Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

Session 2:
Homework

Problem H1

For the following data sets, create line plots, frequency tables, and cumulative frequency tables. Use your results to answer the question "How many raisins are in a half-ounce box of raisins?" for each brand.

Brand A

 23 25 25 26 26 26 26 27 27 27 27 28 29 29 29 30 30 31 31 31 32 32 32 33 34 34 35 35 36 39

Brand B

 17 22 24 24 25 25 25 25 26 26 26 26 26 26 27 27 27 27 28 29 29 29 29 29 29 30 30

Brand C

 25 25 25 26 26 26 26 26 27 27 27 28 28 28 28 28 28 28 28 28 29 29 29 30 30 31 32 32

Brand D

 23 24 25 25 25 27 27 27 27 27 27 27 27 28 28 29 29 29 29 29 29 30 31 32 32 33 33 33 34 34 35 35 35 36 36 38

 Problem H2 Based on your analyses in Problem H1, which brand of raisins would you buy? Explain.

Problem H3

 a. Use the representations of the data you developed for Problem H1 to determine the minimum and maximum raisin counts and the median raisin count for each brand of raisins (A, B, C, and D). b. Which brand has the most variation? Which has the least variation? c. Which brand typically has more raisins? Which brand typically has fewer raisins? d. Does your work on this problem change your answer to Problem H2?

 Problem H4 Choose one of the brands listed above and create a relative frequency table and relative frequency bar graph for it.

 Problem H5 Create two data sets that have the same mean, the same median, and the same mode, but are not identical data sets. How could you distinguish these sets from each other?

Suggested Readings:

Friel, Susan, Bright, George, and Curcio, Frances (November-December, 1997). Understanding Students' Understanding of Graphs. Mathematics Teaching in the Middle School, 3 (3), 224-227.
Reproduced with permission from Mathematics Teaching in the Middle School. Copyright © 1997 by the National Council of Teachers of Mathematics. All rights reserved.

 Download PDF File: Understanding Students' Understanding of Graphs Continued

Kader, Gary, and Perry, Mike (November-December, 1997). Pennies from Heaven -- Nickels from Where? Mathematics Teaching in the Middle School, 3 (3), 240-248.
Reproduced with permission from Mathematics Teaching in the Middle School. Copyright © 1997 by the National Council of Teachers of Mathematics. All rights reserved.

 Download PDF File: Pennies from Heaven -- Nickels from Where? Continued Continued Continued

Putt, Ian; Jones, Graham; Thornton, Carol; Langrall, Cynthia; Mooney, Edward; and Perry, Bob (Autumn, 1999). Young Students' Informal Statistical Knowledge. Teaching Statistics, 21 (3), 74-78.
This article first appeared in Teaching Statistics <http://science.ntu.ac.uk/rsscse/ts/> and is used with permission.

 Download PDF File: Young Students' Informal Statistical Knowledge

 Session 2: Index | Notes | Solutions | Video

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