Name ________________________________________ Date __________________ Class __________________

LESSON
Populations and Samples
10-1
Practice and Problem Solving: A/B

Name the population and the sample in each exercise. Explain your
answer.
1. The number of roadrunners born 2. The cars traveling at 75 kilometers per
within a 50-mile radius of Lubbock. hour between Beaumont and Lufkin.

____________________________ ____________________________

Name the sampling method that will best represent the whole
population in each situation. Explain your answer.
3. Student satisfaction with the middle school cafeteria.
Method A: Survey 40 students in two seventh-grade math classes.
72 percent are satisfied with the food in the cafeteria.
Method B: Survey 65 students from a list of all students in the school.
85 percent are satisfied with the food in the cafeteria.

Method _________ best represents the whole population of the

school.

_________________________________________________________________________________________

4. Predicted winner in an election for town mayor.

Method C: Telephone 100 randomly-chosen voters who live in the
town. 54 percent plan to vote for the incumbent mayor.
Method D: Telephone 70 people who have lived in the town for more
than 25 years. 45 percent plan to vote for the incumbent mayor.

Method _________ best represents the whole population of the town’s

voters.

_________________________________________________________________________________________

Which of these may be biased samples? Explain your answer.

5. A town official surveys 50 people in a library to decide if town residents
want the library services and facilities expanded.

_________________________________________________________________________________________

6. A cable television company randomly calls 200 customers and asks

them if they are satisfied with their service.

_________________________________________________________________________________________

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LESSON
Populations and Samples
10-1
Practice and Problem Solving: C

Answer the questions about each problem. Explain your answers.

1. A manufacturing plant would like to locate in a town. The plant will
have openings for 125 new, full-time jobs. However, the plant will have
an impact on the town’s water system and other infrastructure
systems. Describe each proposed sampling of the town’s residents as
random, non-random, biased, or some combination of the three. Justify
your description.
Sample A: Randomly survey residents in each of the town’s 15 voting
precincts.

_________________________________________________________________________________________

Sample B: Randomly survey all registered voters within the town’s

boundaries without regard to precinct.

_________________________________________________________________________________________

Sample C: Randomly survey all residents in the voting precinct in

which the plant will be located and where it will have the greatest
impact on the town’s infrastructure systems, like electricity, sewer, and
water systems.

_________________________________________________________________________________________

2. Why is a telephone survey of 250 of a city’s residents based on their

home addresses not necessarily a random sample?

_________________________________________________________________________________________

3. The owner of a scooter-rental business in the city center would like to

know more about his customers’ rental needs before buying more
scooters. He decides to sample employees in the office buildings near
his business. He also plans to sample residents of nearby apartment
buildings in which some of his renters live. Answer the questions about
his sampling plans.
a. Are the scooter-rental owner’s sampling plans random? Explain.

_____________________________________________________________________________________

b. In the sample questionnaires, the scooter-rental owner lists two

different rental pricing arrangements, one of which favors weekend
scooter rental with lower daily and mileage rates. Describe any
bias in the questionnaires.

_____________________________________________________________________________________

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LESSON
Populations and Samples
10-1
Practice and Problem Solving: D

Identify the population and the sample in each exercise. The first one
is done for you.
1. The number of home runs hit during 2. The amount of sap that is collected from
one week in July of the 2014–2015 six sugar maples from a 12-acre forest of
baseball season. sugar maples that are being tapped.
Population: Population:

Home runs hit in 2014–2015.

________________________________________ ____________________________

Sample: Sample:

Home runs hit one week in July.

________________________________________ ____________________________

Identify the best method of getting a random sample in Exercises 3

and 4. Explain your answer. The first one is done for you.
3. The school board wants to study how middle school teachers use
computers and the Internet in their classes.
Sample A: all middle-school math-science teachers
Sample B: teachers whose last name begins with “N”
Sample C: every eighth teacher on a list of the school’s teachers

Sample C is the best method of getting a random sample.

_________________________________________________________________________________________

4. A lawn service wants to find out how satisfied its customers are with its lawn services and
pricing.
Sample X: the ten customers who spent the most money with the lawn
service over the past year.
Sample Y: ten customers who only used the lawn service one time over
the past year
Sample Z: ten customers who used the lawn service at any time during
the past year

_________________________________________________________________________________________

Answer the question.

5. Why does the following question show bias in a survey of a town’s
citizens about a new professional sports stadium?
“What are your feelings about a new stadium that will bring in a
professional sports teams and the possibility of more business
development by hotels and restaurants in our town?”

_________________________________________________________________________________________

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LESSON
Populations and Samples
10-1
Reteach

Survey topic: number of books read by seventh-graders

in Richmond

A population is the whole group that is Population: all seventh-graders in

being studied. Richmond

A sample is a part of the population. Sample: all seventh graders at Jefferson

Middle School

A random sample is a sample in which Random sample: Have a computer

each member of the population has a select every tenth name from an
random chance of being chosen. A alphabetical list of each seventh-grader
random sample is a better in Richmond.
representation of a population than a
non-random sample.

A biased sample is a sample that does Biased sample: all of the seventh-
not truly represent a population. graders in Richmond who are
enrolled in honors English classes.

Tell if each sample is biased. Explain your answer.

1. An airline surveys passengers from a flight that is on time to
determine if passengers on all flights are satisfied.

_________________________________________________________________________________________

2. A newspaper randomly chooses 100 names from its subscriber

database and then surveys those subscribers to find if they read
the restaurant reviews.

_________________________________________________________________________________________

3. The manager of a bookstore sends a survey to 150 customers

who were randomly selected from a customer list.

_________________________________________________________________________________________

4. A team of researchers surveys 200 people at a multiplex movie theater

to find out how much money state residents spend on entertainment.

_________________________________________________________________________________________

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LESSON
Populations and Samples
10-1
Reading Strategies: Compare and Contrast
To get information about issues, a survey is conducted. Surveys can
be done in two different ways.
• Population The entire group is surveyed.
• Sample Part of the entire group is surveyed.
1. Compare the difference between collecting information from the
population and collecting information from a sample.

_________________________________________________________________________________________

There are two different types of samples.

• Unbiased sample The sample represents the population.
• Biased sample The sample does not represent the population.
2. What is the difference between an unbiased sample and a
biased sample?

_________________________________________________________________________________________

Mrs. Jones wants to know which sport 7th graders in the district like
best. There are 7th graders in 6 different schools in the district. She
can collect data in one of the following ways:
Population—Ask every 7th grade student at all 6 schools.
Unbiased sample—Ask every other 7th grader at 3 of the schools.
Biased sample—Ask 7th grade boys at 3 of the schools.
Write “unbiased sample” or “biased sample” to describe each
survey.
3. A survey conducted at an ice cream store asked only mothers
their favorite ice cream flavor.

_________________________________________________________________________________________

4. A reporter asked every tenth person coming out of a theater how

well they liked the movie.

_________________________________________________________________________________________

5. A survey asked only girls to identify their favorite item on the

school cafeteria menu.

_________________________________________________________________________________________

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LESSON
Populations and Samples
10-1
Success for English Learners

Problem 1
You want to know how many hours members of your school track and field
team train each week during the winter months.
Do you sample a few members of the track team, or do you ask
all of the track team athletes?

Think:
Who do you ask?
Hurdlers, long-distance runners,
sprinters? How many athletes?

If there are 15 athletes on the track team, how many do you sample?

Problem 2
A restaurant in your town wants to know the average size of families who
eat at cafeterias across south Texas.
How do you sample the families?

Where do you sample?

Think: Your town, towns within 30
miles of your town?

If there are no cafeterias in your town, how does the restaurant find a
sample of families who eat at cafeterias?

1. In Problem 1, what is the population?

_________________________________________________________________________________________

2. What groups within the track team could you sample for Problem 1?
Explain your choices.

_________________________________________________________________________________________

3. In Problem 2, how could the restaurant find a sample of families who

eat at cafeterias without leaving town?

_________________________________________________________________________________________

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LESSON
Making Inferences from a Random Sample
10-2
Practice and Problem Solving: A/B

What can you infer about the population from each data set
represented below?
1. 2.

________________________________________ ________________________________________

The box plots show the distribution of grade-level test scores of

20 students in an elementary school. Use the box plots for
Exercises 3–5.

3. What were the high and low scores 4. The middle fifty percent of students
for the test? scored between what two values?

____________________________ ____________________________

5. Is 30 a typical test score? If so, explain your reasoning. If not,

what is a typical test score?

_________________________________________________________________________________________

Solve.
6. A seventh-grade student chooses a random sample of 50 out of
400 students. He finds that 7 students have traveled outside the
United States. The student claims that over 50 of the 400 students have
likely traveled outside the United States. Is the student correct? Explain.

_________________________________________________________________________________________

7. A metal-fabricating company produces 150,000 souvenir tokens each

year. In a random sample of 400 tokens, 3 have stamping errors. Predict
the total number of coins that will have stamping errors in a year.

_________________________________________________________________________________________

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LESSON
Making Inferences from a Random Sample
10-2
Practice and Problem Solving: C

A package-delivery business wants to improve its hourly delivery

rate. The business collects the data shown from 12 of its delivery
staff members on a Wednesday afternoon.

1. Describe the distribution of delivery data in the sample.

_________________________________________________________________________________________

2. Draw a box plot of the data on the number line below.

The delivery company would like to improve its hourly delivery so that
it looks like the box plot shown.

3. List possible delivery data for this box plot for 12 delivery staff members.

_________________________________________________________________________________________

4. If the delivery company achieves its improvement goal, by how much

will the hourly delivery rate of the typical delivery staff member
change? Explain.

_________________________________________________________________________________________

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LESSON
Making Inferences from a Random Sample
10-2
Practice and Problem Solving: D

Answer the questions about the dot plot. The first one is done
for you.
1.

104 °F
a. What was the median high temperature? _____________
b. What high temperatures occurred on more than one day?

102 °F (twice), 104 °F (3 times), and 105 °F (twice)

_____________________________________________________________________________________

2. The number of porpoises observed, in a one-hour period, by a random

sample of people was recorded. The data are represented by the box
plot below.

a. What was the median number of porpoises observed?

_____________________________________________________________________________________

b. Every observer saw at least how many porpoises?

_____________________________________________________________________________________

c. About what percent of the people observed anywhere from 6 to 8

porpoises?

____________________________________________________________________________________

d. Use the graph to make an accurate observation about the data.

_____________________________________________________________________________________

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LESSON
Making Inferences from a Random Sample
10-2
Reteach

Once a random sample of a population has been selected, it can be

used to make inferences about the population as a whole. Dot plots of
the randomly selected data are useful in visualizing trends in a population.
Numerical results about the population can often be obtained from the
random sample using ratios or proportions as these examples show.

Making inferences from a dot plot

The dot plot shows a random sample of 20 motorcycles. What will be
the median number of motorcycle-tire blowouts in a population of
400 motorcycles?

Solution In this dot plot, the median number of blowouts is 6. Set up

a proportion to find the median number of blowouts predicted for
400 motorcycles:

sample 20
=
population 400
20 6
=
400 x
1 6
=
20 x
x = 120

So, 120 blowouts is the median number of blowouts predicted for the
population.

1. In a random sample, 3 of 400 computer chips are defective. Based on

the sample, how many chips out of 100,000 would you expect to be
defective?

_________________________________________________________________________________________

2. In a sample 5 of 800 T-shirts were defective. Based on this sample, in

a production run of 250,000 T-shirts, how many would you expect to
be defective?

_________________________________________________________________________________________

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LESSON
Making Inferences from a Random Sample
10-2
Reading Strategies: Analyze Information
Sample data displayed in dot or box plots can provide a variety of
information about the sample itself and also about the population from
which it is taken.
Example
Make five statements about the sample data shown in the dot plot. Include
one inference that can be made about the population from which the
sample was taken.

Solution The statements should make

use of terms used to describe a
distribution of data: median, mode,
number of data points, outliers, range,
skew, etc. The inference about the
general population should be based on
the features of the sample that have the
most certainty.
1. The data is skewed to the left or lower end, of the distribution.
2. The range of the data is 13 – 6 or 7 otters tagged.
3. There are 15 data points, so the median is the middle or 8th data point,
which is 8. Even if the outlier data points, 13 otters tagged twice are
ignored, the median is still 8.
4. There are two modes, 7 and 8 otters.
5. Since over half of the data are represented by the eight data points
representing 7 and 8 otters tagged, this information is probably the
most reliable to use to make an inference about the entire population of
otters tagged by the wildlife conservation department.

Use the box plot to make four statements about the sample data
using the terms listed.

1. Skew: 2. Outlier:

________________________________ ________________________________

3. Median, with and without outlier: 4. Population inference:

_________________________________ ________________________________

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LESSON
Making Inferences from a Random Sample
10-2
Success for English Learners

Problem 1
Birds at the birdbath between 9 A.M. and 10 A.M. on Monday:
4 cardinals, 8 chickadees, 3 mockingbirds, and 2 thrashers

How many birds are at the birdbath between 9 A.M. on Monday and 9 A.M. on
Tuesday?

Think: One hour on Monday;

24 hours before Tuesday

Problem 2
Think of a proportion:
If six cardinals visit in one hour, how many will visit in 24 hours?

6 × 24 = 144 cardinals?
That’s a lot!

Can this be right?

1. Suppose you have never seen more than nine cardinals at any one
time in the yard near the birdbath. Why would this make you think your
estimate in Problem 2 is too large?

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

2. How could you get a better estimate of the number of cardinals that
are visiting the birdbath in a day?

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

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LESSON
Generating Random Samples
10-3
Practice and Problem Solving: A/B

Use the description below to complete Exercises 1–3.

In a set of 1,000 integers from 1 to 1,000, an integer chosen at random on
a single trial should be an integer from 1 to 25 about 25 out of every 1,000
trials, or one out of every 40 integers selected.

1. A sample of 5 integers selected is shown. Does this Trial 1 406

sample represent the general rule for picking an
integer from 1 to 25 in the population of integers from Trial 2 734
1 to 1,000? Explain. Trial 3 44

________________________________________ Trial 4 340

Trial 5 996
2. How many integers between 1 and 25 would you
expect to appear in a sample of 80 trials? Explain.

________________________________

3. The following integers from 1 to 25 appeared when a sample of

50 integers was taken from the list of the integers from 1 to 1,000.
12, 21, and 16
Is this sample of 50 trials more or less than what was expected
for the population as a whole? Explain.

_________________________________________________________________________________________

Use the description below to complete Exercises 4–5.

A manufacturer of flea collars for animals that weigh less than 5 kilograms
injects the collars with 15 milligrams of a biocide that only acts on fleas.
The manufacturer will release a collar that has no less than 14 milligrams
and no more than 16 milligrams of insecticide. The following list shows the
result of sampling 36 collars from an actual production run of 720 collars.
17, 14, 14, 16, 14, 15, 15, 15, 16, 14, 16, 14, 15, 15, 15, 16, 13, 13,
13, 13, 13, 14, 14, 13, 17, 14, 15, 13, 14, 15, 16, 17, 14, 17, 14, 15
4. How many flea collars out of a production run of 720 collars would be
acceptable to ship according to this sample? Explain your reasoning.

_________________________________________________________________________________________

5. How many flea collars out of a production run of 720 flea collars would
have too much biocide and could not be shipped? Explain your
reasoning.

_________________________________________________________________________________________

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LESSON
Generating Random Samples
10-3
Practice and Problem Solving: C

Use the situation below to complete Exercises 1–3.

A national conservation organization plans to award grants to fish
hatcheries that produce populations of 1,000 or more individuals of
endangered species during a seasonal breeding period. The number
of fish born at each of the hatcheries that enter the grant competition is
12,000 fish. Three hatcheries sampled broods of 240 new-born fish and
reported these results of the number of endangered species born.

Hatchery A Hatchery B Hatchery C

Sample 1 3 Sample 1 10 Sample 1 4
Sample 2 19 Sample 2 12 Sample 2 3
Sample 3 2 Sample 3 9 Sample 3 1

1. How many individual endangered fish would need to be in each

sample to qualify for the grant prize? Explain your reasoning.

_________________________________________________________________________________________

2. Why do these samples imply that none of the three hatcheries have
enough endangered species individuals to qualify for the grant?

_________________________________________________________________________________________

3. What would be a reasonable guess for the number of endangered

individuals in the whole population of each hatchery? Show the
calculations that support your answers.

_________________________________________________________________________________________

Solve.
4. The six-by-six grid shows 36 consecutive
nightly samples of the sky and the number 30 17 20 24 23 30
of galaxies that can be seen on each night 16 27 13 3 30 25
with a small refracting telescope. 3 25 16 28 9 11
What range of numbers would you give for 2 6 29 27 1 27
the number of galaxies visible on any one of 6 21 7 8 13 19
the 36 nights? Justify your answer. 2 21 7 5 30 13

_______________________________________________________________________

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LESSON
Generating Random Samples
10-3
Practice and Problem Solving: D

Answer the questions below. Part of the first one is done for you.
1. A rancher’s herd of 250 cattle grazes over a 40-acre
pasture. He would like to find out how many cattle are Sample 1 4
grazing on each acre of the pasture at any given time,
so he has some images of the pasture taken by the state Sample 2 1
department of agriculture’s aerial photography division. Here Sample 3 9
are the number of cattle found in three one-acre sections.
a. What can the rancher conclude from these samples about how
many cattle graze on each acre of the 40-acre pasture?
Sample answer: There could be as few as one or as many as 9 cattle
_____________________________________________________________________________________

grazing on an acre, or an average of about 5 cattle grazing per acre.

_____________________________________________________________________________________

b. If the cattle were equally “spread out” across all of the 40 acres,
how many cattle would you expect to find on each acre?

_____________________________________________________________________________________

_____________________________________________________________________________________

c. Why could the sample collected above differ from the number you
would expect on each acre of pasture land?

_____________________________________________________________________________________

_____________________________________________________________________________________

2. The manager of a warehouse would like to know how many errors are
made when a product’s serial number is read by a bar-code reader.
Six samples of 1,000 scans each are collected. The number of
scanning errors in each sample of 1,000 scans is recorded:
36, 14, 21, 39, 11, and 2 errors
a. Find the mean and the median number of errors per 1,000 scans
based on these six samples.

_____________________________________________________________________________________

Just to be sure, the manager collects six more 1,000-scan

samples with these results:
33, 45, 34, 17, 1, and 29 errors

b. Find the mean and the median number of errors based on all 12
samples. How do your answers compare to your answers in part a?

_____________________________________________________________________________________

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LESSON
Generating Random Samples
10-3
Reteach

A random sample of equally-likely events can be generated with

random-number programs on computers or by reading random
numbers from random-number tables in mathematics textbooks that
are used in the study of statistics and probability.
In your math class, random samples can be modeled using coins or
number cubes. For example, consider the random sample that consists
of the sum of the numbers on two number cubes.

Example 1 Solution

Generate 10 random samples of the sum Rolling the number cubes gives these
of the numbers on the faces of two number random samples:
cubes. 2, 6, 6, 4, 3, 11, 11, 8, 7, and 10

Example 2 Solution

What are the different possible outcomes from List the outcomes as ordered pairs:
rolling the two number cubes in Example 1? (1, 1), (1, 2), (1, 3), (1, 4), (1, 5), (1, 6),
Write the outcomes as sums. (2, 1), (2, 2), (2, 3), (2, 4), (2, 5), (2, 6),
(3, 1), (3, 2), (3, 3), (3, 4), (3, 5), (3, 6),
(4, 1), (4, 2), (4, 3), (4, 4), (4, 5), (4, 6),
(5, 1), (5, 2), (5, 3), (5, 4), (5, 5), (5, 6),
(6, 1), (6, 2), (6, 3), (6, 4), (6, 5), (6, 6)
Then, write the sums of the ordered pairs:
2, 3, 4, 5, 6, 7, 3, 4, 5, 6, 7, 8, 4, 5, 6, 7, 8,
9, 5, 6, 7, 8, 9, 10, 6, 7, 8, 9, 10, 11, 7, 8, 9,
10, 11, and 12

Example 3 Solution

How do the frequency of the outcomes of In Example 1, there is one each of 2, 3, 4, 7,

the 10 random samples in Example 1 8, and 10, two 6’s, and two 11’s. In Example
compare with the frequency of their sums in 3, there is one 2, two 3’s, three 4’s, four 5’s,
Example 2? five 6’s, six 7’s, five 8’s, four 9’s, three 10’s,
two 11’s, and one 12.

Answer the questions about the examples.

1. How do the random samples compare 2. How do you think the outcomes in 100
with the predicted number of outcomes? random samples would compare with
the expected results?

________________________________________ ________________________________________

________________________________________ ________________________________________

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LESSON
Generating Random Samples
10-3
Reading Strategies: Read a Table
When you are generating or reading about random samples, you will often
find the details about the sampling and its results in a table. This lesson
presents two different uses of tables for random sampling.
Random Sampling Results
This type of table simply presents the sampling categories and the results
of a random sampling activity.

Rose bushes, 1st sample 24

Rose bushes, 2nd sample 15
Rose bushes, 3rd sample 20
Rose bushes, 4th sample 11
Rose bushes, 5th sample 23

Random Sampling Grid

The random sampling grid is used as a means of generating random
samples from a population. This grid shows a professional golfer’s scores
on each hole after playing 36 holes or two rounds of golf. A random
sample of the golfer’s scores on each hole can be estimated by taking
a sample of the holes using a pair of number cubes.
First round: Second round

4 3 5 3 3 2 4 3 4 5 3 3
4 4 5 3 3 4 3 4 2 3 4 3
5 6 3 3 2 2 3 3 3 4 5 3
Sample scores per round: 3, 5, 4 (first round); 4, 2, 5 (second round)

Answer the questions.

1. A farmer expects to harvest 600 apricots 2. The table shows the number of female
per tree this growing season. The table beagle puppies in 18 litters. A number
shows the results of three sample pickings. cube is rolled three times to give samples
Will the farmer get the yield he wants? of 1, 5, and 3 female puppies. Are these
representative samples? Explain.

Apricots, 1st sample 559 1 2 4 5 3 2

2 1 5 1 4 2
Apricots, 2nd sample 590 2 2 3 4 1 3
Apricots, 3rd sample 578

________________________________________ ________________________________________

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LESSON
Generating Random Samples
10-3
Success for English Learners

Problem 1
How many free throws are made out of 10 attempts by each eighth-grade
physical education class team?
“Good” free throws by eighth-grade teams:

5 1 10 9 5 1 9
9 9 4 8 8 9 1
7 10 7 9 7 4 1
4 1 5 6 2 4 3
4 6 6 5 4 7 2
6 3 9 9 5 4 2

Label the teams

Find 3 random samples. from 1 to 42 on slips
How? of paper.
Calculator? Number 1st row: 1 − 7, 2nd
cubes? Spinners?
row: 8 − 14, etc.

Results of drawing three of the slips of paper: Teams 20, 29, and 12
Free throws by team in the samples:
Team 20 4 goals
Team 29 4 goals
Team 12 8 goals
1. How many teams got 4 goals? 2. How many teams got 8 goals?

________________________________________ ________________________________________

3. What number of goals appears most? 4. What number of goals appears least?

________________________________________ ________________________________________

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MODULE
Random Samples and Populations
10
Challenge

The director of technology in a large public school system would like

to sample the teachers and schools in the system about their use of
technology and ways to change school system policy to make
technology use more effective. Identify the sample and the
population, and comment on the randomness of the sampling
described for each activity.
1. The director selects every third teacher from an alphabetical list in the
school to take a survey.
Population: Sample: Randomness:

________________________ _______________________ ________________________

2. The director selects all technology teachers from five randomly-

selected schools in the system to take a survey.
Population: Sample: Randomness:

________________________ _______________________ ________________________

3. The director asks the principal of a school to select 3 math and

3 science teachers from a sample of 10 math-science classes.
Population: Sample: Randomness:

________________________ _______________________ ________________________

4. From across all of the system’s schools, the director interviews

10 teachers with 12 or more years of teaching experience and
10 teachers with less than 12 years of teaching experience.
Population: Sample: Randomness:

________________________ _______________________ ________________________

5. The director interviews all of the technology teachers in four randomly-

selected schools across the system.
Population: Sample: Randomness:

________________________ _______________________ ________________________

6. The director randomly selects 10 elementary, 5 middle, and 5 high

school teachers to interview from all of the schools in the system.
Population: Sample: Randomness:

________________________ _______________________ ________________________

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LESSON
Comparing Data Displayed in Dot Plots
11-1
Practice and Problem Solving: A/B

Find the values for each dot plot.

1.

Range: Median: Mode:

________________________ _______________________ ________________________

2.

Range: Median: Mode:

________________________ _______________________ ________________________

Compare the dot plots by answering the questions.

3. How do the ranges compare? 4. Compare the number of elements.

________________________________________ ________________________________________

5. How do the modes compare? 6. How do the medians compare?

________________________________________ ________________________________________

7. Describe the distribution of the dots in each plot.

_________________________________________________________________________________________

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LESSON
Comparing Data Displayed in Dot Plots
11-1
Practice and Problem Solving: C

Use the description and dot plots below to complete Exercises 1–4.
A rancher needs to shear an average of 25 pounds of wool per animal in
order to meet the production quota of a woolen mill. He decides to sample
part of his herd to get a first estimate of the average amount to the nearest
whole pound. The dot plot shows the results of sampling for 15 animals.

1. Describe this dot set using median, mode, and range.

_________________________________________________________________________________________

2. How should the rancher interpret this sample in terms of the average
amount of wool needed?

_________________________________________________________________________________________

3. Next, the rancher decides to look at a larger sample of animals.

The dot plot shows the shearing results for 50 animals.

How do the central measures of this dot plot of 50 animals differ from
the data you found in Exercise 1?

_________________________________________________________________________________________

4. What would you recommend to the rancher in terms of reporting the

results of the sampling to the woolen mill?

_________________________________________________________________________________________

_________________________________________________________________________________________

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Name ________________________________________ Date __________________ Class __________________

LESSON
Comparing Data Displayed in Dot Plots
11-1
Practice and Problem Solving: D

Answer the questions for each dot plot. The first one is done for you.

15
1. What is the range of the data? ___________

2. Since there is an even number of dots, the median is halfway between

the values of the two middle data points. What is the median?

________________________________________

3. The mode is the value of the data point that appears the most often.
What is the mode?

________________________________________

Answer the questions about the two dot plots.

Plot X Plot Y

4. Which data set has the larger range? Explain.

_________________________________________________________________________________________

5. Which data set has the mode with the most equivalent elements,
or dots? Explain.

_________________________________________________________________________________________

6. What is the median of Plot X?

_________________________________________________________________________________________

7. What is the median of Plot Y?

_________________________________________________________________________________________

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Name ________________________________________ Date __________________ Class __________________

LESSON
Comparing Data Displayed in Dot Plots
11-1
Reteach

A dot plot is a visual way to show the spread of data. A number line is
used to show every data point in a set. You can describe a dot plot by
examining the center, spread, and shape of the data.

This dot plot shows a symmetric distribution of data. Recall that

symmetric means that the two halves are mirror images. In a
symmetric distribution, the mean and median are equal.
• The data are symmetric about the center, 5.
• The median has the greatest number of data.
• The mean and the median are both 5.
Some data sets may cluster more to the left or right. The mean and the
median for data that are clustered this way are not necessarily equal.

This dot plot shows data that are clustered to the left.
• The data are not symmetric.
• The mean, about 3.4, is more than the median, 2.

Describe the shape of the data distribution for the dot plot.
1.

_________________________________________________________________________________________

_________________________________________________________________________________________

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LESSON
Comparing Data Displayed in Dot Plots
11-1
Reading Strategies: Understanding Vocabulary
Central measures of a data set should be used that give the most accurate
picture of how the data are distributed. This can have an effect on how one
data set compares to another.

Mean, Median, and Mode

These three central measures are used most often in describing a data set.
However, depending on how the data are distributed, one measure can be
more accurate than another.

Example

Mean Add the values and divide by the number of values.

(2 × 3 + 4 × 4 + 1 × 5 + 3 × 6 + 1 × 9) ÷ 11 = 4.9
Mode Occurs most frequently: 4
Median The “middle” value: 4
Two of the central measures have the same value, but the third is larger.
This is often caused by an outlier data value that is much larger or smaller
than most of the data values. The outlier also has an effect on the range,
another measure of how widely data values are distributed. The outlier has
an effect on the mean, too.
Outlier 9 Range 9 − 3, or 6
Without the outlier, the range would be 3 and the mean would be 4.5.

Find the central measures with and without the outlier.

1. With the outlier 2. Without the outlier

________________________________________ ________________________________________

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Name ________________________________________ Date __________________ Class __________________

LESSON
Comparing Data Displayed in Dot Plots
11-1
Success for English Learners

Problem 1
What is the mode? Which value appears
the most often? 11 is
the mode.

What is the median?

What is the “middle” value?

There are 13 numbers, so
the 7th number is the middle.
The median is 13.

Problem 2
What is the outlier? The outlier is much
larger or smaller than
the rest of the values.

The outlier is 7.
What is the mean of all of the data? (1 × 3 + 2 × 2 + 3 × 4 + 1 × 4 + 1 × 7) ÷ 11
The mean is about 2.7.
What is the mean without the outlier? (1 × 3 + 2 × 2 + 3 × 4 + 1 × 4) ÷ 10
The mean is about 2.3.

1. How would you find the median in Problem 1 if there were 12 dots?

_________________________________________________________________________________________

2. What would the mode be in Problem 2 if both “1” and “3” had
four dots?

_________________________________________________________________________________________

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Name ________________________________________ Date __________________ Class __________________

LESSON
Comparing Data Displayed in Box Plots
11-2
Practice and Problem Solving: A/B
1. Use the data to make a box-and-whisker plot. 24, 32, 35, 18, 20, 36, 12

The box-and-whisker plot shows the test scores of two

students. Use the box-and-whisker plot for Exercises 2–5.

2. Which student has the greater median test score? _________________

3. Which student has the greater interquartile range of test scores? _________________

4. Which student has the greater range of test scores? _________________

5. Which student appears to have more predictable test scores? Explain your answer.

_________________________________________________________________________________________

_________________________________________________________________________________________

The box-and-whisker plot shows prices of hotel rooms in two

beach towns. Use the box-and-whisker plot for Exercises 6–8.

6. Which town has the greater median room price? _________________

7. Which town has the greater interquartile range of room prices? _________________

8. Which town appears to have more predictable room prices? Explain your answer.

_________________________________________________________________________________________

_________________________________________________________________________________________

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Name ________________________________________ Date __________________ Class __________________

LESSON
Comparing Data Displayed in Box Plots
11-2
Practice and Problem Solving: C

Use the situation and data given below to complete Exercises 1–4.
The owner of a blueberry farm recorded the following number of gallons of
berries picked over 11 days:
38, 42, 26, 32, 40, 28, 36, 27, 29, 6, and 30 gallons
1. Construct two box plots in the space provided, one with the outlier data
point and one without the outlier.

2. How does the outlier affect the interquartile range of the data?
Explain using the data.

_________________________________________________________________________________________

3. Which is affected more by the outlier: the range or the interquartile

range? Explain.

_________________________________________________________________________________________

4. Which box plot gives the more realistic picture of the blueberry farm’s
average production over the 11-day period? Explain your reasoning.

_________________________________________________________________________________________

Answer the questions about the box plots at the right.

5. Comment on the “skewness” of the data in
each box plot.

________________________________________

________________________________________

6. Compare the ranges and the interquartile

ranges of the two plots.

________________________________________

________________________________________

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Name ________________________________________ Date __________________ Class __________________

LESSON
Comparing Data Displayed in Box Plots
11-2
Practice and Problem Solving: D

Answer the questions about the box plot. The first one has been
done for you.

1. What are the least and greatest data points in the data set of the box
plot?
The least data point value is 10; the greatest data point value is 24.
_________________________________________________________________________________________

2. What is the median of the data set? _________

3. What are the first and third quartiles of the data set?

1st quartile: _________ 3rd quartile: _________

4. What percent of the data is located between the first and third quartiles?

_________________________________________________________________________________________

Use the description and data given below to complete Exercises 5–10.
The first question after the drawing is done for you.
The points scored by a basketball player for eight games are:
6, 10, 12, 14, 16, 18, 20, and 23.
5. Draw a box plot of the data in the space provided.

17 points
6. What is the range of the data? _________

7. What is the median of the data? _________

8. What are the first and third quartiles?

1st quartile: _________ 3rd quartile: _________

9. What is the interquartile range? _________

10. Describe the distribution of the data.

_________________________________________________________________________________________

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Name ________________________________________ Date __________________ Class __________________

LESSON
Comparing Data Displayed in Box Plots
11-2
Reteach

A box plot separates a set of data into four equal parts.

Use the data to create a box plot on the number line: 35, 24, 25, 38, 31,
20, 27
1. Order the data from least to greatest. 2. Find the least value, the greatest value,
and the median.

________________________________________ ________________________________________

3. The lower quartile is the median of the lower half of the data.
The upper quartile is the median of the upper half of the data.
Find the lower and upper quartiles.

Lower quartile: _________________ Upper quartile: _________________

4. Above the number line, plot points for the numbers you found in
Exercises 2 and 3. Draw a box around the quartiles and the median.
Draw a line from the least value to the lower quartile. Draw a line from
the upper quartile to the greatest value.

Use the data to create a box plot: 63, 69, 61, 74, 78, 72, 68, 70, 65

5. Order the data. __________________________________________________

6. Find the least and greatest values, the median, the lower and
upper quartiles.

_________________________________________________________________________________________

7. Draw the box plot above the number line.

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Name ________________________________________ Date __________________ Class __________________

LESSON
Comparing Data Displayed in Box Plots
11-2
Reading Strategies: Use Graphic Aids
A box plot shows a set of data divided into four equal parts called
quartiles. When you compare box plots, the quartiles are important
features that sometimes allow for easier comparisons than central
measures.

The median score divides the set of data in half.

The box shows the middle half of the data, or 50 percent of the
data, from the lower to the upper quartile.
The lines, sometimes called “whiskers,” extending from the lower
and upper quartiles to the least and greatest data point values,
identify the rest of the data.
Twenty-five percent of the data is below the lower quartile, and
25 percent of the data is above the upper quartile.

Answer the questions.

A crafts store offers two different knitting classes. The attendance for each
class for 12 sessions is shown.

1. Which class has a greater median 2. Which class appears to have a more
attendance? How much greater is it? consistent attendance?

________________________________________ ________________________________________

3. Which class has an attendance of 4. What percent of the time does Class B
less than 14 people 75 percent of the time? have an attendance greater than 16?

________________________________________ ________________________________________

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Name ________________________________________ Date __________________ Class __________________

LESSON
Comparing Data Displayed in Box Plots
11-2
Success for English Learners

Problem 1
What are the parts of the diagram?

The median: 9.5 The

The greatest
smallest Half above,
Half below value: 23.
value: 2

The lower quartile:

The upper quartile:
one fourth below,
one fourth above,
three fourths above
three fourths below

Problem 2
How do these data sets compare?
The fish caught,
tagged, and
released by two
teams of biology
students.

1. What does “one fourth above, three fourths below” mean in Problem 1?
(Hint: What percent is one fourth?)

_________________________________________________________________________________________

2. In Problem 2, which team caught the most fish on average?

_________________________________________________________________________________________

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Name ________________________________________ Date __________________ Class __________________

LESSON
Using Statistical Measures to Compare Populations
11-3
Practice and Problem Solving: A/B

The table shows the ages of random samples of 10 students at two

different secondary schools.

Mountain View Ocean View

11, 14, 13, 13, 19, 18, 15, 16, 16, 14 13, 14, 15, 14, 18, 17, 12, 18, 11, 14

1. What is the mean and the mean absolute deviation of the ages of the
sample of students at Mountain View?

Mean: _________________ MAD: _________________

2. What is the mean and the mean absolute deviation of the ages of the
sample of students at Ocean View?

Mean: _________________ MAD: _________________

3. What is the difference of the means?

_________________

4. What is the difference of the means as a multiple of the mean absolute

deviations?

_________________________________________________________________________________________

The box plots show the distributions of mean incomes of 10 samples

of 10 adults from each of two cities, A and B.

5. What can you say about any comparison of the incomes of the two
populations? Explain.

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

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Name ________________________________________ Date __________________ Class __________________

LESSON
Using Statistical Measures to Compare Populations
11-3
Practice and Problem Solving: C

The table shows the scores students in a class earned on their last
exam, and the final grades students earned in the class.

Scores on Last Exam Grades Earned in Class

48, 82, 97, 29, 75, 89, 68 56, 88, 93, 35, 90, 78, 74

1. What is the mean and the mean absolute deviation for the scores on
the last exam?

Mean: _________________ MAD: _________________

2. What is the mean and the absolute deviation for the grades earned in
class?

Mean: _________________ MAD: _________________

3. What is the difference of the means?

_________________

4. What is the difference of the mean absolute deviations?

_________________

5. What is the difference of the means as a multiple of the difference of

the mean absolute deviations?

_________________________________________________________________________________________

The box plots show the distributions of mean incomes of 10 samples

of 10 adults from each of two cities, C and D.

6. What can you say about any comparison of the incomes of the two
populations? Explain.

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

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Name ________________________________________ Date __________________ Class __________________

LESSON
Using Statistical Measures to Compare Populations
11-3
Practice and Problem Solving: D

The tables show the weights of 10 Labradors and 10 standard

poodles at a dog show.

Labradors Standard Poodles

58, 62, 56, 74, 78, 63, 68, 72, 59, 60 67, 60, 51, 53, 57, 75, 60, 65, 50, 67

1. What is the mean and the mean absolute deviation of the weights of
the Labradors?

Mean: _________________ MAD: _________________

2. What is the mean and the mean absolute deviation of the weights of
the standard poodles?

Mean: _________________ MAD: _________________

3. What is the difference of the means?

_________________

4. What is the difference of the means as a multiple of the mean absolute

deviations?

_________________

The box plots show the distributions of mean incomes of 10 samples

of 10 adults from each of two cities, A and B.

5. What can you say about any comparison of the incomes of the two
populations? Explain.

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

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Name ________________________________________ Date __________________ Class __________________

LESSON
Using Statistical Measures to Compare Populations
11-3
Reteach

The Thompson family of 5 has a mean weight of 150 pounds. The

Wilson family of 5 has a mean weight of 154 pounds. Based on that
information, you might think that the Thompson family members
and the Wilson family members were about the same weight.
The actual values are shown in the tables below.

Thompson Family Wilson Family

55, 95, 154, 196, 250 132, 153, 155, 161, 169

By comparing the means to a measure of variability we can get a better

sense of how the two families differ.
The Thompson family’s mean absolute deviation is 60. The Wilson
family’s mean absolute deviation is 9.2.
The difference of the two means is 4. This is 0.07 times the mean
absolute deviation for the Thompson family, but 0.4 times the mean
absolute deviation for the Wilson family.

The tables show the number of pets owned by 10 students in a rural

town and 10 students in a city.

Rural Town City

3, 16, 3, 6, 4, 5, 0, 2, 12, 8 2, 0, 1, 2, 4, 0, 1, 0, 0, 1

1. What is the difference of the means as a multiple of each range?

_________________________________________________________________________________________

A survey of 10 random people in one town asked how many phone calls
they received in one day. The results were 1, 5, 3, 2, 4, 0, 3, 6, 8 and 2.
The mean was 3.4.
Taking 3 more surveys of 10 random people added more data. The means
of the new surveys were 1.2, 2.8, and 2.2. Based on the new data, Ann’s
assumption that 3.4 calls was average seems to be incorrect.

2. Raul surveyed 4 groups of 10 random people in a second town to ask

how many phone calls they receive. The means of the 4 groups were
3.2, 1.4, 1.2, and 2.1. What can you say about the number of phone
calls received in the towns surveyed by Ann and Raul?

_________________________________________________________________________________________

_________________________________________________________________________________________

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Name ________________________________________ Date __________________ Class __________________

LESSON
Using Statistical Measures to Compare Populations
11-3
Reading Strategies: Focus on Vocabulary
The mean and median are often called centers of data.
Some measures of variation include the mean absolute deviation and the
range. These measure how much difference, or variance, there is between
the numbers in a data set.
Comparing the centers to the measures of variation can tell you more
information about the data than just looking at the centers alone.
When you are taking samples of a population, you select part of a group to
survey instead of surveying the whole group. Taking multiple samples
makes your data more accurate.
Desirae surveyed her friends to ask their shoe sizes. Her survey results are
shown in the tables below.

Girls Boys

5, 7, 6.5, 8, 4.5, 9, 6, 7.5, 9.5, 5, 6 8, 8.5, 9, 9, 9.5, 10, 10.5, 11.5, 12, 13

Find the difference of the means as a multiple of the mean absolute

deviation.

Mean of girls Mean Absolute

sizes: 6.7 Deviation of 1.3
girls’ sizes:

Mean of boys Mean Absolute

sizes: 10.1 Deviation of 1.3
boys’ sizes:

Difference of the means: 10.1 − 6.7 = 3.4

Difference of the means as a multiple of the MAD:

1.3 times what
equals 3.4?
3.4 ÷ 1.3 = 2.6

1. What could Desirae do to get a more accurate assessment of 7th grade

shoe sizes?

_________________________________________________________________________________________

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Name ________________________________________ Date __________________ Class __________________

LESSON
Using Statistical Measures to Compare Populations
11-3
Success for English Learners

Problem 1
One week in January, a grocery store tracked the number of customers
served between the hours of 3:00 P.M. and 4:00 P.M. Six months later, the
store tracked the number of customers from 3:00 P.M. to 4:00 P.M. for
another week. What is the difference of the means as a multiple of the
range?

January July
24, 21, 18, 15, 16, 27, 19 14, 18, 12, 13, 19, 22, 10

Difference of means

January mean − July mean

20 − 15.4 = 4.6

January range
27 − 15 = 12 The difference of the
July range means is 4.6 hours.
22 − 10 = 12 The range is 12 hours.

4.6 ÷ 12 ≈ 0.38

The difference of the means is 0.38 times the range.

Answer the questions.
1. The grocery store tracked the number of customers served between
the hours of 3:00 P.M. and 4:00 P.M. for one week in January of the
following year. The mean was 26 and the range was 10. Is this enough
information for the store to assume that their sales are increasing?

_________________________________________________________________________________________

2. How could the store manager gather enough data to determine if the
number of customers is increasing or decreasing?

_________________________________________________________________________________________

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Name ________________________________________ Date __________________ Class __________________

MODULE
Analyzing and Comparing Data
11
Challenge

Solve each puzzle.

1. There are 6 whole numbers in a set of numbers. The least number
is 8, and the greatest number is 14. The mean, the median, and the
mode are 11. What are the numbers?

_________________________________________________________________________________________

2. There are 7 whole numbers in a set of numbers. The least number is

10, and the greatest number is 20. The median is 16, and the mode is
12. The mean is 15. What are the numbers?

_________________________________________________________________________________________

3. There are 8 whole numbers in a set of numbers. The greatest number

is 17, and the range is 9. The median and the mean are 12, but 12 is
not in the data set. The modes are 9 and 14. What are the numbers?

_________________________________________________________________________________________

4. The mean of a data set of 6 numbers is 8. The mean of a different data

set of 6 numbers is 20. What is the mean of the combined data sets?

_________________________________________________________________________________________

5. Find the mean of 7 numbers if the mean of the first 4 numbers is 5 and
the mean of the last 3 numbers is 12. What is the mean of the
combined data sets?

_________________________________________________________________________________________

6. The mean of a data set of 3 numbers is 12. The mean of a data set of
9 numbers is 40. What is the mean of the combined data sets?

_________________________________________________________________________________________

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257
UNIT 5: Statistics

MODULE 10 Random Samples infrastructure. It is not clear if this precinct

would benefit from the new jobs, either.
and Populations
2. Some streets may have more residents
LESSON 10-1 than others. Some residents may not have
private telephones; they may use cell
Practice and Problem Solving: A/B phones or public phones.
1. Answers may vary, but students should 3. a. They are not random across all
realize that the number of road runners persons in the city center who might
born within a 50-mile radius of Lubbock, rent a scooter, but they could be
Texas is a subset of the number of road random across the two clusters that the
runners born everywhere or in Texas.
owner wants to sample, office workers
2. Answers may vary, but students should and apartment residents.
realize that the cars traveling at
75 kilometers per hour between b. The questionnaire with the lower
Beaumont and Lufkin, Texas is a subset weekend rates is biased against the
of the cars traveling between Beaumont weekday office workers and in favor of
and Lufkin at all speeds. possible weekend rentals by apartment
3. Answers may vary, but Method B is residents.
probably more representative of the Practice and Problem Solving: D
opinions of any student chosen at random
from the entire school population. 1. Home runs hit in 2014–2015; Home runs
hit one week in July
4. Answers may vary, but Method C may be
more representative of all voters than a 2. All of the sugar maples in the 12-acre
sample that consists of 25-year town forest; the six sugar maples
residents who may or may not be voters. 3. Sample C is the best method of getting a
5. Biased; library patrons have a vested random sample.
interest in seeing that the library is 4. Sample Z is the best method of getting a
expanded. random sample.
6. Not biased, if the cable company samples 5. The question shows bias because it only
customers, regardless of their history and mentions the benefits of having a
experience with the company. professional sports stadium and teams.

Practice and Problem Solving: C Reteach

1. Sample A is random within each precinct 1. The sample is biased. The passengers on
but not across the city as a whole. If the one on-time flight are likely to feel
precincts have different populations, the differently about their flight than
sampling from one precinct might passengers on delayed flights.
outweigh that of another, less-populous 2. The sample is not biased. It is a random
precinct. The precinct samples may be sample.
biased, depending on the content of the
survey questions. 3. The sample is not biased. It is a random
sample.
Sample B is random across the city.
The sample may be biased, depending 4. The sample is biased. The people who go
on the content of the survey questions. to movies are more likely to spend money
on movies than on other entertainment.
Sample C is not random and is biased in
concentrating on the precinct in which the
factory would be located and where it
would have the greatest impact on
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351
Reading Strategies 4. 26.5 and 29.5
1. When you collect information from a 5. No; three quarters of the test scores are
population, the entire group is surveyed. less than or equal to 29.5; the median,
When you collect information from a 27.5, is a typical test score.
sample, only part of the group is surveyed.
7 56
2. An unbiased sample represents the 6. Yes; = , and 56 > 50.
50 400
population and a biased sample does not.
3. biased sample 400 150,000
7. = ; 400x = 450,000;
4. unbiased sample 3 x
x = 1,125; there will be 1,125 tokens with
5. biased sample stamping errors.
Success for English Learners Practice and Problem Solving: C
1. The population is all athletes on the track 1. Answers will vary, but students should
team. observe that the data is skewed to the left
2. Athletes who specialize in certain events with median of 37.5 (or 38 in whole
could be sampled, e.g. athletes who are in deliveries) and a mode of 35 deliveries.
field events, track events, or in both events. There is an outlier at 70, too.
In any case, the samples would be small 2.
and biased in favor of the training needs of
the events in which the athletes participate.
3. Answers will vary, e.g. the restaurant
could sample families who come into its 3. Answers will vary, but students should
restaurant and ask if they go to cafeterias notice that the data wanted by the
out of town but in south Texas, and if so company is symmetric about a median of
how large their families are. 50, with a low value of not less than 45
and a high value of no more than 55.
LESSON 10-2 Twelve sample data points could be the
whole numbers 45, 46, 47, 48, 49, 50, 50,
Practice and Problem Solving: A/B 51, 52, 53, 54, 55.
1. Answers will vary, but student responses 4. The hourly delivery rate of the typical
should mention the median and mode, delivery staff member will increase by
both of which are 11 concerts attended. 12.5, or about 13 whole deliveries per
Since all but one of the data points hour. The median of the collected data is
indicate that from 10 to 13 concerts were 37.5 and the goal median is 50 deliveries
attended, the data point corresponding to per hour.
8 concerts should be considered an outlier
and not used in computing average Practice and Problem Solving: D
concert attendance. 1. a. 104°F;
2. Answers will vary, but students should b. 102 °F (twice), 104 °F (3 times),
observe that the median is 6 miles jogged 105 °F (twice)
daily. The number of miles jogged daily is
anywhere from 3 miles to 8.5 miles, but
the number falls somewhere from 5.5
miles to 7.5 miles about 50% of the time.
3. The high score was 32 and the low score
was 25.

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352
 2. a. 7 porpoises LESSON 10-3
b. 4 porpoises Practice and Problem Solving: A/B
c. about 50% 1. The sample is representative of the
d. Sample answer: Most observers saw expected number of integers from 1 to 25
more than 6 porpoises. in a sample of 5 integers, which would be
none or zero
Reteach 2. A sample of 80 integers would be
1. 750 chips would be defective. expected to have two integers from
2. about 1,563 1 to 25.
3. Three numbers from 1 to 25 is higher than
Reading Strategies expected since a sample of 40 numbers
1. Answers will vary, e.g. the data is skewed would be expected to have one number
to the right. from 1 to 25, and a sample of 80 numbers
2. 10 blooms per plant is an outlier. would be expected to have two numbers
from 1 to 25.
3. Sample answer: With the outlier, the
median is shown as 17 blooms per plant. 4. 25 out of 36 collars (shown in boldface
If the outlier is removed, the median will below), or 69.4% are acceptable to ship,
shift to the right. so about 500 out of a production run of
The amount of the shift is unknown since 720 would be expected to be acceptable
no information is provided about the to ship.
values of the data points in each quartile 17, 14, 14, 16, 14, 15, 15, 15, 16, 14, 16,
of the data. 14, 15, 15, 15, 16, 13, 13, 13, 13, 13, 14,
4. Answers will vary. Sample answer: the 14, 13, 17, 14, 15, 13, 14, 15, 16, 17, 14,
greatest concentration of data is the 17, 14, 15
25 percent of the data points between 5. 4 out of 36 collars (shown in boldface
the lower quartile and the median. Since below), or 11% have too much biocide, so
there is less variation in this data, it about 79 out of a production run of 720
provides the statistic of the sample that would be expected to have too much
can be used with the most confidence to biocide.
make an inference about the entire of
17, 14, 14, 16, 14, 15, 15, 15, 16, 14, 16,
population of plants.
14, 15, 15, 15, 16, 13, 13, 13, 13, 13, 14,
Success for English Learners 14, 13, 17, 14, 15, 13, 14, 15, 16, 17, 14,
17, 14, 15
1. There could be times when there would
be more or fewer than nine cardinals at Practice and Problem Solving: C
the birdbath. The nine cardinals may visit
the birdbath several times each day, too, 1. A sample of 240 individuals would have to
especially early and late in a day. have 20 endangered species to meet the
grant requirement of 1,000 endangered
2. Answers will vary, but students should species in a population of 12,000 fish.
realize that there are limits to drawing
conclusions from a limited sample like this 2. None of the samples have 20 endangered
one to a larger population. An observer individuals, even though one of Hatchery
could watch the feeder over a longer A’s samples had 19.
period of time, e.g. several days or hours. 3. Answers will vary. Student solutions
Observers could also record the number might include averaging the number of
of sightings of birds that visit the bird bath endangered in each sample, using the
infrequently, e.g. thrashers, to see if their largest number of endangered as an
numbers change. indicator of the population etc.

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353
 4. Answers will vary, but students should 2. Answers will vary. Sample answer: The
notice that the extreme values of the numbers 1, 3, and 5 are representative of
number of galaxies are 1 and 30. the number of females in all 18 litters. One
Students might use groups of 10 for a female occurs four times, 3 females
range, e.g. 11 to 20, 21 to 30 etc. in which occurs three times, and 5 females occurs
case students might observe that there two times.
are 12 samples between 1 and 10, 9
samples between 11 and 20, and Success for English Learners
15 samples between 21 and 30, inclusive. 1. 7 teams
Practice and Problem Solving: D 2. 2 teams
1. a. Answers will vary. Sample answer: There 3. 9 goals; 8 times
could be as few as one or as many as 9 4. 3, 8, and 10 goals; 2 times each
cattle grazing on an acre, or an average
of about 5 cattle grazing per acre. MODULE 10 Challenge
b. If 250 cattle are divided by 40 acres, 1. Population: all of the school’s teachers;
an average of about 6 cows should be Sample: every third teacher from an
grazing on each acre. alphabetical list. Within this population,
c. Answers will vary. Sample answer: the sample is a random sample only if
some of the pasture might not have every teacher on the list has an equal
enough food for the cattle, or there chance of being selected, which would be
a function of the number of teachers in the
might be parts of the pasture that
school and its correlation to the 26 letters
provide food, such as bare ground,
of the alphabet.
creeks, or other such features.
2. Population: all schools in the system;
2. a. mean: 20.5 errors; median: 17.5 errors Sample: 5 randomly-selected schools in
b. mean: 23.5 errors; median; 25 errors; the system. The schools are selected
The mean for all 12 samples was 3 randomly.
errors more than the mean for the first 6 3. Population: all math-science classes in
samples. The median for all 12 samples the school; or the ten math-science
was 7.5 errors more than the median for classes. Sample: The sample is described
the first 6 samples. as 3 math and 3 science teachers. There
is no stated randomness in any of these
Reteach choices. For example, how did the director
1. Answers will vary, but students should select the principal, how did the principal
observe that in both outcomes, there are select the math-science classes, and why
more 6’s than most of the other numbers. only math-science classes, and not
2. Answers will vary, but students may infer classes of other subject areas?
that the random sample outcomes will 4. Population: broken into two parts: teachers
become more like the predicted results as with 12 or more years of experience and
the number of random samples increases. teachers with less than 12 years of
experience; Sample: 10 teachers in each of
Reading Strategies the population categories. Splitting the
1. Answers will vary. Sample answer: These teacher population decreases the
results are close to what the farmer wants, randomness of the sampling process. Also,
even if they are a percent less. it is not stated why “12 years” is used to
break the population into two parts.
5. Population: all schools in the system;
Sample: 4 randomly-selected schools.
The sample is described as random.

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354
 6. Population: all schools in the system; 3. 15
Sample: different numbers of schools in 4. Plot Y; Plot X range is 13 − 11 = 2. Plot Y
each of three categories. It is not stated
range is 42 − 6 = 36
why the system’s schools are separated
into these categories, even though it is 5. Plot X; 4 values of 11
sensible. It is not stated why 10, 5, and 6. 11
5 schools in each category were selected, 7. 30
or if they were randomly selected.
Reteach
MODULE 11 Analyzing and 1. Answers will vary. The data are not
Comparing Data symmetric about the center. The distribution
is skewed slightly to the right. The mode is
LESSON 11-1 6, the median is 6, and the range is 10.

Practice and Problem Solving: A/B Reading Strategies

1. 7; 25; 25 1. Mean: 6.9; median: 7; mode: 7
2. 0.07; 0.15; 0.15 and 0.16 (bi-modal 2. Mean: 7.3; median: 7; mode: 7
distribution)
Success for English Learners
3. Both are 3.
1. If there are 12 dots, the median is the
4. Plot A has 7 dots; plot B has 9 dots. average of the 6th and 7th dots’ values.
5. Plot A’s mode is 21; plot B’s mode is 2. There would be two modes, “1” and “3.”
23 and 24 (bi-modal).
6. Plot A’s median is 21; plot B’s median LESSON 11-2
is 23.
Practice and Problem Solving: A/B
7. Plot A is skewed to the left so its central
1.
measures are shifted toward the lower
values. Plot B is skewed to the right so its
central measures are shifted toward the
higher values. 2. Amy
3. Ed
Practice and Problem Solving: C
4. Ed
1. The median is 21 pounds, the mode is
22 pounds, and the range is 9 pounds. 5. Amy; The range and interquartile range
are smaller for Amy than for Ed, so Amy’s
2. By both central measures median and test scores are more predictable.
mode, each shearing does not produce
the 25 pounds he needs. 6. Port Eagle
3. The median is 25 pounds, but the mode is 7. Port Eagle
24 pounds. The range is 9 pounds. 8. Surfside; The interquartile range is smaller
4. The distribution is “almost” bi-modal with for Surfside for than for Port Eagle, so
24 and 27 pounds. Because of this and Surfside’s room prices are more
the fact that the median is 25 pounds, the predictable.
rancher should feel confident that he is Practice and Problem Solving: C
very close to the 25 pound target. If he
needs more data, he could sample a
1.
larger population to see how its measures
compare to the 50-animal sample.
Practice and Problem Solving: D 2. It increases the interquartile range by 1.
1. 15 3. The range is more affected since the
2. 15 difference is 16.
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355
 4. If the farmer is concerned about “average” Success for English Learners
production, either box plot will do, since
1. Answers may vary, but students should
the medians are similar.
understand that the quartiles divide the
5. Answers may vary, but students should data set into four fourths: 25% below the
observe that the IQR for the top box plot is lower quartile, 50% below the median,
symmetric about the median, implying no 25% above the upper quartile, and any
skewing. The 3rd quartile of the bottom other combination that reflects the
box plot is larger than its 1st quartile, definition of quartiles.
which implies some skew to the right.
2. The only measure of “average” on this
6. The range of the top plot is 1 unit greater page is the median, so the team with the
than the range of the bottom plot. The IQR median of 54 fish had the greater average
of the bottom plot is greater than the IQR measure.
of the top plot.
LESSON 11-3
Practice and Problem Solving: D
1. The smallest data point value is 12; the
Practice and Problem Solving: A/B
largest data point value is 24. 1. mean: 14.9; MAD: 1.9
2. 18 2. mean: 14.6; MAD: 1.92
3. 12; 23 3. 0.3
4. 50% 4. The means of the two data sets differ by
about 6.3 times the variability of the two
5.
data sets.
5. Sample answer: The median of the mean
incomes for the samples from City A is
6. 17 higher than for City B. According to these
7. 15 samples it appears that adults in City A
8. 11; 19 earn a higher average income than adults
in City B. Also, there is a greater range of
9. 8 mean incomes in City A and a greater
10. The distribution is almost symmetrical. interquartile range.
Reteach Practice and Problem Solving: C
1. 20, 24, 25, 27, 31, 35, 38 1. mean: 69.7; MAD: 18.3
2. 20, 38, and 27 2. mean: 73.4; MAD: 16
3. 24, 35 3. 3.7
4. 4. 2.3
5. The means of the two data sets differ by
5. 61, 63, 65, 68, 69, 70, 72, 74, 78 about 1.6 times the variability of the two
data sets.
6. 61, 78, 69, 64, and 73
6. Sample answer: The median of the mean
7.
incomes for the samples from City C is
higher than for City D. However, they are
close and there is a lot of overlap, so it is
Reading Strategies difficult to make a convincing comparison.
1. Class B; 8
Practice and Problem Solving: D
2. Class B
1. mean: 65; MAD: 6.4
3. Class A
2. mean: 60.5; MAD: 6.4
4. 25%
3. 4.5

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356
 4. The difference of the means is about
0.7 times the mean absolute deviations.
5. Sample answer: Adults in City P
clearly have higher incomes than adults
in City Q.
Reteach
1. The difference of the means is 4.8. This is
0.3 times the range of the first group, and
1.2 times the range of the second group.
2. Based on the means, the people in the
town Raul surveyed seem to receive
fewer phone calls.
Reading Strategies
1. Survey more samples of students.
Success for English Learners
1. No, this is not enough information. You
need the difference of two means.
2. Sample answer: Track the customers for
more hours for a longer period of time and
then analyze the data.

MODULE 11 Challenge
1. Sample answer: 8, 10, 11, 11, 12, 14
2. 10, 12, 12, 16, 17, 18, 20
3. 8, 9, 9, 10, 14, 14, 15, 17
4. 14
5. 8
6. 33

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357