Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

Session 3, Part B:
Histograms

In This Part: Constructing a Histogram | Completing the Histogram | Interpreting a Histogram

Interval

Frequency for Interval

 30 to < 40 4 40 to < 50 1 50 to < 60 17 60 to < 70 18 70 to < 80 7 80 to < 90 4 90 to < 100 1

The histogram and grouped frequency table you just created offer different ways to present your data (the time estimates) and provide different ways to answer our original question, "How well do people judge when a minute has elapsed?"

 Problem B2 Using only the histogram and grouped frequency table, give two descriptive statements that provide an answer to this question. (Since the goal is to estimate when a minute has elapsed, it would make sense to again consider how close the estimates are to the correct response which is 60 seconds.)

Problem B3

 a. According to the histogram and grouped frequency table, how many people's estimates were outside the interval from 50 to less than 70 seconds? That is, how many estimates were less than 50 seconds or 70 seconds or more? b. How many estimates were within the interval from 50 to less than 70 seconds? c. How many estimates were outside the interval from 40 to less than 80 seconds? d. In Problem A5, only nine people's estimates were more than 10 seconds away from one minute. Does your answer to question (a) of this problem imply that the people in this group were not as good at estimating a minute's time? If so, why? If not, how could you make a fairer comparison between the two sets?

 The second data set comes from a group of 52 time estimates. How many were in the first group?   Close Tip The second data set comes from a group of 52 time estimates. How many were in the first group? Close Tip

 Session 3: Index | Notes | Solutions | Video