Data Analysis and Probability OGT

These are som e practi

7 cards   |   Total Attempts: 189
  

Cards In This Set

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Question 1 A mother is keeping a record of how her new baby’s weight changes as the baby grows. The mother's record is shown in the table below.
Students need to compare the purpose of different representations of the same data to determine which is the most appropriate. A line graph should be used to show how continuous data change over time. Jorge exercised for 50 minutes and checked his heart rate every 5 minutes. He displayed the data in the line graph shown. Students need to compare the purpose of different representations of the same data to determine which is the most appropriate. A line graph should be used to show how continuous data change over time. Jorge exercised for 50 minutes and checked his heart rate every 5 minutes. He displayed the data in the line graph shown. Students can examine the line graph and see that over the 50 minutes, Jorge’s heart rate started at a low level, rose gradually, stayed at a high level, and then decreased rapidly. To represent data that are collected as percents, students should create a circle graph. Circle graphs are used to represent part-to-whole relationships. For example, Casey made a table that shows the favorite sports of students at her school. A circle graph can show all these percentages in one useful display. The circle graph makes it easy to see and compare the popularity of the different sports. Box-and-whisker plots are used to show the spread of data. Students can examine the line graph and see that over the 50 minutes, Jorge’s heart rate started at a low level, rose gradually, stayed at a high level, and then decreased rapidly. To represent data that are collected as percents, students should create a circle graph. Circle graphs are used to represent part-to-whole relationships. For example, Casey made a table that shows the favorite sports of students at her school. Students need to compare the purpose of different representations of the same data to determine which is the most appropriate. A line graph should be used to show how continuous data change over time. Jorge exercised for 50 minutes and checked his heart rate every 5 minutes. He displayed the data in the line graph shown. Students can examine the line graph and see that over the 50 minutes, Jorge’s heart rate started at a low level, rose gradually, stayed at a high level, and then decreased rapidly. To represent data that are collected as percents, students should create a circle graph. Circle graphs are used to represent part-to-whole relationships. For example, Casey made a table that shows the favorite sports of students at her school. A circle graph can show all these percentages in one useful display. The circle graph makes it easy to see and compare the popularity of the different sports. Box-and-whisker plots are used to show the spread of data. A circle graph can show all these percentages in one useful display. Students need to compare the purpose of different representations of the same data to determine which is the most appropriate. A line graph should be used to show how continuous data change over time. Jorge exercised for 50 minutes and checked his heart rate every 5 minutes. He displayed the data in the line graph shown. Students can examine the line graph and see that over the 50 minutes, Jorge’s heart rate started at a low level, rose gradually, stayed at a high level, and then decreased rapidly. To represent data that are collected as percents, students should create a circle graph. Circle graphs are used to represent part-to-whole relationships. For example, Casey made a table that shows the favorite sports of students at her school. A circle graph can show all these percentages in one useful display. The circle graph makes it easy to see and compare the popularity of the different sports. Box-and-whisker plots are used to show the spread of data. The circle graph makes it easy to see and compare the popularity of the different sports. Box-and-whisker plots are used to show the spread of data.
Leroy has a number cube with sides labeled 1 through 6. He tosses the number cube 4 times. Each toss results in a 5. What is the likelihood that the next toss will result in a 5?
Students need to make predictions that are based on theoretical or experimental results. For example, the spinner shown has 8 equal sections. Students need to make predictions that are based on theoretical or experimental results. For example, the spinner shown has 8 equal sections. The likelihood of the spinner landing on the number 6 is because 4 of the 8 sections are labeled with a 6, or of the circle is marked with 6. Spinning the spinner is an independent event. This means that the outcome of one spin does not affect the outcome of any other spin. For example, suppose that the spinner is spun 3 times and lands on 6 each time. The next time the spinner is spun, the probability that it will land on 6 is still . The spinner landing on 6 for the previous 3 spins does not make it any more or less likely to land on 6 on the next spin. The likelihood of the spinner landing on the number 6 is Students need to make predictions that are based on theoretical or experimental results. For example, the spinner shown has 8 equal sections. The likelihood of the spinner landing on the number 6 is because 4 of the 8 sections are labeled with a 6, or of the circle is marked with 6. Spinning the spinner is an independent event. This means that the outcome of one spin does not affect the outcome of any other spin. For example, suppose that the spinner is spun 3 times and lands on 6 each time. The next time the spinner is spun, the probability that it will land on 6 is still . The spinner landing on 6 for the previous 3 spins does not make it any more or less likely to land on 6 on the next spin. because 4 of the 8 sections Students need to make predictions that are based on theoretical or experimental results. For example, the spinner shown has 8 equal sections. The likelihood of the spinner landing on the number 6 is because 4 of the 8 sections are labeled with a 6, or of the circle is marked with 6. Spinning the spinner is an independent event. This means that the outcome of one spin does not affect the outcome of any other spin. For example, suppose that the spinner is spun 3 times and lands on 6 each time. The next time the spinner is spun, the probability that it will land on 6 is still . The spinner landing on 6 for the previous 3 spins does not make it any more or less likely to land on 6 on the next spin. are labeled with a 6, or Students need to make predictions that are based on theoretical or experimental results. For example, the spinner shown has 8 equal sections. The likelihood of the spinner landing on the number 6 is because 4 of the 8 sections are labeled with a 6, or of the circle is marked with 6. Spinning the spinner is an independent event. This means that the outcome of one spin does not affect the outcome of any other spin. For example, suppose that the spinner is spun 3 times and lands on 6 each time. The next time the spinner is spun, the probability that it will land on 6 is still . The spinner landing on 6 for the previous 3 spins does not make it any more or less likely to land on 6 on the next spin. of the circle is marked with 6. Spinning the spinner is an independent event. This means that the outcome of one spin does not affect the outcome of any other spin. For example, suppose that the spinner is spun 3 times and lands on 6 each time. The next time the spinner is spun, the probability that it will land on 6 is still Students need to make predictions that are based on theoretical or experimental results. For example, the spinner shown has 8 equal sections. The likelihood of the spinner landing on the number 6 is because 4 of the 8 sections are labeled with a 6, or of the circle is marked with 6. Spinning the spinner is an independent event. This means that the outcome of one spin does not affect the outcome of any other spin. For example, suppose that the spinner is spun 3 times and lands on 6 each time. The next time the spinner is spun, the probability that it will land on 6 is still . The spinner landing on 6 for the previous 3 spins does not make it any more or less likely to land on 6 on the next spin.. The spinner landing on 6 for the previous 3 spins does not make it any more or less likely to land on 6 on the next spin.
Tonya and her friends earned extra money by mowing lawns around their neighborhood. Tonya created a table to show their earnings. Tonya and her friends earned extra money by mowing lawns around their neighborhood. Tonya created a table to show their earnings. Pedro noticed that Tonya made a mistake. His earnings were $24, not $8. How does this change affect the mean of the group’s earnings? Pedro noticed that Tonya made a mistake. His earnings were $24, not $8. How does this change affect the mean of the group’s earnings?
Students need to find the mean (a measure of center) for two sets of data and use those means to compare and draw a conclusion about the sets of data. Consider the data sets, in order from least to greatest, of the original earnings (Pedro’s earnings as $8) versus the corrected earnings (Pedro’s earnings as $24). Students need to find the mean (a measure of center) for two sets of data and use those means to compare and draw a conclusion about the sets of data. Consider the data sets, in order from least to greatest, of the original earnings (Pedro’s earnings as $8) versus the corrected earnings (Pedro’s earnings as $24). The three measures of center are mean, median and mode. To compare the original set of earnings with the corrected set of earnings, students determine the same measure of center for each set. To find the mean, students divide the sum of the values in the data set by the total number of values in the set. The median is the middle value in an ordered data set. If the data set has an even number of values, the median is the mean of the two middle values. Because the data set has eight values, the median is the mean of the fourth and fifth values. The mode is the value in the data set that occurs the most. In both the original and corrected data sets, the value of $34 occurs three times. Students need to find the mean (a measure of center) for two sets of data and use those means to compare and draw a conclusion about the sets of data. Consider the data sets, in order from least to greatest, of the original earnings (Pedro’s earnings as $8) versus the corrected earnings (Pedro’s earnings as $24). The three measures of center are mean, median and mode. To compare the original set of earnings with the corrected set of earnings, students determine the same measure of center for each set. To find the mean, students divide the sum of the values in the data set by the total number of values in the set. The median is the middle value in an ordered data set. If the data set has an even number of values, the median is the mean of the two middle values. Because the data set has eight values, the median is the mean of the fourth and fifth values. The mode is the value in the data set that occurs the most. In both the original and corrected data sets, the value of $34 occurs three times. The three measures of center are mean, median and mode. To compare the original set of earnings with the corrected set of earnings, students determine the same measure of center for each set. To find the mean, students divide the sum of the values in the data set by the total number of values in the set. Students need to find the mean (a measure of center) for two sets of data and use those means to compare and draw a conclusion about the sets of data. Consider the data sets, in order from least to greatest, of the original earnings (Pedro’s earnings as $8) versus the corrected earnings (Pedro’s earnings as $24). The three measures of center are mean, median and mode. To compare the original set of earnings with the corrected set of earnings, students determine the same measure of center for each set. To find the mean, students divide the sum of the values in the data set by the total number of values in the set. The median is the middle value in an ordered data set. If the data set has an even number of values, the median is the mean of the two middle values. Because the data set has eight values, the median is the mean of the fourth and fifth values. The mode is the value in the data set that occurs the most. In both the original and corrected data sets, the value of $34 occurs three times. The median is the middle value in an ordered data set. If the data set has an even number of values, the median is the mean of the two middle values. Because the data set has eight values, the median is the mean of the fourth and fifth values. Students need to find the mean (a measure of center) for two sets of data and use those means to compare and draw a conclusion about the sets of data. Consider the data sets, in order from least to greatest, of the original earnings (Pedro’s earnings as $8) versus the corrected earnings (Pedro’s earnings as $24). The three measures of center are mean, median and mode. To compare the original set of earnings with the corrected set of earnings, students determine the same measure of center for each set. To find the mean, students divide the sum of the values in the data set by the total number of values in the set. The median is the middle value in an ordered data set. If the data set has an even number of values, the median is the mean of the two middle values. Because the data set has eight values, the median is the mean of the fourth and fifth values. The mode is the value in the data set that occurs the most. In both the original and corrected data sets, the value of $34 occurs three times. The mode is the value in the data set that occurs the most. In both the original and corrected data sets, the value of $34 occurs three times.
Local residents have requested a traffic light at the intersection of Polk Road and Vine Street. They claim that the intersection has become unsafe for their children due to the high volume of drivers using these roads as shortcuts during rush hour from 4 p.m. to 6 p.m. In response, the street department installed a device that would count cars going through the intersection. The device counted the total number of cars each day for a two-week period. The department used the results to determine the average number of cars passing through the intersection each day. They decided the number was normal for an intersection with no light, and refused the residents’ request. In your Answer Document, explain how the residents can claim that the method the department used to collect the data does not provide valid information for evaluating their request. Explain how the department’s method can be altered to provide more valid data. (2 points)
Students need to evaluate the validity of claims and predictions that are based on data by examining the appropriateness of data collection methods. For example, Kelly wants to find out the favorite song of the students in her class. She decides to create a survey that lists 5 songs to choose from and she gives the survey to 10 of her friends to make her decision. The information that Kelly collects is not valid because she asks only her friends, which is a biased (non-representative) sampling. Her friends’ tastes may not be representative of those of the class. Instead, Kelly should give the survey to a random sampling of students in her class. One way she could do this is to arrange the students’ names in alphabetical order and give the survey to every third student. This method would result in a random sampling, and the data from the survey will be valid.
A banquet center offers a choice of 3 salads, 5 main courses and 4 desserts. How many different meals can be created by selecting one salad, one main course and one dessert?
Students need to recognize the situations when the Fundamental Counting Principle should be used to determine the total number of possible outcomes for situations. For example, Katie is making an ice cream sundae. She wants to make a sundae with 1 flavor of ice cream and 1 topping. She has 4 flavors of ice cream and 3 toppings to choose from. Students need to recognize the situations when the Fundamental Counting Principle should be used to determine the total number of possible outcomes for situations. For example, Katie is making an ice cream sundae. She wants to make a sundae with 1 flavor of ice cream and 1 topping. She has 4 flavors of ice cream and 3 toppings to choose from. Students can use the Fundamental Counting Principle to solve this problem. To see why the principle works, consider the situation where Katie chooses vanilla ice cream. If she chooses vanilla ice cream, she can make three different kinds of sundaes. The same is true for each flavor of ice cream. She can also make three different kinds of sundaes with strawberry ice cream, with chocolate ice cream and with butter pecan ice cream. Therefore, if there are four different kinds of ice cream, and for each kind of ice cream there are three possible toppings, the total number of possible sundaes is . Students can use the Fundamental Counting Principle to solve this problem. To see why the principle works, consider the situation where Katie chooses vanilla ice cream. Students need to recognize the situations when the Fundamental Counting Principle should be used to determine the total number of possible outcomes for situations. For example, Katie is making an ice cream sundae. She wants to make a sundae with 1 flavor of ice cream and 1 topping. She has 4 flavors of ice cream and 3 toppings to choose from. Students can use the Fundamental Counting Principle to solve this problem. To see why the principle works, consider the situation where Katie chooses vanilla ice cream. If she chooses vanilla ice cream, she can make three different kinds of sundaes. The same is true for each flavor of ice cream. She can also make three different kinds of sundaes with strawberry ice cream, with chocolate ice cream and with butter pecan ice cream. Therefore, if there are four different kinds of ice cream, and for each kind of ice cream there are three possible toppings, the total number of possible sundaes is . If she chooses vanilla ice cream, she can make three different kinds of sundaes. The same is true for each flavor of ice cream. She can also make three different kinds of sundaes with strawberry ice cream, with chocolate ice cream and with butter pecan ice cream. Therefore, if there are four different kinds of ice cream, and for each kind of ice cream there are three possible toppings, the total number of possible sundaes is Students need to recognize the situations when the Fundamental Counting Principle should be used to determine the total number of possible outcomes for situations. For example, Katie is making an ice cream sundae. She wants to make a sundae with 1 flavor of ice cream and 1 topping. She has 4 flavors of ice cream and 3 toppings to choose from. Students can use the Fundamental Counting Principle to solve this problem. To see why the principle works, consider the situation where Katie chooses vanilla ice cream. If she chooses vanilla ice cream, she can make three different kinds of sundaes. The same is true for each flavor of ice cream. She can also make three different kinds of sundaes with strawberry ice cream, with chocolate ice cream and with butter pecan ice cream. Therefore, if there are four different kinds of ice cream, and for each kind of ice cream there are three possible toppings, the total number of possible sundaes is ..
The bar graph shows the number of customers in Rio’s restaurant each day last week. The bar graph shows the number of customers in Rio’s restaurant each day last week. What is the approximate mean number of customers per day in Rio’s restaurant last week? What is the approximate mean number of customers per day in Rio’s restaurant last week?
Students need to interpret graphical displays of data to calculate measures of center for the data set. Consider the data provided on a town’s high temperatures over the course of one week. Students need to interpret graphical displays of data to calculate measures of center for the data set. Consider the data provided on a town’s high temperatures over the course of one week. This graph does not provide exact values, so students will need to use some degree of approximation when interpreting the data. The temperatures can be reasonably approximated within 5 degrees Fahrenheit as shown. 80°, 70°, 65°, 70°, 90°, 95°, 85° The measures of center are mean, median and mode. In general, the mean is computed by dividing the sum of the values of the data set by the total number of values in the set. In this example, students find the mean by dividing the sum of the high temperatures in the data set by the number of days that the temperature was recorded. The approximate mean high temperature for the week is 79°F. The median of an ordered data set is the middle value of the set when ordered from least to greatest. 65°, 70°, 70°, 80°, 85°, 90°, 95° The median for this data set is 80°F. The mode of a data set is the value of the set that occurs the most. In this example, there are two temperatures of 70º. Because this temperature occurs the most often, 70°F is the mode of the data set. This graph does not provide exact values, so students will need to use some degree of approximation when interpreting the data. The temperatures can be reasonably approximated within 5 degrees Fahrenheit as shown. 80°, 70°, 65°, 70°, 90°, 95°, 85° The measures of center are mean, median and mode. In general, the mean is computed by dividing the sum of the values of the data set by the total number of values in the set. In this example, students find the mean by dividing the sum of the high temperatures in the data set by the number of days that the temperature was recorded. Students need to interpret graphical displays of data to calculate measures of center for the data set. Consider the data provided on a town’s high temperatures over the course of one week. This graph does not provide exact values, so students will need to use some degree of approximation when interpreting the data. The temperatures can be reasonably approximated within 5 degrees Fahrenheit as shown. 80°, 70°, 65°, 70°, 90°, 95°, 85° The measures of center are mean, median and mode. In general, the mean is computed by dividing the sum of the values of the data set by the total number of values in the set. In this example, students find the mean by dividing the sum of the high temperatures in the data set by the number of days that the temperature was recorded. The approximate mean high temperature for the week is 79°F. The median of an ordered data set is the middle value of the set when ordered from least to greatest. 65°, 70°, 70°, 80°, 85°, 90°, 95° The median for this data set is 80°F. The mode of a data set is the value of the set that occurs the most. In this example, there are two temperatures of 70º. Because this temperature occurs the most often, 70°F is the mode of the data set. The approximate mean high temperature for the week is 79°F. The median of an ordered data set is the middle value of the set when ordered from least to greatest. 65°, 70°, 70°, 80°, 85°, 90°, 95° The median for this data set is 80°F. The mode of a data set is the value of the set that occurs the most. In this example, there are two temperatures of 70º. Because this temperature occurs the most often, 70°F is the mode of the data set.
A town census was conducted every year for the past 10 years. The scatterplot below shows the results of the census. A town census was conducted every year for the past 10 years. The scatterplot below shows the results of the census. If the linear trend continues, which prediction is supported by the data? A. The population will stay the same for the next 5 years. B. The population will reach 120,000 within the next 10 years. C. The population will decline steadily over the next 10 years. D. The population will exceed 50,000 peop;e over the next 10 years. If the linear trend continues, which prediction is supported by the data?
  1. A. The population will stay the same for the next 5 years.
  2. B. The population will reach 120,000 within the next 10 years.
C. The population will decline steadily over the next 10 years. D. The population will exceed 50,000 peop;e over the next 10 years.
Students need to construct convincing arguments based on an analysis of data and interpretations of graphs. A store received a shipment of 64 boxes of crayons. The manager recorded how many boxes the store had left after each of 6 weeks. The data are shown in the scatterplot. Students need to construct convincing arguments based on an analysis of data and interpretations of graphs. A store received a shipment of 64 boxes of crayons. The manager recorded how many boxes the store had left after each of 6 weeks. The data are shown in the scatterplot. The manager wants to predict how many boxes of crayons the store will have after the eighth week. Students can draw a line of best fit for the current data. The line should be as close to all the data points as possible. Assuming that the trend continues and using the line of best fit, students can now estimate that there will be about 24 boxes of crayons left after the eighth week. The manager wants to predict how many boxes of crayons the store will have after the eighth week. Students can draw a line of best fit for the current data. The line should be as close to all the data points as possible. Students need to construct convincing arguments based on an analysis of data and interpretations of graphs. A store received a shipment of 64 boxes of crayons. The manager recorded how many boxes the store had left after each of 6 weeks. The data are shown in the scatterplot. The manager wants to predict how many boxes of crayons the store will have after the eighth week. Students can draw a line of best fit for the current data. The line should be as close to all the data points as possible. Assuming that the trend continues and using the line of best fit, students can now estimate that there will be about 24 boxes of crayons left after the eighth week. Assuming that the trend continues and using the line of best fit, students can now estimate that there will be about 24 boxes of crayons left after the eighth week.