Common Core Math I
Unit 2 Day 2
Frequency Tables and
Histograms
A group of teens were asked how many APPs they
downloaded to their cell phones last month.
The results are shown in the table below.
Number of
APPs
Downloaded
Frequency
0-2
13
3-5
7
6-8
4
9-11
1
12-14
1
a. How many teens were
surveyed?
b. How many total APPs were
downloaded by this group of
teens?
c. Give one number that you
think best represents the
typical number of APPs that
a teen downloads in one
month. Justify your answer.
Solve the following equation: 5(3h + 2) = -9h – 34
Vocabulary
•Draw a radical, label the radicand and the index.
HW answers:
•
1. Determine whether the following data is categorical (C) or quantitative (Q)
•
a. The candidate a survey respondent will support in an upcoming election.
•
b. The length of time of people’s drive to work.
•
c. The number of televisions in a household.
•
d. The distance kickers for a football team can kick a football.
•
e. The number of pages copied in the copy room each day.
•
f. The kind of tree in each person’s front yard in a neighborhood.
•
g. The type of blood a person has.
•
h. The jersey numbers of the football team.
•
i. The heights of the tallest buildings in the world.
•
j. The language spoken by 2000 people coming in to JFK Airport.
Q
Q
Q
Q
C
C
C
Q
C
C
HW cont’d
• 2. A math student is interested in figuring out the average price of
vehicles at Glentown High School. She takes a sample of 50 cars in
the school’s parking lot and finds the average value to be $13, 400.
a. What is the population?
all cars in Glentown High School’s parking lot
b. What are the individuals?
one car
c. What data is being collected? (Include units if applicable)
the value of each car in dollars
d. What type of data is it (categorical or quantitative)? How do you
know?
quantitative – the data is numerical and its mean has meaning
in relation to the data
Bar Graph vs. Histogram
Bar graph:
Histogram:
• Bars not touching
• Used for categorical data
(most of the time)
• Bars touching
• Use for quantitative
data (divided into
intervals)
Link Up
With your partner:
-1 person is time keeper
-1 person links paperclips
Goal:
-How many can you link in 1 minute?
When finished:
-Count paper clips, record on your paper
-Switch
Frequency Distribution Table:
• Useful to make
Histogram (by
hand)
• Fill out according
to our data
• Create histogram
• Intervals must be
the same
# of paper
clips linked
0-4
5-9
10-14
15-19
20-24
25-29
30-34
35-39
Tally marks
frequency
Histogram
Describing Distributions
• Shape
• Center
• Spread
• Outliers
Shape
• Mound shaped &
symmetrical
• Skewed left
• Skewed right
• Uniform
Center
When describing a distribution at first, the
center can be “eyeballed.”
Remember, you are trying to answer the
question:
“What is the most typical value?”
Spread (use paper clip data)
Range: The difference between the lowest and
highest values (describes the distribution)
Max number:
Min number:
Range:
Outliers: a data value that does not fit the overall
pattern
Do we have any outliers in our paper clip data set? If
so, what are they?
Write summary describing with the
following in your sentences:
Steps:
1. Start with distribution: The distribution of the number
of paper clips put together was skewed right.
2. Mention the center: Most students can put together
___ paper clips.
3. The Spread: The number of links a student can put
together varied from ___ to ___ so the spread is ___.
4. The outliers: The outliers were ___. OR There were
no outliers.
NFL Rushing Statistics
Group activity:
• Make a frequency
distribution table for your
assigned column of data.
(must have at least 4
intervals)
• Draw the corresponding
histogram on graph paper.
• Write a paragraph about
your data that addresses
shape, center, spread, and
outliers.