: Topping a Pizza 130

4.1A Planes, Trains, orAutomobiles? 132

4.1B Planes, Trains, orAutomobiles? 134

4.2A How Many Nights Will I Be Away? 136

4.2B How Many Days Will I Be Away? 138

4.3A How Do Time Zones Work? 140

4.3B How Do Time Zones Work? 142

4.4 How Do We Get to School? 144

4.5A How Can I Graph Data? 146

4.5B How Can I Graph Data? 148

4.6A How Do Cars Compare? 150

FM 12/28/06 5:53 PM Page iv

4.6B How Do Cars Compare? 152


4.7A How Can I Find an Equivalent Ratio? 156

4.7B How Can I Find an Equivalent Ratio? 158

4.8 What Is the Effect of Changing Parts of a Ratio? 160

4.9A How Can I Compare theRates? 162

4.9B How Can I Compare theRates? 164

4.10A What Are My Savings? 166

4.10B What Are My Savings? 168

Module Review 170

Module Task: Will Saving the Environment Save Money Too? 172

Math Game: Wastepaper Basketball 174

Course Project Part 4: Favourite Cars 175

Module 5: Making SmartChoices: Food, Money, and Jobs 177

Getting Started: What Do We Eat? 178

5.1 How Much Food Do We Eat? 180

5.2A How Much Does Lunch Cost? 182

5.2B How Much Does Lunch Cost? 184

5.3A How Much Is the Tip? 186

5.3B How Much Is the Tip? 188

5.4A Is the Percent Reasonable? 190

5.4B Is the Percent Reasonable? 192

5.5 Should I Stay In or Go Out to Eat? 194

5.6A Should I Buy Bulk or Packaged Food? 196

5.6B Should I Buy Bulk or Packaged Food? 198


5.7A What Does That NumberMean? 202

5.7B What Does That NumberMean? 204

5.8A What Is the Difference in Pay? 206

5.8B What Is the Difference in Pay? 208

5.9 Which Job Should I Choose? 210

5.10A Have I Met My Budget? 212

5.10B Have I Met My Budget? 214

Module Review 216

Module Task: A Tree Planting Project 218

Math Game: The Best Buy 220

Course Project Part 5: Job Search 221

Module 6: Displaying Our Ideas 223

Getting Started: How Are Perimeter and Area Measured? 224

6.1 Why Is Pi an Important Ratio? 226

6.2 Can I Use Pi for OtherMeasurements? 228

6.3A How Can I Solve Problems Involving Circles? 230

Copyright © 2007 Nelson Contents v

FM 12/28/06 5:53 PM Page v

vi Contents Copyright © 2007 Nelson

6.3B How Can I Solve Problems Involving Circles? 232

6.4A How Can I Find the Perimeterand Area of CompositeShapes? 234

6.4B How Can I Find the Perimeterand Area of CompositeShapes? 236

6.5A How Can I Draw a ScaleDiagram? 238

6.5B How Can I Draw a ScaleDiagram? 240

6.6A Do the Posters Take Up Too Much Space? 242

6.6B Do the Posters Take Up Too Much Space? 244


6.7A How Can I Estimate Angles? 248

6.7B How Can I Estimate Angles? 250

6.8A How Are Circle GraphsConstructed? 252

6.8B How Are Circle GraphsConstructed? 254

6.9 What Is the Volume of the Cylinder? 256

6.10A What Are the Dimensions of the Cylinder? 258

6.10B What Are the Dimensions of the Cylinder? 260

Module Review 262

Module Task: Green SpaceDimensions 264

Math Game: Rolling Circles 265

Course Project Part 6: Drawing the Display Plan 266

Glossary 267

FM 12/28/06 5:53 PM Page vi

Copyright © 2007 Nelson Module 1: Understanding Data 5

Understanding DataEvery day you make choices based on information youget from different sources. Your choices could have animpact on yourself, your community, and theenvironment.

You will investigate how data is used to communicateinformation about your world in this module. You willalso learn how to work with data effectively.

Module 1

GOALS

You will be able to

• read and interpretdata

• solve problemsusing data

• create bar graphsand circle graphs

• calculate percent

01_Module 1 12/28/06 5:54 PM Page 5

GettingStarted

6 Module 1: Understanding Data Copyright © 2007 Nelson

You will need

• a calculator

What Data Can I Collect?

Data can be collected and used to make decisions ordraw conclusions.

? What decisions can your teacher make using dataabout your class?

A. Your teacher may wonder if there are enoughcalculators for all the students in the class. Collect data about your math class.

There are a total of ______ students in this class.

There are ______ calculators available for this class.

B. Should your teacher get more calculators? Circle one.

Yes No

C. What other data could your teacher collect about yourmath class?

___________________________________________________

___________________________________________________

D. Choose 1 of your ideas from Part C. Collect the data.

___________________________________________________

___________________________________________________

E. What decisions or conclusions could your teachermake using the data you collected? Explain yourthinking.

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

01_Module 1 12/28/06 5:54 PM Page 6

Try This!

1. Fill in the blanks in the table using the data below.

6 cm × 13 cm 18 cm 5 cm 2500 cm2

2. Complete the table.

3. What do you spend money on during the day? Add more examples to the table.

4. Add data to complete the table.

Copyright © 2007 Nelson Getting Started: What Data Can I Collect? 7

Hint

Area of arectangular base =length × width

Volume of arectangular prism =area of base ×height

Dimensions Area

25 cm × 100 cm __________

______________________ 78 cm2

3 cm × __________ 54 cm2

__________ × 18 cm 90 cm2

Hourly rate Hours worked Money earned

$6.54/h 28 h

$8.85/h 36 h

$9.50/h 35 h

Amount of Time of day Items bought

money spent

before school bus tickets $2.50

Area of

RectangularDimensions

baseVolume

(square(cubic

prismLength Width Height

units)units)

1 2 2 9 2 × ___ = 4 ___ × 9 = ___

2 3 4 3 3 × 4 = 12 12 × ___ = ___

3 9 2 2 × ___ = ___ ___ × 2 = ___

MATH TERMSMATH TERMS

dimensions

the measurementsof the sides of ashape

area

the amount ofspace a surfacecovers; area ismeasured insquare units

01_Module 1 12/28/06 5:54 PM Page 7

Where Is Data in My World?

GOAL: Compare examples of communicating data.

Data is everywhere. Data can be communicated in manydifferent ways, such as in statements and graphs.

? How is data communicated?

A. Circle the data in the following statements.

• Canadians use an average of 340 L of water perperson each day.

• Only 10% of home water supply is used in thekitchen and as drinking water.

• About 65% of indoor home water use occurs inbathrooms. Toilets use the greatest amount ofwater.

B. Circle where the data listed below is shown on the graphs.

• percent of water used for laundry

• percent of water wasted through leakage


1.1

You will need

• textbooks• newspapers• flyers• magazines• scissors

MATH TERMMATH TERM

data

informationgathered in asurvey, in anexperiment, or by observing

Household Water Use

Kitchen anddrinking 10%

Cleaning 5%

Laundry 20%

Toilet flushing 30%

Showers andbaths 35%

Leakage 12%

Industrial 18%

Commercial 20%

Residential 50%

Municipal Water Use

01_Module 1 12/28/06 5:54 PM Page 8

C. Find examples of data in textbooks, newspapers,flyers, and magazines.

D. Use the examples you found in Part C to tally how the data was communicated. Record your tally in the table.

E. Circle the method used the most to communicate data.

F. Underline the method used the least to communicatedata.

G. Make other observations about the data in the table. If appropriate, use terms such as “about twice asmany” and “about half as many.”

___________________________________________________

___________________________________________________

___________________________________________________

MATH TERMMATH TERM

tally

a way of keepingcount of a numberof objects; tallymarks are usuallywritten in groupsof 5; for example,a count of 7 isshown using tallymarks as

//// //

How Was the Data Communicated?

Method Tally Total

charts and tables

graphs

pictures and captions

stories and reports

other

Reflecting

1. Why do you think different methods are used tocommunicate data? Give examples to support youranswer.

_________________________________________________

_________________________________________________

_________________________________________________

Copyright © 2007 Nelson Lesson 1.1: Where Is Data in My World? 9

01_Module 1 12/28/06 5:54 PM Page 9

How Can I Read Data?

GOAL: Read data in tables.

Eric recorded the amount of time he spent on hishomework each day for 1 month. He made his table look like a calendar.

? What observations can you make about the datain the table?

A. Compare the data for the 2 Tuesdays that are shaded. How do the number of minutes compare? Show your work.

B. Eric compares the data for the 2 Tuesdays that areshaded. He makes this statement:

“I spent 4 times as many minutes on homework onthe first Tuesday as I did on the second Tuesday.”

Do you agree or disagree with his statement?Circle one.

Agree Disagree

Explain your thinking.

___________________________________________________

___________________________________________________ 10 Module 1: Understanding Data Copyright © 2007 Nelson

1.2A

Sun Mon Tues Wed Thurs Fri Sat

Week 1 45 min 25 min 60 min 0 min

Week 2 95 min 75 min 70 min 70 min 15 min 85 min 0 min



Week 5 105 min 75 min 25 min 85 min 20 min

You will need

• a calculator

01_Module 1 12/28/06 5:54 PM Page 10

C. Eric is considering a part-time job after school. Use the data in the table to determine which days he should consider working. Explain your thinking.

___________________________________________________

___________________________________________________

___________________________________________________

Checking

2. Complete the table above to determine whichprovince’s teenagers watch the most television?Circle one.

Ontario British Columbia Newfoundland

Explain your thinking.

___________________________________________________

___________________________________________________

___________________________________________________

Copyright © 2007 Nelson Lesson 1.2A: How Can I Read Data? 11

Reflecting

1. What math can you use to analyze the data in Eric’s table?

_________________________________________________

_________________________________________________

_________________________________________________

Hint

Think about themath operations(addition,subtraction,multiplication,division) that youcan use to analyzethe data.

Teenagers’ Television Viewing Habits

ProvinceAverage amount of

Average amount of

time per weektime per week

in minutes

Ontario 17 h 18 min

British Columbia 720 min

Newfoundland 12 h 132 min

01_Module 1 12/28/06 5:54 PM Page 11

How Can I Read Data?

GOAL: Read data in tables.

Raven is studying how worldpopulation growth affects theenvironment. She found this table in a book.

? How can you read dataabout the world’s population growth?

A. How many years did it take for the world population to increase from 4 billion to 5 billion? Show your work.

B. How many years did it take for the world population todouble from 3 billion? Show your work.

C. What change in the world population took the mostnumber of years? What change took the least numberof years? Show your work.

Most number of years:

Least number of years:


1.2B

World Population

Growth

Year Population

1804 1 billion1922 2 billion1959 3 billion1974 4 billion1987 5 billion1999 6 billion2013* 7 billion2028* 8 billion2048* 9 billion

*UN predictions for populationgrowth

You will need

• a calculator

01_Module 1 12/28/06 5:54 PM Page 12

Practising

1. Carbon dioxide (CO2) emissions result in air pollution. CO2 emissions are partly caused by power plants,cars, and trucks. The table below shows changes inCO2 emissions per person in Canada.

a) Write each year in order from earliest to mostrecent in the table.

1923 1972 1870 1993 1892

b) The emissions increase every year. Write each CO2 emissions data in the table.

118 475 25 377 99 918 334 3808

c) Between which 2 years was there a change of 54 474 thousand tonnes of CO2 emissions? Show your work.

Between _____________ and ____________Year Year

d) What do you think happened in Canada between1892 and 1923 to cause such a great increase inCO2 emissions?

________________________________________________

________________________________________________

________________________________________________

Copyright © 2007 Nelson Lesson 1.2B: How Can I Read Data? 13

YearCO2 emissions per person in Canada

(thousand tonnes)

1859 86

2003 154 392

01_Module 1 12/28/06 5:54 PM Page 13

How Can I Represent Data?

GOAL: Construct bar graphs.

Nisha realized that she was always tired on Tuesdays andFridays. She decides to keep track of her hours of sleep for3 weeks. Nisha adds the hours for each day to see if shecan find a pattern in the weeks. She wants to representthis data in a bar graph to help her see a pattern.

? How can Nisha show her data on a bar graph?


1.3A

You will need

• pencil crayons


Week 1 8.5 h 6.0 h 8.5 h 8.5 h 6.5 h 10.5 h 10.5 h

Week 2 9.0 h 6.5 h 8.5 h 9.0 h 6.0 h 10.0 h 11.0 h

Week 3 9.0 h 6.5 h 8.0 h 8.5 h 7.5 h 9.5 h 10.5 h

TOTAL 26.5 h 19.0 h 25.0 h 26.0 h 20.0 h 29.5 h 32.0 h

Nisha’s Thinking

I have data for 7 days. I will use 1 column for each day.

I need 7 columns.

I can use a scale for the number of hours I slept.

The greatest number of hours is 32.

I will need 32 squares if I use a scale of 1 square for every hour.

I have only 16 squares on the vertical axis of my grid.

I will divide the greatest number of hours by the number of squares

to find a good scale.

32 h ÷ 16 = 2

I will use a scale of 1 square for 2 h.


bar graph

a way to show andcompare data thatuses horizontal orvertical bars

scale

numbers or marksarranged atregular intervalsalong an axis of a graph

01_Module 1 12/28/06 5:54 PM Page 14

A. The first 3 days have been graphed below. Graph theremaining data from the bottom row of the table onpage 14.

B. What pattern do you see in Nisha’s graph?

___________________________________________________

___________________________________________________

C. Nisha goes to bed about the same time everyweeknight and later on weekend nights. Why do you think this pattern exists?

___________________________________________________

___________________________________________________

Copyright © 2007 Nelson Lesson 1.3A: How Can I Represent Data ? 15

323028262422201816

Sun Mon Tue Wed Thu Fri Sat

Nu

mb

er o

f h

ou

rs

Days of the week

The scale goes onthe vertical axis.

There should be aspace between eachcolumn on thehorizontal axis.

Hours of Sleep over 3 Weeks

141210

86420


vertical axis

the left-mostvertical line (frombottom to top) ona grid

horizontal axis

the bottomhorizontal line(from left to right)on a grid

Reflecting

1. Could Nisha use a scale of 1 square for every halfhour for her graph? Why or why not?

_________________________________________________

_________________________________________________

_________________________________________________

01_Module 1 12/28/06 5:54 PM Page 15

How Can I Represent Data?

GOAL: Construct bar graphs.

Kate wants to represent the CO2 emissions of severalcountries in 2003 on a bar graph.

? How can Kate represent the data on a bar graph?

A. Write the countries from the table along the horizontalaxis. Leave a space between each column.

B. Choose a scale for the vertical axis. The scale muststart at 0 and go up by regular intervals (for example,by 2s, 10s, 50s, 100s, or 200s). Write the scale alongthe vertical axis.

C. Record the data from the table onto your bar graph.

D. Which country had the most tonnes of CO2 emissions? How do you know?

___________________________________________________

___________________________________________________


1.3B

You will need

• a calculator

• pencil crayons

CO2 Emissions

in 2003

Country

CO2

emissions

(million

tonnes)

Canada 154Mexico 113Russia 407U.S. 1580India 347Japan 336Germany 219China 1131

CO

2 em

issi

on

s (m

illio

n t

on

nes

)

Country

CO2 Emissions in 2003

0

Hint

Remember, dividethe greatest value in your data by thenumber of squaresalong the verticalaxis to find a scalethat works for thedata.

01_Module 1 12/28/06 5:54 PM Page 16

Practising

1. a) Use the grid to graph the data in the table below. Use Parts A to C on page 16 for help.

b) Explain your choice of scale.

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

c) What conclusions can you make about thepopulation of these provinces? Support yourconclusions using the graph.

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

Copyright © 2007 Nelson Lesson 1.3B: How Can I Represent Data? 17

Population in 2005

Population

Province (thousands)

Quebec 7598Ontario 12 541Manitoba 1178Saskatchewan 994Alberta 3257BritishColumbia

4255

(horizontal axis label)

0

(ver

tica

l axi

s la

bel

)

Population in 2005

01_Module 1 12/28/06 5:54 PM Page 17

How Can I Read Graphs Critically?

GOAL: Read graphs critically.

Eric was told that he was not doing enough homework. He looked at the data in the table he created earlier. He decided to create a graph to prove that he is doingenough homework.

Eric decided to organize his homework data in 2 differentways and then create 2 different graphs.

? Which graph would do a better job at proving thatEric is doing enough homework?

A. Tally all of Eric’s data in the table below.

B. Tally all of Eric’s data in the table below.


1.4A

Interval of timeTally

Number(frequency)

Number of days on which Eric spent less than 60 min on his homework.

Number of days on which Eric spent 60 min or more on his homework.

Interval of timeTally

Number(frequency)

Number of days on which Eric spent less than 30 min on his homework.

Number of days on which Eric spent 30 min or more on his homework.

You will need

• pencil crayons


Week 1 45 min 25 min 60 min 0 min




Week 5 105 min 75 min 25 min 85 min 20 min

01_Module 1 12/28/06 5:54 PM Page 18

C. Eric decided to use histograms to graph the data.

The first histogramwill show the numberof days (frequency)he worked less than60 min and 60 min or more.

The second histogramwill show the numberof days (frequency) he worked less than 30 min and 30 min or more.

Graph the data in the tables from Parts A and B on theappropriate grid.

Checking

2. The average teenager in Ontario spends 2 �

12

� hours each day watching television.

Eric’s mom thinks teenagers spend about a �

14

� of the day watching television.

Which bar graph would Eric’s mom use? Explain your answer.

__________________________________________

__________________________________________

__________________________________________

Copyright © 2007 Nelson Lesson 1.4A: How Can I Read Graphs Critically? 19

201816

0–59 60+

Freq

uen

cy

Number ofminutes

Data from Part A

141210

86420

201816

0–29 30+

Freq

uen

cy

Number ofminutes

Data from Part B

141210

86420

MATH TERMMATH TERM

histogram

a graph with bars that showsfrequencies of data organizedinto intervals; the intervals lineup side by sidewithout gaps

Reflecting

1. Which graph would do a better job at proving thatEric is doing enough homework?

_________________________________________________

_________________________________________________

2422201816

Wh

ole

day

Wat

chin

g T

V

Nu

mb

er o

f h

ou

rs

141210

86420

Graph 12422201816

Aw

ake

Wat

chin

g T

V

Nu

mb

er o

f h

ou

rs

141210

86420

Graph 2

Hours Spent Watching TV

01_Module 1 12/28/06 5:54 PM Page 19

How Can I Read Graphs Critically?

GOAL: Read graphs critically.

Ming wants to represent worldpopulation growth in 2 differentgraphs.

? How can 2 graphs represent the same data?

A. Compare the intervals along the horizontal axis in thefollowing 2 line graphs. How are the intervals in the 2 graphs different?

___________________________

___________________________________________________

___________________________________________________

B. Which graph suggests the population is changingmore quickly? Why?

___________________________________________________

___________________________________________________


1.4B

World Population

Growth

YearPopulation

(billions)

1800 0.91825 1.01850 1.31875 1.41900 1.71925 2.01950 2.51975 4.12000 6.12025 7.92050 9.12075 9.82100 10.0

1098

Wo

rld

po

pu

lati

on

(bill

ion

s)

76543210

Graph 110

98

Wo

rld

po

pu

lati

on

(bill

ion

s)

76543210

Graph 2

1800

1825

1850

1875

1900

1925

1950

1975

2000

2025

2050

2075

2100

1800

1900

2000

2100

YearYear

You will need

• pencil crayons


interval

the space between2 values on agraph axis

line graph

a graph of a linethrough pointsthat show therelationshipsbetween values

01_Module 1 12/28/06 5:54 PM Page 20

C. How does the choice of interval along the horizontalaxis change the representation of the data in thegraph?

___________________________________________________

___________________________________________________

Practising

1. a) Use the data in the tableto complete the 2 bargraphs below. The data for Guam has beengraphed for you in each graph.

b) Which graph suggests that Canada’s CO2emissions per person are not much higher than those of other countries? Why?

________________________________________________

________________________________________________

c) How does changing the scale change therepresentation of the data?

________________________________________________

________________________________________________

Copyright © 2007 Nelson Lesson 1.4B: How Can I Read Graphs Critically? 21

Country

CO

2 em

issi

on

s(t

ho

usa

nd

to

nn

es)

0.00.51.01.52.02.53.03.54.04.55.05.56.06.57.07.5

Graph 1

Guam

Canad

a

Panam

a

Singap

oreChile

Spain

Guam

Canad

a

Panam

a

Singap

oreChile

Spain

Country

CO

2 em

issi

on

s(t

ho

usa

nd

to

nn

es)

012345678

Graph 2

CO2 Emissions

Per Person

Country

CO2

emissions

per person

(thousand

tonnes)

Guam 7.0Canada 5.0Panama 0.5Singapore 3.0Chile 1.0Spain 2.0

01_Module 1 12/28/06 5:54 PM Page 21

How Can I Compare Measurement Data?

GOAL: Compare measurement data in tables.

Alan has noticed that classrooms in his school vary insize. He wants to know how crowded each classroom is.He collected data and recorded it in the table below.

? Which classroom is the most crowded?

A. Divide the area of each classroom by the number of students to calculate the area for each student. Round your answer to the nearest whole number. Show your work in the table. The first row is done for you.

B. Which classroom is the most crowded? How do youknow? (Use the area per student data you calculated in Part A.)

___________________________________________________

___________________________________________________

___________________________________________________


1.5A

You will need

• a calculator

• a measuring tapeClassroom Area (ft2)

Number of Area for each student

students

math 536 28 536 ft2 ÷ 28 ≅ 19 ft2 /student

art 784 17

science 1369 22

music 961 16

french 529 25

Hint

ft2 means square feet.

≅ meansapproximatelyequal to.

01_Module 1 12/28/06 5:54 PM Page 22

Checking

2. a) Measure the dimensions (in feet or metres) of yourmath classroom. Record your measurements in the table.

b) Record the number of students in your mathclassroom in the table.

c) Divide the area of your math classroom by thenumber of students to determine the area for eachstudent. Show your work in the table.

d) Record the dimensions and the number of studentsfor other classrooms in your school in the table. Your teacher should have this data. Calculate thearea for each student for each classroom.

e) Which classroom has the most space per student? Which classroom has the least space per student?

Most space: __________________________

Least space: __________________________

Copyright © 2007 Nelson Lesson 1.5A: How Can I Compare Measurement Data? 23

Hint

Area = length × width

Reflecting

1. Why do you think some rooms have more space per student than others?

_________________________________________________

_________________________________________________

ClassroomDimensions Number

of Area for each student Length Width Area students

math

art

science

music

french

01_Module 1 12/28/06 5:54 PM Page 23

How Can I Compare Measurement Data?

GOAL: Compare measurement data in tables.

Kate learned that the recommended size of a classroomis 1344 ft2 (or 125 m2). She wants to compare the size of math classrooms in different schools in her area. She collected the following information from friends atdifferent schools.

? How can Kate compare the size of classrooms?

A. Kate’s friends did not give her the unit of measurethey used. Do the measurements for all the schoolshave the same unit of measure? How do you know?

___________________________________________________

___________________________________________________

B. Write the units of measure (m or ft) in the table foreach measurement.

C. Calculate the area and volume of each classroom. Record the data in the table. Show your work.


1.5B

School nameMeasurements of math classrooms

Length Width Area Height Volume

Chamblee 9.56 9.14 2.74

Dobra 36 29 10

Dunwood 10.75 9.15 2.95

Salem 15.1 8.4 3.0

Hint

Volume = length × width ×height

You will need

• a calculator

MATH TERMMATH TERM

volume

the amount ofspace an objecttakes up; volumeis usuallymeasured in cubicunits

01_Module 1 12/28/06 5:54 PM Page 24

D. Which schools have math classrooms that are at leastthe recommended size of 1344 ft2 or 125 m2? How do you know?

___________________________________________________

___________________________________________________

E. Classrooms with greater volume need more energy toheat. Which classroom may need the most energy toheat? Explain your thinking.

___________________________________________________

___________________________________________________

Practising

1. Ming found the following data about the size of thegym for each school in Kate’s table.

a) Record the area and volume of each gym in the table.

b) Circle the school with the largest gym.

c) Heating costs $0.60 per ft3. How much more does itcost to heat the largest gym than the smallestgym? Show your work.

Copyright © 2007 Nelson Lesson 1.5B: How Can I Compare Measurement Data? 25

School nameMeasurements of gyms

Length Width Area Height Volume

Chamblee 90 ft 55 ft 20 ft

Dobra 84 ft 50 ft 19 ft

Dunwood 78 ft 62 ft 17 ft

Salem 86 ft 56 ft 22 ft

Hint

ft3 means cubic feet.

01_Module 1 12/28/06 5:54 PM Page 25

1. Ming kept track of the amount of time she spentworking at her job over 4 weeks.

a) Add the number of minutes for each day over the 4 weeks. Write the totals in the bottom row of the table.

b) Record the data from the bottom row of Ming’stable onto the graph below. Label the horizontalaxis and vertical axis. Choose an appropriate scalefor the vertical axis.

c) Look at the graph. What observations can youmake about the amount of time Ming spends at work?

________________________________________________

________________________________________________


Mid-Module Review






TOTAL

(horizontal axis label)

0

(ver

tica

l axi

s la

bel

)

Number of Hours Worked

01_Module 1 12/28/06 5:54 PM Page 26

2. The line graphs below show the population growth inCanada between 1851 and 2001.

Which graph suggests that Canada’s population ischanging more quickly? Explain.

___________________________________________________

___________________________________________________

___________________________________________________

3. Alan compared the measurements of 2 classrooms in his school. He recorded some of his data in thetable below.

a) Complete Alan’s table. Show your work.

b) Which room is less crowded? Explain your answer.

________________________________________________

________________________________________________

Copyright © 2007 Nelson Mid-Module Review 27

Canadian Population

Graph 1

25

20

Can

adia

n p

op

ula

tio

n(m

illio

ns)

15

10

5

0

1851

1871

1891

1911

1931

1951

1971

1991

1861

1881

1901

1921

1941

1961

1981

2001

Year

35

30

1851

Year1881 1911 1941 1971 2001

Canadian Population

Graph 2

25

20

Can

adia

n p

op

ula

tio

n(m

illio

ns)

15

10

5

0

35

30

Classroom

Number

of Area for each student Length Width Areastudents

history 15 ft 18 ft 32

computer 20 ft 21 ft 26lab

01_Module 1 12/28/06 5:54 PM Page 27

How Can I Understand Measurement Data?

GOAL: Read and understand measurement data.

Raven read this statement in a report: “The students at Summit High generated the least amount of garbage out of the schools in the same community.”

Raven found data about garbage produced by schools in her community. She organized the data in the tablebelow. She wonders if this data supports the statement.

? How does the statement in the report comparewith the data in the table?


1.6A

School nameNumber of Garbage in Garbage in

Garbage per

students 1 day 1 day (kg)student in

1 day

Bethany 340 37 lbs

South Ridge 580 77 kg 77 kg

Summit 425 7 kg 7 kg

Pleasant Valley 921 133 lbs

North Olmsted 353 63 lbs

Raven’s Thinking

I will change all the units for the amount of garbage to kilograms (kg)

to compare them. I multiply the number of pounds (lbs) by 2 to get

the number of kilograms.

I think you need to consider how many students are in the school (not

just the amount of garbage) to determine which students generated

the least amount of garbage. So, I divide the amount of garbage in

1 day by the number of students in the school. This tells me the

average amount of garbage each student generates.

I can compare these values to see which school generated the least

amount of garbage per student.

Hint

1 kg is about 2 lbs.

You will need

• a calculator

01_Module 1 12/28/06 5:54 PM Page 28

A. Complete the table using Raven’s thinking. Use a calculator.

B. Was the statement Raven found true? Why or why not?

___________________________________________________

___________________________________________________

___________________________________________________

Checking

2. Gabe learned that there are 651 students in hisschool and they generate 453 kg of garbage in 1 day.

a) How many kilograms of garbage does each studentgenerate? Show your work.

b) How much garbage does Gabe’s school generatecompared to the schools in Raven’s table? Explain.

________________________________________________

________________________________________________

Copyright © 2007 Nelson Lesson 1.6A: How Can I Understand Measurement Data? 29

Reflecting

1. What do readers have to know about the data whencomparing numbers in tables and statements?

_________________________________________________

_________________________________________________

_________________________________________________

01_Module 1 12/28/06 5:54 PM Page 29

How Can I Understand Measurement Data?

GOAL: Read and understand measurement data.

Nisha wants to know how much paper is thrown away inhigh schools. She found the following data and organizedthe data in a table.

Nisha read the following statement in a report: “A recent study estimated that 47% of garbage in high schools is paper.”

? How does the data in the statement compare withthe data in the table?


1.6B

School name

Garbage in Paper in Method 1: Method 2:

1 day garbage amount of paper amount of garbage

(kg) in 1 day (kg) ÷ amount of garbage ÷ 2

Blue Lake 1360 690 690 ÷ 1360 × 100% = 51% 1360 ÷ 2 = 680

Victoria 850 212

Somerset 1160 570

Acme 1380 460

Barnwell 1061 532

Nisha’s Thinking

Method 1

I know that 47% is about 50%.

I can calculate the percent of paper by dividing the amount of paper in

the garbage by the amount of garbage and then multiplying by 100.

If the answer is close to 50%, then the statement agrees with the data

in the table.

Method 2

I know that 47% is about 50%. This is the same as �12

�.

I can divide the amount of garbage by 2. If the answer is close to the

amount of paper in the garbage, then the statement agrees with the

data in the table and about �12

� of the garbage is paper.

MATH TERMMATH TERM

percent (%)

out of 100; for example, 50% means “50 out of 100” or �

15000

�

You will need

• a calculator

01_Module 1 12/28/06 5:54 PM Page 30

A. Use Nisha’s Method 1 and Method 2 to complete thetable on page 30. Show your work in the table.

B. How does the data in the statement compare with thedata in the table on page 30? Explain.

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

Practising

1. Use the data in the table above to determine if eachstatement is true. Explain your thinking.

a) The industrial water use in Oceania is about 50% ofthe industrial water use in Asia.

________________________________________________

________________________________________________

________________________________________________

b) The agricultural water use in Europe is about 50% ofthe agricultural water use in Asia.

________________________________________________

________________________________________________

________________________________________________

Copyright © 2007 Nelson Lesson 1.6B: How Can I Understand Measurement Data? 31

Continent

Domestic water use Industrial water use Agricultural water use

(gallons per day (gallons per day (gallons per day

per person) per person) per person)

Africa 12 8 117

Asia 20 24 278

Europe 63 222 140

Latin America 45 31 207

North America 144 589 470

Oceania 272 14 150

01_Module 1 12/28/06 5:54 PM Page 31

How Can I Visualize Data?

GOAL: Compare visual representations of data.

Gabe looked at the table below. He thinks it looks likeVisalia High recycled the most amount of waste, but thatschool also produced more waste than other schools.Gabe decides to compare the schools using percent.

? Which school recycled the greatest percent oftheir waste?


1.7A

SchoolTotal waste

Waste recycled Percent ofproduced

(kg per year) waste recycled(kg per year)

Ravenswood 1 029 148 269 641 26%

Santee 1 234 923 486 045

Visalia 3 564 618 1 004 546

Barstow 6 942 900 229 794

Long Beach 11 129 037 177 028

Gabe’s Thinking

I can calculate the percent of waste that is recycled by each school

using this expression:

× 100

For Ravenswood,

�1206299614418

� × 100 = 269 641 ÷ 1 029 148 × 100

≅ 0.26 × 100

≅ 26%

So, about 26% of the waste is recycled.

I can draw a visual representation of the data by shading a hundredths

grid. There are 100 squares on a hundredths grid. Each square

represents 1%. I shade 26 squares.

Waste recycled��Total waste produced

MATH TERMMATH TERM

visual

representation

a diagram orpicture used toshow numericaldata

Hint

You can divide thenumerator by thedenominator to find the decimalequivalent of afraction.

�24

�numerator

denominator

You will need

• a calculator

• pencil crayons

01_Module 1 12/28/06 5:54 PM Page 32

A. Calculate the percent of waste that was recycled ateach school in the table on page 32. Record eachpercent in the table.

B. Shade each hundredths grid to show the percent ofwaste that was recycled at each school.

Copyright © 2007 Nelson Lesson 1.7A: How Can I Visualize Data? 33

Santee Visalia

Barstow Long Beach

Reflecting

1. Which school recycled the greatest percent of itswaste? How do you know?

_________________________________________________

_________________________________________________

2. Do you think it is easier to compare data usinghundredths grids than a graph? Explain.

_________________________________________________

_________________________________________________

_________________________________________________

01_Module 1 12/28/06 5:54 PM Page 33

How Can I Visualize Data?

GOAL: Compare visual representations of data.

The world average for water use is 70% for agriculture,20% for industry, and 10% for domestic use.

The table below shows the number of gallons of waterused per person per day in different world regions.

? How do regions of the world use waterdifferently?

A. Calculate each percent for each region’s water use.

B. Which region is most like the average? Remember, theaverage is 70% for agriculture, 20% for industry, and10% for domestic use. Explain.

___________________________________________________

___________________________________________________

___________________________________________________

1.7B

represents 1% of waterused for agriculture

represents 1% of waterused for industry

represents 1% of waterused for domestic use

World regionsAgricultural Industrial Domestic Total % for % for % for

water use water use water use water used agriculture industry domestic

Africa 117 8 12 137 85%

Asia 278 24 20 322

Europe 140 222 63 425

Latin America 207 31 45 283

North America 470 589 144 1203

Oceania 150 14 272 436

You will need

• a calculator

• pencil crayons


Hint

For example,to calculate thepercent ofagricultural wateruse, divide theagricultural wateruse by the totalwater used. Thenmultiply by 100.

Africa’s agriculturalwater use:117 ÷ 137 ≅ 0.8540.854 × 100 ≅ 85.4(about 85%)

01_Module 1 12/28/06 5:54 PM Page 34

C. Represent the percent of water used for agriculture,industry, and domestic use in Europe. Use differentcoloured water droplets for each use.

Practising

1. The data in the table shows the population for theworld regions.

a) Calculate the total world population. Use a calculator.

______________

b) Calculate the percent of the total world population for each region. Use a calculator. Record the percent in the table.

c) Draw a visual representation in the tablebelow of the percent of the worldpopulation in each region.

Hint

You can use to represents 1% of the worldpopulation.

RegionPopulation

Percent of

(millions)the world

population

Asia 3950

Africa 920

Europe 730

Latin America

565

North America

330

Oceania 32

Asia

Africa

Europe

Latin America

North America

Oceania

Copyright © 2007 Nelson Lesson 1.7B: How Can I Visualize Data? 35

Agriculture

Industry

Domestic

01_Module 1 12/28/06 5:54 PM Page 35

How Can I Communicate Data UsingCircle Graphs?GOAL: Communicate data using a circle graph.

Raven thinks her high school canreduce the amount of garbage itproduces. She collected dataabout the garbage her schoolproduces and organized the datain this table.

Raven decides to make a circle

graph to compare each type ofgarbage to the total garbageproduced by her school.

? How can Ravencommunicate the data using a circle graph?

A. Use the circle graphtemplate to represent thedata. For the papercategory, draw a line from the centre to meetthe mark at 47% on the edge of the circle.

B. Shade the sectionbetween the 0% line and the line you drew in Part A. Label the section “Paper 47%.”

C. About what fraction of the circle is represented by thepaper category? Explain your thinking.

___________________________________________________

___________________________________________________


1.8A

% of the

Type of total

garbage amount of

garbage

paper 47%

organics (food, lawn 32%cuttings, etc.)

metal 4%

plastic 12%

glass 1%

other 4%

0% 5%10%

15%

20%

25%

30%

35%

40%45%50%55%

60%

65%

70%

80%

85%

90%95%

75%

You will need

• a calculator

• pencil crayons

• a ruler

MATH TERMMATH TERM

circle graph

a way to showdata as parts of awhole circle

MATH TERMMATH TERM

fraction

numbers used toname part of awhole or part of aset; for example �

12

�

01_Module 1 12/28/06 5:54 PM Page 36

D. For the organics category, add 32% to 47%. _______Draw a line from the centre to this percent mark onthe edge of the circle. Shade the section between the47% section and the new line using a different colour.Label the section “Organics 32%.”

E. Choose another type of garbage to represent next. Colour this section a different colour and label it. Explain how you determined where to draw the line tocreate this section.

___________________________________________________

___________________________________________________

___________________________________________________

F. Complete the circle graph. Use a different colour foreach of the remaining categories. Label each section.

Checking

3. Raven collected dataabout the contents ofthe garbage in herhome. Her data is shownin the table to the left.Represent Raven’s datain the circle graph to theright.

Copyright © 2007 Nelson Lesson 1.8A: How Can I Communicate Data Using Circle Graphs? 37

Reflecting

1. What percent of the circle did you use for Raven’s data?

_______%

2. Add the percents from Raven’s table: _______ %

How does this percent compare with the amount ofthe circle graph you used?

__________________________________________________

% of the

Type of total

garbage amount of

garbage

glass 5%

organic 34%

plastic 9%

paper 38%

metal 5%

other 9%

0% 5%10%

15%

20%

25%

30%

35%

40%45%50%55%

60%

65%

70%

80%

85%

90%95%

75%

01_Module 1 12/28/06 5:54 PM Page 37

How Can I Communicate Data UsingCircle Graphs?GOAL: Communicate data using a circle graph.

North America has a very large supply of fresh water, butthis water is often used in wasteful ways. Eric wants tocommunicate how regions of the world use water.

? How can Eric communicate the data in the tableusing a circle graph?

A. Create circle graphs for 2 regions to show the percentof water use for agriculture, industry, and domestic foreach region.

B. Write a statement that compares the 2 regions fromPart A.

___________________________________________________

___________________________________________________

1.8B

0% 5%10%

15%

20%

25%

30%

35%

40%45%50%55%

60%

65%

70%

80%

85%

90%95%

75%

0% 5%10%

15%

20%

25%

30%

35%

40%45%50%55%

60%

65%

70%

80%

85%

90%95%

75%

World regions% for % for % for

agriculture industry domestic

Africa 85% 6% 9%

Asia 86% 7% 6%

Europe 33% 52% 15%

Latin America 73% 11% 16%

North America 39% 49% 12%

Oceania 34% 3% 62%

You will need

• a calculator

• pencil crayons

• a ruler


01_Module 1 12/28/06 5:54 PM Page 38

Practising

1. Freshwater lakes and rivers, ice and snow, andunderground aquifers contain only 2.5% of theworld’s water. Saltwater oceans and seas contain97.5% of the world’s water. Represent this data in a circle graph.

2. a) Represent the data in the table in a circle graph. Be sure to label the circle graph.

b) What conclusions can you make using this data?

________________________________________________

________________________________________________

________________________________________________

Copyright © 2007 Nelson Lesson 1.8B: How Can I Communicate Data Using Circle Graphs? 39

0% 5%10%

15%

20%

25%

30%

35%

40%45%50%55%

60%

65%

70%

80%

85%

90%95%

75%

% of

Water total

use water

used

agriculture 9%

manufacturing 16%

hydro electricity 63%

municipal 11%

mining 1%

0% 5%10%

15%

20%

25%

30%

35%

40%45%50%55%

60%

65%

70%

80%

85%

90%95%

75%

01_Module 1 12/28/06 5:54 PM Page 39

How Can I Use Data to Make a Decision?

GOAL: Interpret data to make a decision.

Four schools participated in an energy-saving contest. The winner of the contest will have saved the greatestpercent of its energy bill.

? Which school should win the contest?

A. Calculate the percent of the energy bill saved for eachschool. The first school is done for you. Show yourwork and record the percents in the table.

B. List the schools in order from least to greatest usingonly the data about the savings.

Savings (kWh) ____________________________________

Savings ($) ______________________________________

C. List the schools in order from least to greatest usingonly the data about the cost of their energy bills.

___________________________________________________

D. List the schools in order from least to greatest usingonly the data about the percent of their energy billsaved.

___________________________________________________


1.9A

SchoolSavings

SavingsTotal % of energy

(kWh) energy bill bill saved

Boyd 6991 $1057 $26 425 ($1057 ÷ $26 425) × 100 = 4%

Kucera 62 124 $9221 $92 210

Bemis 177 650 $28 075 $77 986

Myers 22 307 $3705 $30 875

You will need

• a calculator

01_Module 1 12/28/06 5:54 PM Page 40

E. How do the orders of the schools in Parts B, C, and Dcompare?

___________________________________________________

___________________________________________________

F. Which school should win the contest? Why?

___________________________________________________

___________________________________________________

Checking

2. This table shows the data for another energy-savingcontest.

a) Calculate the percent of the energy bill saved foreach school. Record the data in the table.

b) Which school should win the contest? Why?

______________________________________________

______________________________________________

Copyright © 2007 Nelson Lesson 1.9A: How Can I Use Data to Make a Decision? 41

Reflecting

1. Which method was a better way of comparing theschools? Explain your reasoning.

_________________________________________________

_________________________________________________

SchoolSavings

SavingsTotal % of energy

(kWh) energy bill bill saved

Trapp 136 237 $2431 $11 576

Ross Valley 41 238 $6608 $132 160

Barstow 35 080 $5844 $34 435

Redlands 24 207 $3410 $170 500

01_Module 1 12/28/06 5:54 PM Page 41

How Can I Use Data to Make a Decision?

GOAL: Interpret data to make a decision.

Gabe needs to replace a light bulb. He looked at this tableto compare 2 different light bulbs.

? Which light bulb should Gabe buy?

A. Calculate the price of 1 light bulb for both theincandescent and compact fluorescent bulbs. Round your answers to the nearest dime. Show your work. Record the costs in the table.

B. Compare the number of hours each type of light bulblasts. How many incandescent light bulbs are neededto equal the number of hours 1 compact fluorescentbulb lasts? Show your work.

How much would this number of incandescent lightbulbs cost? Show your work and record the data in the “Cost of bulbs for 8000 h” column of the table.


1.9B

Type of Price perPrice for

Number Cost of

Energy cost

Energy

light bulb package1 light

of hoursbulbs for

cost for

bulb1 light

8000 h8000 h

bulb lasts of use

100-watt incandescent 4/$1.99 1000 $0.01 per hour

23-watt compact 3/$13.99 8000 $0.0025 per hourfluorescent

Hint

$2.74 rounded tothe nearest dime is$2.70.

$3.45 rounded tothe nearest dime is$3.50.

You will need

• a calculator

01_Module 1 12/28/06 5:54 PM Page 42

C. What is the energy cost of each light bulb for 8000 h? Show your work and record the data in the table.

D. Which light bulbs should Gabe buy? Explain.

___________________________________________________

___________________________________________________

Practising

1. Producing recycled paper saves not only trees, butalso water and energy.

a) Calculate the cost of water to produce each type of paper. Write your answers in the table. Show your work.

b) Calculate the cost of energy to produce each typeof paper. Write your answers in the table. Show your work.

c) Calculate the difference between regular andrecycled printer paper for each column of the table.Write the differences in the bottom row of thetable.

Copyright © 2007 Nelson Lesson 1.9B: How Can I Use Data to Make a Decision? 43

Number of GallonsCost of water

EnergyCost of

Type of trees of water($0.01

(kWh perenergy

paper per tonne per tonne tonne of($0.10/kWh)

of paper of paperper gallon)

power)

printer paper 17 22 000 578

recycled printer paper(30% post-consumercontent)

11 15 000 400

Difference

01_Module 1 12/28/06 5:54 PM Page 43

1. a) Nisha wants to know which region in Canadaharvested the most wood. Use the data in the table on the left to complete the table on the right. Show your work in the table.

b) Which region harvested themost wood?

____________________________

c) Create a bar graph to show the amount of woodharvested in each region. Use an appropriate scale.

Module Review

Region Total volume of

wood

(millions of m3)

eastern Canada(Newfoundland and Labrador, Nova Scotia, PEI, New Brunswick)

central Canada(Quebec, Ontario, Manitoba)

western Canada(Saskatchewan, Alberta, British Columbia)

northern Canada(Yukon, Northwest Territories, Nunavut)

Province/ Volume of wood

Territory (millions of m3)

Newfoundland and Labrador 562

Nova Scotia 385

PEI 31

New Brunswick 535

Quebec 4645

Ontario 6654

Manitoba 735

Saskatchewan 1210

Alberta 2536

British Columbia 10 630

Yukon 553

Northwest Territories 881

Nunavut 16

Vo

lum

e o

f w

oo

d h

arve

sted

(mill

ion

s o

f m

3 )

Wood Harvested

by Region

Region

0


01_Module 1 12/28/06 5:54 PM Page 44

2. Alan kept track of the amount of time he spent doingcertain things during the day. He wrote his data in thetable below.

a) Calculate the percent of the total number of hours ina day (24 h) that each activity took. The first activityis done for you. Show your work in the table.

b) Use the circle graph template below to representthe data in the table above.

c) Use the graph to make observations about howAlan uses his time.

_________________________________________________

_________________________________________________

_________________________________________________

Copyright © 2007 Nelson Module Review 45

ActivityTime Percent of hours

(hours) in the day

at school 7.0 7.0 ÷ 24 × 100 ≅ 29%

doing homework 2.0

hockey practice 1.0

eating meals 1.5

watching TV and playing video games

3.5

sleeping 9.0

0% 5%10%

15%

20%

25%

30%

35%

40%45%50%55%

60%

65%

70%

80%

85%

90%95%

75%

01_Module 1 12/28/06 5:54 PM Page 45

Air Quality

The Air Quality Index is a measurement of how muchpollution is in the air. It tells people whether the airquality is good, moderate, unhealthy for sensitive groups,or unhealthy for everyone.

Rashad kept track of the Air Quality Index for hiscommunity for 1 year. He organized the data in the tablebelow. He thinks that more of the days of the year shouldhave a good Air Quality Index.

? How can Rashad use this data to prove that his community should do more to help reduce air pollution?

A. Create a bar graph using the data from Rashad’stable.

Include a title and labelsfor the horizontal andvertical axes. Rememberto choose an appropriatescale.


ModuleTask

Air Quality Index Number of days in 1 year

good 205

moderate 149

unhealthy for sensitive groups 11

unhealthy for everyone 0

You will need

• a calculator

• pencil crayons

01_Module 1 12/28/06 5:54 PM Page 46

B. Calculate the percent of the year for the number of daysfor each Air Quality Index reading. Show your work inthe table. Remember, there are 365 days in 1 year.

C. Use the data in the tablefrom Part B to create acircle graph.

D. Which graph do you thinkRashad should use toprove that his communityshould be doing more toreduce air pollution? Explain.

___________________________________________________

___________________________________________________

___________________________________________________

E. Explain how Rashad could use both the bar graph andcircle graph to prove that his community should bedoing more to reduce air pollution.

___________________________________________________

___________________________________________________

___________________________________________________

Copyright © 2007 Nelson Module Task: Air Quality 47

Air Quality Number of days Percent

Index in 1 year of the year

good 205

moderate 149

unhealthy for sensitive groups 11

unhealthy 0for everyone

0% 5%10%

15%

20%

25%

30%

35%

40%45%50%55%

60%

65%

70%

80%

85%

90%95%

75%

01_Module 1 12/28/06 5:54 PM Page 47

Pair the Data

Number of Players: 2 per team

Object of the Game: Match data with statements.

How to Play:Getting Prepared

1. Each team of 2 players receives a set of the gamecards.

2. Each team writes 1 statement on a blank card aboutthe data on each game card.

3. Each team shuffles their cards.

4. Each team exchanges their set of game cards withanother team’s set.

Playing the Game5. Each team places their game cards spread out evenly

and face down on a table.

6. One player turns over 2 cards looking for thematching data card and statement card.

7. If the 2 cards match, the cards are kept for 1 point.The same player takes another turn.

8. If they do not match, the cards are turned over againand the other player turns over 2 cards to find amatching pair.

9. When all of the pairs have been found, exchange theset of game cards with another team.

10. The player with the most points wins the game.


MathGame

You will need

• BLM 1.1: Pair theData Game Cards

• blank cards

01_Module 1 12/28/06 5:54 PM Page 48

PART 1: Ecological FootprintsYour class is creating a display to promote environmentalawareness in your school. Your first task is to display dataabout ecological footprints.

An ecological footprint is a measurement of the impact aperson's activities have on the environment. It measuresthe amount of land required to support a person’slifestyle. This land would provide the person witheverything he or she consumes, such as food, water, and energy.

Different countries have different ecological footprints.Here is data about the average ecological footprints ofpeople in different countries.

A. Create a bar graph using the data in the table.

B. Which country has the highest ecological footprint inthis data? Which country has the lowest ecologicalfootprint in this data?

C. How does Canada compare to the country with thehighest ecological footprint, and to the country withthe lowest ecological footprint? Use the graph toexplain your answers.

D. Do you think Canadians need to reduce theirecological footprints? Explain.

Copyright © 2007 Nelson Course Project Part 1: Ecological Footprints 49

Course Project

You will need

• square grid paper

• pencil crayons

• Internet access(optional)

CountryEcological footprint

(hectares of land per person)

Brazil 2.0

Canada 7.6

China 1.5

Ghana 1.0

Saudi Arabia 4.6

United Kingdom 5.5

United States 9.6

Zambia 0.6

01_Module 1 12/28/06 5:54 PM Page 49

Date post:	15-Oct-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

FM 12/28/06 5:53 PM Page i Nelson · Director of Publishing Beverley Buxton General Manager,...

Documents