Lesson 9-1
Problem-Solving Investigation:
Make a Table
Lesson 9-2
Histograms
Lesson 9-3
Circle Graphs
Lesson 9-4
Measures of Central Tendency and
Range
Lesson 9-5
Measures of Variation
Lesson 9-6
Box-and-Whisker Plots
Lesson 9-7
Select an Appropriate Display
Lesson 9-8
Misleading Graphs and Statistics
Five-Minute Check (over Chapter 8)
Main Idea
Targeted TEKS
Example 1: Make a Table
• Solve problems by making a table.
8.14 The student applies Grade 8 mathematics to solve
problems connected to everyday experiences,
investigations in other disciplines, and activities in and
outside of school. (C) Select or develop an
appropriate problem-solving strategy from a variety
of different types, including ...making a table...to
solve a problem.
Make a Table
The list shows the ages of 25 persons selected at
random from the audience of a recent showing of a
comedy movie. Make a frequency table of the ages
using intervals 17–24, 25–32, 33–40, 41–48, and
49–56. What is the most common interval of
attendance ages?
Explore
You have a list
of ages. You
need to know
how many ages
fall into each
interval.
Make a Table
Plan
Make a table to
show the
frequency, or
number, of ages in
each interval.
Solve
The row with the
greatest frequency
is the row for ages
17–24, so this is the
most common
interval of
attendance ages.
Make a Table
Check
Make sure the frequency table includes
each age from the list.
Answer: The greatest frequency is for ages 17–24, so
this is the most common interval of attendance
ages.
The list shows the favorite
sports of 25 people selected at
random. In the list, S represents
soccer, B represents baseball,
F represents football, and V represents volleyball.
Make a frequency table of the favorite sports. What is
the most popular sport?
A. baseball
B. football
D. volleyball
0%
0%
D
0%
C
A
0%
B
C. soccer
A.
B.
C.
D.
A
B
C
D
Five-Minute Check (over Lesson 9-1)
Main Idea and Vocabulary
Targeted TEKS
Example 1: Construct a Histogram
Example 2: Analyze and Interpret Data
Example 3: Analyze and Interpret Data
• Display and interpret data in a histogram.
 Histogram
• A type of bar graph where the data is organized
into EQUAL INTERVALS and the BARS TOUCH
EACH OTHER!
NOTES
Histograms
 Almost exactly the same as a bar graph but
intervals MUST BE IDENTICAL
Bars touch each other
 Useful for analyzing the FREQUENCY of data.
Creating a Histogram is a 3 step process
1.Draw and label the horizontal and vertical axes
2.Label the bars (MUST BE IDENTICAL SIZE)
1.Take the range and divide into ~ 5-6
intervals
3.Graph the data just like a bar graph
Construct a Histogram
FOOD The list below shows the number of grams of
caffeine in certain types of tea. Use intervals to make
a frequency table. Then construct a histogram.
Construct a Histogram
Place a tally mark for each
value in the appropriate
interval. Then add up the tally
marks to find the frequency
for each interval.
To construct a histogram, follow these steps.
Step 1
Draw and label a horizontal and vertical axis.
Include a title.
Step 2
Show the intervals from the frequency table
on the horizontal axis.
Construct a Histogram
Step 3
Answer:
For each caffeine interval, draw a bar whose
height is given by the frequency.
FOOD The frequency table below shows the amount
of caffeine in certain drinks. Draw a histogram to
represent the data.
Answer:
Analyze and Interpret Data
WEATHER How many
months had 6 or more
days of rain?
Three months had 6 to 7
days of rain, and one month
had 8 to 9 days of rain.
Answer: Therefore, 3 + 1 or 4 months had 6 or more
days of rain.
WEATHER How many
months had 6 or more days
of snow?
A. 2 months
B. 3 months
1.
2.
3.
4.
0%
C. 4 months
D. 5 months
A
B
C
D
A
B
C
D
Analyze and Interpret Data
WEATHER How many
months had exactly 2 days
of rain?
Answer: This cannot be determined from the data
presented in this graph. The histogram
indicates that there were 3 months that had 2
or 3 days of rain, but it is impossible to tell how
many months had exactly 2 days of rain.
WEATHER How many
months had exactly 6 days
of snow?
A. 1 month
B. 2 months
C. 6 months
1.
2.
3.
4.
0%
D. Cannot be determined
A
B
C
D
A
B
C
D
Five-Minute Check (over Lesson 9-2)
Main Idea and Vocabulary
Targeted TEKS
Example 1: Construct a Circle Graph from Percents
Example 2: Construct a Circle Graph from Data
Example 3: Analyze and Interpret Data
• Construct and interpret circle graphs.
 Circle Graph
• Compares PARTS to the WHOLE
• All percents MUST ADD UP TO 100!
 NOTES
 Circle Graphs
 360 degrees in a circle
 Represent the WHOLE  All percents must
add to 100.
 Every PART (piece of the pie) represents the
PERCENT of the WHOLE
 Building a circle graph is an 3 step process
1. Figure out the WHOLE or the TOTAL
2. Determine the PERCENT
of each part (piece)
3. Determine ANGLE
of each part (piece)
Interactive Lab:
Making Circle Graphs
Construct a Circle Graph from Percents
TORNADOES The table shows when tornadoes
occurred in the United States from 1999 to 2001.
Make a circle graph using this information.
Source: spc.noaa.gov
Construct a Circle Graph from Percents
Step 1 There are 360 in a circle. So, multiply each
percent by 360 to find the number of degrees for
each section of the graph.
Jan.–Mar.:
Apr.–Jun.:
Jul.–Sep.:
Oct.–Dec.:
15% of 360 = 0.15 ● 360 or 54
53% of 360 = 0.53 ● 360 or about 191
21% of 360 = 0.21 ● 360 or about 76
11% of 360 = 0.11 ● 360 or about 40
Step 2 Use a compass to draw a circle and a radius.
Then use a protractor to draw a 54 angle. This
section represents January – March. From the
new radius, draw the next angle. Repeat for
each of the remaining angles. Label each
section. Then give the graph a title.
Construct a Circle Graph from Percents
Answer: Tornadoes in the United States 1999-2001
HURRICANES The table shows when hurricanes or
tropical storms occurred in the Atlantic Ocean
during the hurricane season of 2002. Make a circle
graph using this information.
Answer: Hurricanes in the United States, 2002
Construct a Circle Graph from Data
BASKETBALL Construct a circle graph using the
information in the histogram.
Construct a Circle Graph from Data
Step 1
Find the total number of players.
6 + 12 + 1 + 4 + 2 = 25
Step 2
Find the ratio that compares the number in
each point range to the total number of players.
Round to the nearest hundredth.
11.1 to 13: 6
13.1 to 15: 12
15.1 to 17: 1
17.1 to 19: 4
19.1 to 21: 2
÷
÷
÷
÷
÷
25
25
25
25
25
=
=
=
=
=
0.24
0.48
0.04
0.16
0.08
Construct a Circle Graph from Data
Step 3
Use these ratios to find the number of degrees
of each section. Round to the nearest degree
if necessary.
11.1 to 13: 0.24 ● 360 = 86.4 or about 86
13.1 to 15: 0.48 ● 360 = 172.8 or about 173
15.1 to 17: 0.04 ● 360 = 14.4 or about 14
17.1 to 19: 0.16 ● 360 = 57.6 or about 58
19.1 to 21: 0.08 ● 360 = 28.8 or about 29
Step 4
Use a compass and protractor to draw a circle
and the appropriate sections. Label each
section and give the graph a title. Write the
ratios as percents.
Construct a Circle Graph from Data
Answer: Average Points Per
Basketball Game for
Top 25 Scorers
FOOTBALL Make a circle graph using the information
in the histogram below.
Answer: Average Points Per Football Game
for Top 10 Scorers
Analyze and Interpret Data
Use the circle graph from Example 2 to describe the
makeup of the average game scores of the 25 topscoring basketball players.
Average Points Per
Basketball Game for
Top 25 Scorers
Analyze and Interpret Data
Sample answer:
Use the circle graph from the Check Your Progress
exercise following Example 2 to describe the makeup
of the average game scores of the 10 top-scoring
football players.
Average Points Per
Football Game for
Top 10 Scorers
Sample answer: More than one half of the players had
game scores between 0 and 15. Ten
percent had scores greater than 23.
Five-Minute Check (over Lesson 9-3)
Main Idea and Vocabulary
Targeted TEKS
Concept Summary: Measures of Central Tendency
and Range
Example 1: Measures of Central Tendency and
Range
Example 2: Real-World Example
Concept Summary: Using Mean, Median, and Mode
Example 3: Using Appropriate Measures
• Find the mean, median, mode, and range of a set of
data.
• Median
• Measures of central
tendency
• #’s that describe the
middle of a set of data
• Mean
• AKA – the average
• MIDDLE number that
splits the data into two
equal size sections
• Mode
• Occurs MOST often
• Range
• Highest – lowest #
NOTES
 Mean
1. Same as the average = Total / Number
Median
1. MUST ARRANGE DATA in order first
2. ODD number of items = pick number in the middle
3. EVEN number of items = average the middle two
Mode –
1. Pick the number(s) that occur most
2. Can be none, one, or multiple
Range
1. Highest – lowest number
Find Measures of Central Tendency
and Range
The ages in years, of the actors in a play are 4, 16,
32, 19, 27, and 32. Find the mean, median, mode,
and range of the data.
Find Measures of Central Tendency
and Range
Median
Arrange the numbers in order from least
to greatest. The median is the average of
the middle two numbers
4
16
19
27
32
32
The 4 pulls the
Mean down below
Median!
Mode
The data has a mode of 32.
Range
32 – 4 or 28 years
Answer: mean: 21.7; median: 23; mode: 32; range: 28
The ages, in years, of the children at a day care
center are 3, 5, 3, 7, 6, and 4. Find the mean, median,
mode, and range of the data.
A. mean: 4.7; median: 4.5;
mode: 3; range: 4
B. mean: 4.7; median: 5;
mode: 2; range: 28
C. mean: 28; median: 5.4;
mode: 3; range: 6
D. mean: 4.6; median: 4.5;
mode: 2; range: 5
0%
0%
A
B
A. A
B. 0% B
C. C
C
D. D
0%
D
OLYMPICS Select the appropriate measure of
central tendency or range to describe the data in
the table. Justify your reasoning.
Find the mean, median, mode, and range of the data.
=6
The mean is 6 medals.
Median
Arrange the numbers from least to greatest.
0, 0, 2, 2, 3, 3, 3, 4, 6, 10, 13, 26
The median is the average of the middle two
numbers or 3 medals.
Mode
There is one mode, 3.
Range
26 – 0 or 26 medals
Answer: The median and the mode; the mean is
affected by the extreme value of 26. The mode
is the same as the median. So, both the
median and the mode are good choices. The
range or spread of the data is 26.
OLYMPICS Select the
appropriate measure
of central tendency or
range to describe the
data in the table.
Justify your reasoning.
Answer:
The median; the mean is
affected by the extreme
value of 872 and the
mode is much lower than
the rest of the data. The
range or spread of the
data is 860.
Using Appropriate Measures
Beatrice has an average of 92 on 6 quizzes. If she
gets a 99 on the next quiz, which equation can be
used to find a, her new average quiz score?
A.
B.
C.
D.
Read the Test Item
You need to find the average
quiz score after one grade is
added.
Using Appropriate Measures
Solve the Test Item
average score
Beatrice’s average before
adding new score:
sum of 6 quiz scores
number of quizzes
Beatrice’s average after adding new score:
new
average
score
sum of 6 quiz scores plus 99
number of quizzes plus 1
Answer: The correct answer choice is C because the
sum of the scores is 99 more and there is one
more score.
Alberto has an average of 84 on 10 quizzes. If he gets
a 90 on the next quiz, which equation can be used to
find a, his new average quiz score?
A.
B.
C.
0%
1.
2.
3.
4.
A
D.
A
B
C
D
B
C
D
Five-Minute Check (over Lesson 9-4)
Main Idea and Vocabulary
Targeted TEKS
Key Concept: Interquartile Range
Example 1: Find Measures of Variation
Example 2: Find Outliers
Example 3: Use Measures of Variation to
Describe Data
• Find the measures of variation of a set of data.
• upper quartile (UQ)
• Measures of variation
• Describe distribution
of data
• Quartiles
• Split data into 4
“equal” sized sets
• lower quartile (LQ)
• Median of lower half
of data
• Median of upper half
of data
• Interquartile range
• Middle 50% of data
• = UQ – LQ
• Outlier
• Data point(s) more
than 1.5 times larger
or smaller than the
Interquartile range
NOTES
 Measures of Variation
1. Find Median
2. Find Median of Upper Half = Upper Quartile
3. Find Median of Lower Half = Lower Quartile
 Interquartile Range = UQ – LQ
 To Find Outlier Points
1. Outlier Range = 1.5 * Interquartile Range
2. Subtract Outlier Range from lower quartile
3. Add Outlier range to upper quartile
4. ALL data points lower and higher are called
“outliers.” They don’t fit in!
VISUAL LOOKS AT MEASURES OF VARIATION
Second 25%
Lowest 25%
Lower Quartile
Highest 25%
Third 25%
Median
Upper Quartile
 Interquartile Range = UQ – LQ
 Represents the middle 50% of the data
 Outlier Range = IR * 1.5
VISUAL LOOKS AT
MEASURES OF VARIATION
Find Measures of Variation
BASKETBALL Find the
measures of variation for the
data in the table.
The range is 109 – 91.3 or 17.7
points.
Median, Upper Quartile, and
Lower Quartile
Arrange the numbers in order
from least to greatest.
Find Measures of Variation
lower quartile
91.3
91.3
91.6
91.6
93.8
median
95.4
96.1
upper quartile
97.8
101.1
102
109
101.1
Answer:
The median is 95.75, the lower quartile is 91.6, and the
upper quartile is 101.1.
Interquartile Range = upper quartile – lower quartile =
101.1 – 91.6 or 9.5
BASEBALL Find the measures
of variation for the data in the
table.
Answer:
range: 0.269, median: 0.290,
upper quartile: 0.439,
lower quartile: 0.244
interquartile range: 0.195
Find Outliers
CONCESSION SALES Find any outliers for the data in
the table at the right.
upper quartile
median
lower quartile
Find Outliers
First arrange the numbers in order form least to greatest.
16
18
23
24
32
39
41
46
196
Interquartile Range = 43.5 – 20.5 or 23
23 × 1.5 = 34.5
Multiply the interquartile range, 23,
by 1.5.
Find the limits for the outliers.
20.5 – 34.5 = –14
Subtract 34.5 from the lower
quartile.
Find Outliers
43.5 + 34.5 = 78
Add 34.5 to the upper quartile.
Answer: The limits for the outliers are –14 and 78. The
only outlier is 196.
BOOKSTORE SALES Find
any outliers for the data in
the table.
A. 2
0%
B. 15
1.
2.
3.
4.
C. 35
D. 93
A
B
C
D
A
B
C
D
Use Measures of Variation to
Describe Data
ANIMALS Use the measures of variation to describe
the data in the table.
Find the measures of variation.
The range is 70 – 9, or 61.
The median is 39.7.
The upper quartile is 46.5.
The lower quartile is 29.95.
The interquartile range is
46.5 – 29.95, or 16.55.
Use Measures of Variation to
Describe Data
Answer: The spread of the data is 61 mi/h. The middle
number is 39.7 mi/h. One-fourth of the animals
have a speed at or below 29.95 mi/h, and onefourth of the animals have a speed at or above
46.5 mi/h. The speed in miles per hour for half
of the animals is in the interval 29.95–46.5.
ANIMALS Use the measures
of variation to describe the
data in the table at the right.
Answer:
The spread of the data is 88 years. The middle number
is 20 years. One-fourth of the animals have a life span at
or below 12 years, and one-fourth of the animals have a
life span at or above 40 years. The life span in years for
half of the animals is in the interval 12–40.
Five-Minute Check (over Lesson 9-5)
Main Idea and Vocabulary
Targeted TEKS
Example 1: Construct a Box-and-Whisker Plot
Example 2: Interpret Data
Example 3: Compare Data
• Display and interpret data in a box-and-whisker plot.
 Box and Whisker Plot
 Graphical way of looking at Measures of
Variation
 Boxes go around the Interquartile Range (the
middle 50%)
Whiskers represent the highest and lowest data
points THAT ARE NOT OUTLIERS!!
Construct a Box-and-Whisker Plot
POPULATION Use the data
in the table at the right to
construct a box-andwhisker plot.
Step 1
Draw a number line
that includes the
least and greatest
number in the data.
Animation:
Construct a Box-and-Whisker Plot
Construct a Box-and-Whisker Plot
Step 2
Mark the extremes, the median, and the upper
and lower quartile above the number line. Since
the data have an outlier, mark the greatest
value that is not an outlier.
Step 3
Draw the box and whiskers.
Answer:
POPULATION Use the data
in the table at the right to
construct a box-andwhisker plot.
Answer:
Interpret Data
WATERFALLS What do the lengths of the parts of
the box-and-whisker plot below tell you about the
data?
Answer: Data in the second quartile are more spread
out than the data in the third quartile. You can
see that data in the fourth quartile are the most
spread out because the whisker is longer than
other parts of the plot.
EXERCISE What do the lengths of the parts of the
box-and-whisker plot below tell you about the data?
Answer: Data in the second quartile are less spread out
than the data in the third quartile. You can see
that data in the third quartile are the most
spread out because the box is longer than
other parts of the plot.
Compare Data
WEATHER Refer to the double box-and-whisker plot
below. Which month had a greater range in high
temperatures? Justify your reasoning.
Compare Data
Find the range in temperatures for August.
30 – 27 or 3°C
Find the range in temperatures for April.
26 – 21 or 5°C
Answer: April had a greater range in high temperatures.
The difference between the upper and lower
extremes for April was 5 degrees, and the
difference between the upper and lower
extremes for August was 3 degrees.
WEATHER Refer to the double box-and-whisker plot
below. Which month had a greater range in high
temperatures? Justify your reasoning.
A. July
B. May
0%
0%
A
B
1.
2.
A
B
Five-Minute Check (over Lesson 9-6)
Main Idea
Targeted TEKS
Example 1: Select an Appropriate Display
Example 2: Construct an Appropriate Display
Concept Summary: Statistical Displays
• Select an appropriate display for a set of data.
 NOTES
 Certain graphs work better for certain data. These
are the really important ones:
Graph Type
Best for:
Bar Graph
Shows NUMBER of items in different
CATEGORIES
Histogram
Shows FREQUENCY of data in EQUAL
groups
Circle Graph
Compares PARTS of data to the WHOLE
GREAT for showing PERCENTS
Line Graph
Shows CHANGE OVER TIME
Box and Whisker Plot
Displays measures of variation
Select an Appropriate Display
FARMS Select an appropriate type of display to
show the acreage of farms in Maine. Justify your
answer.
This data deals with percent that have a sum of 100%.
A circle graph would be a good way to show percents.
Select an Appropriate Display
Sample answer: circle graph
TELEVISION Select an appropriate type of display
to show favorite types of television programs.
Justify your answer. Then explain the display.
Sample answer: circle graph
Construct an Appropriate Display
SCHOOLS Select an appropriate display to show
students’ favorite school subjects. Justify your
answer. Then construct the display.
In this case, there are specific categories. If you want to
show the specific number, use a bar graph or a
pictograph.
Construct an Appropriate Display
Sample answer: bar graph
SCHOOLS Select an appropriate display to show
students’ favorite hobbies. Then construct the
display.
Sample answer: bar graph
Five-Minute Check (over Lesson 9-7)
Main Idea
Targeted TEKS
Example 1: Identifying a Misleading Graph
Example 2: Identify Different Uses of Statistics
Example 3: Determine Accuracy of Conclusions
• Recognize when graphs and statistics are
misleading.
 NOTES
 3 Kinds of Liars
1. Liars
2. “Darn” Liars
3. Statisticians
 Look CAREFULLY at graphs and charts. People
who want to influence you will make the charts
“LOOK GOOD” to make you believe something that
they want you to believe. It may be a LIE!!
 Pay special attention to the
1. UNITS and LABELS!
2. Which measure of central tendency is used.
3. “Breaks” in the axes.
Identify a Misleading Graph
TELEVISIONS Which graph below could be used to
indicate a greater difference in number of
televisions? Explain.
Identify a Misleading Graph
Both graphs show the number of televisions per 1,000
people in Chili, Saudi Arabia, China, and Indonesia.
However, the intervals in graph B represent 25 instead
of 100 like graph A.
Answer: Graph B shows a greater difference in
televisions.
SCHOOLS Which graph below could be used to
show a greater difference in favorite classes?
A. Graph A
B. Graph B
0%
0%
A
B
1.
2.
A
B
Identify Different Uses of Statistics
GYMNASTICS The scores for girls on a team
competing on vault at a meet are 8.3, 8.5, 8.5, 8.8, 9.0,
and 9.2. Predict which measure—mean, median,
mode, or range—the team would use to make its
results look best.
Mode
8.5
Range
9.2 – 8.3 or 0.9
Identify Different Uses of Statistics
Answer: Mean; the mean is 8.72, which is greater than
the median (8.65), the mode(8.5), or the range
(0.9).
FIGURE SKATING The scores for girls on a team
competing in the short program are 5.2, 5.5, 5.5, 5.9,
5.8, and 6.0. Predict which measure—mean, median,
mode, or range—the team would use to make its
results look best.
Answer: Mean or median; the mean and the median
are 5.65, which is greater than the mode (5.5)
and the range (0.8).
Determine Accuracy of Conclusions
ELECTIONS The graph shows the
number of votes each of three
candidates received in a school
election. One student looked at the
graph and stated that Candidate C
received twice as many votes as
candidate B. Determine if the
student’s statement is accurate.
Justify your reasoning.
Answer: No, the statement is not accurate. The broken
section of the vertical axis indicates that the
values below 72 have been left out, so
Candidate C received only 3 more votes than
Candidate B.
BASKETBALL The graph shows
the number of points scored by
the three guards on a basketball
team. One of the guards looked at
the graph and concluded that
Angela scored five times as many
points as Kim. Determine if this
statement is accurate. Justify
your reasoning.
Answer: No, the statement is not accurate. The vertical
axis does not begin at 0, so the bar for Angela’s
points appears to be five times as long as the
bar for Kim’s points. Angela scored 12 points
and Kim scored 8 points.
Five-Minute Checks
Image Bank
Math Tools
Construct a Box-and-Whisker Plot
Making Circle Graphs
Lesson 9-1 (over Chapter 8)
Lesson 9-2 (over Lesson 9-1)
Lesson 9-3 (over Lesson 9-2)
Lesson 9-4 (over Lesson 9-3)
Lesson 9-5 (over Lesson 9-4)
Lesson 9-6 (over Lesson 9-5)
Lesson 9-7 (over Lesson 9-6)
Lesson 9-8 (over Lesson 9-7)
To use the images that are on the
following three slides in your own
presentation:
1. Exit this presentation.
2. Open a chapter presentation using a
full installation of Microsoft® PowerPoint®
in editing mode and scroll to the Image
Bank slides.
3. Select an image, copy it, and paste it
into your presentation.
(over Chapter 8)
There are 5 blue, 2 red, and 3 green marbles in a
bag. One is picked at random. Write P (red or green)
as a fraction, a decimal, and a percent.
A.
B.
0%
D
A
B
0%
C
D
C
D.
A
0%
B
C.
A.
B.
0%
C.
D.
(over Chapter 8)
Find the value of P(8, 3).
A. 56
B. 165
C. 336
D. 990
0%
1.
2.
3.
4.
A
B
C
D
A
B
C
D
(over Chapter 8)
Find the value of C(7, 3).
A. 35
0%
B. 120
1.
2.
3.
4.
C. 210
A
B
C
D
D. 840
A
B
C
D
(over Chapter 8)
A contest has 11 participants. How many ways can
these contestants win 1st, 2nd, and 3rd place prizes?
A. 165
B. 990
0%
D
C
D. 7,920
A
0%
A. A
B. B
0%
0%
C. C
D. D
B
C. 2,184
(over Chapter 8)
There are 5 red, 4 white, and 7 yellow marbles in a
bag. Once a marble is selected, it is not replaced.
Find P (2 red marbles).
A.
0%
B.
C.
1.
2.
3.
4.
A
B
C
D
A
D.
B
C
D
(over Chapter 8)
A number cube is rolled and a coin is tossed. How
many possible outcomes are there?
A. 6
0%
B. 8
1.
2.
3.
4.
C. 12
D. 24
A
B
A
B
C
D
C
D
(over Lesson 9-1)
This list shows
the ages of U.S.
presidents at
inauguration.
Organize the data in a table using intervals of
41–45, 46–50, 51–55, and so on. What is the most
common interval of ages at inauguration?
D.
61–65
0%
A
B
C
D
0%
0%
0%
D
C. 56–60
A.
B.
C.
D.
C
51–55
B
B.
A
A. 46–50
(over Lesson 9-1)
This list shows
the ages of U.S.
presidents at
inauguration.
Organize the data in a table using intervals of
41–45, 46–50, 51–55, and so on. What percent of
presidents were in the most common interval?
1.
A
Round your answer to the nearest tenth.
A. 4.7%
B.
16.3%
C. 34.9%
D.
55.9%
2.
3.
4.
B
C
D
0%
A
B
C
D
(over Lesson 9-1)
The table shows the
cookie preference of
Ms. Rison’s class.
What percent of the
class preferred
oatmeal raisin cookies?
A. 14%
B.
17%
C. 24%
D.
45%
1.
2.
3.
4.
A0%
B
C
D
A
B
C
D
(over Lesson 9-2)
This histogram in the figure
shows the number of cars
passing the intersection at
Main and 3rd. What interval
represents the greatest
number of cars?
A. 12:00 P.M – 12:59 P.M
B. 1:00 P.M – 1:59 P.M
C. 3:00 P.M – 3:59 P.M
0%
D
0%
C
0%
B
D. 4:00 P.M – 4:59 P.M
A
0%
A.
B.
C.
D.
A
B
C
D
(over Lesson 9-2)
This histogram in the figure
shows the number of cars
passing the intersection at
Main and 3rd. How many cars
passed the intersection more
than once?
A. 60 cars
B. 40 cars
1.
2.
3.
4.
0%
C. 45 cars
D. cannot be determined
A
B
C
D
A
B
C
D
(over Lesson 9-2)
The histogram in the figure
shows the number of cars
passing the intersection at
Main and 3rd. How many cars
passed through between
2:00 P.M. and 4:59 P.M.?
1.
2.
3.
4.
A. 40 cars
0%
B. 75 cars
C. 95 cars
D. 135 cars
A
B
C
D
A
B
C
D
(over Lesson 9-2)
A histogram is the best way to display which of the
following?
A. numerical data organized
into equal intervals
B. change over a period of
time
C. a comparison of data to a
the whole
1.
2.
3.
4.
A
B
C
D
0%
A
D. none of the above
B
C
D
(over Lesson 9-3)
D.
A.
B.
0% C.0%
D.
A
B
0%
C
D
0%
D
C.
C
B.
B
A.
A
Which choice shows a circle
graph for the set of data about
favorite fruits given in the table?
(over Lesson 9-3)
Which choice shows a circle graph
for the set of data about weekend
destinations given in the table?
A.
C.
B.
D.
1.
2.
3.
4.
A
B
C
D
0%
A
B
C
D
(over Lesson 9-3)
The table shows the different hair
colors of the students in a class.
Identify the circle graph for the data.
A.
C.
B.
D.
1.
2.
3.
4.
A
B
C
D
0%
A
B
C
D
(over Lesson 9-3)
Using the circle graph in the figure,
find the degree measure of the section
that represents having 1 sibling.
A. 36º
B. 90º
1.
2.
3.
4.
0%
C. 126º
D. 144º
A
B
C
D
A
B
C
D
(over Lesson 9-4)
Find the mean, median, and mode of the following
set of data. Round to the nearest tenth if necessary.
4, 2, 5, 4, 7, 4, 1, 5
A. 4; 4; 4
B. 4; 4; 7
D. 4; 8; 4
0%
D
A
B
0%
C
D
C
A
0%
B
C. 4; 5; 4
A.
B.
0%
C.
D.
(over Lesson 9-4)
Find the mean, median, and mode of the following
set of data. Round to the nearest tenth if necessary.
17, 21, 15, 18, 21, 18, 23
A. 19; 18; 18
0%
B. 19; 18; 21
C. 19; 18; 15 and 17
1.
2.
3.
4.
A
B
C
D
A
D. 19; 18; 18 and 21
B
C
D
(over Lesson 9-4)
Find the mean, median, and mode of the following
set of data. Round to the nearest tenth if necessary.
35, 34, 39, 33, 34
A. 35; 34; 33
0%
B. 35; 34; 34
C. 35; 39; 33
1.
2.
3.
4.
A
D. 35; 39; 34
A
B
C
D
B
C
D
(over Lesson 9-4)
Find the mean, median, and mode of the following
set of data. Round to the nearest tenth if necessary.
81, 72, 73, 72, 66, 81
A. 74.2; 72.5; 66
B. 74.2; 72; 81
D. 74.2; 72.5; 72 and 81
0%
D
A
B
0%
C
D
C
A
0%
B
C. 74.2; 72; 72 and 81
A.
B.
0%
C.
D.
(over Lesson 9-4)
Jose has 6 friends of ages 10, 12, 13, 13, 14, and 15.
What is the mean age of his friends?
A. 12.8
B. 13
C. 13.5
D. 14
0%
1.
2.
3.
4.
A
B
C
D
A
B
C
D
(over Lesson 9-4)
What is the median of the following set of data?
40, 50, 52, 33, 34, 37, 37, 43, 47
A. 37
0%
B. 40
C. 40.5
D. 43
1.
2.
3.
4.
A
A
B
C
D
B
C
D
(over Lesson 9-5)
Find the range, median, upper and lower quartiles,
interquartile range, and any outliers for the following
set of data. 1, 3, 4, 7, 8, 9, 11
A. 10; 7; 9; 3; 6; 1
B. 10; 7; 9; 3; 6; no outliers
D. 10; 7; 3; 9; 6; no outliers
0%
D
A
B
0%
C
D
C
A
0%
B
C. 10; 7; 9; 3; 6; 11
A.
B.
0%
C.
D.
(over Lesson 9-5)
Find the range, median, upper and lower quartiles,
interquartile range, and any outliers for the following
set of data. 26, 23, 29, 44, 24, 31, 27
A. 21; 27; 24; 31; 7; 44
B. 21; 27; 24; 31; 7; no outliers
C. 21; 27; 31; 24; 7; 44
D. 21; 44; 31; 24; 7; 44
1.
2.
3.
4.
A
B
C
D
A
0%
B
C
D
(over Lesson 9-5)
Find the range, median, upper and lower quartiles,
interquartile range, and any outliers for the following
set of data. 38, 31, 35, 17, 59, 32, 16, 41, 33, 39
A. 43; 34; 39; 31; 8; 16; 17; 59
B. 43; 35; 39; 31; 8; 16
C. 43; 35; 39; 31; 8; 59
D. 43; 34; 31; 39; 8; 16; 17; 59
0%
1.
2.
3.
4.
A
B
C
D
A
B
C
D
(over Lesson 9-5)
The students in Mrs. Hesse’s math class scored a
91 percent, 85 percent, 77 percent, 87 percent, 97
percent, 63 percent, 73 percent, 81 percent, 62
percent, and 83 percent. What is the range of their
scores?
A. 97 percent
D. 35 percent
0%
D
A
0%
A
B
0%
C
D
C
C. 62 percent
A.
B.
C.0%
D.
B
B. 82 percent
(over Lesson 9-5)
Find the interquartile range of the data shown in
the stem-and-leaf plot.
A. 3
B. 6
3|4 = 34
C. 23
D. 28
1.
2.
3.
4.
A
B
C
D
A
0%
B
C
D
(over Lesson 9-6)
Which choice shows a box-and-whisker plot for the
following set of data? 27, 17, 32, 46, 30, 24, 38, 23, 45,
43, 31
A.
B.
D.
0%
D
A
B
0%
C
D
C
A
0%
B
C.
A.
B.
0%
C.
D.
(over Lesson 9-6)
Which choice shows a box-and-whisker plot for the
following set of data? 51, 59, 67, 70, 76, 44, 52, 63, 69,
73, 99
A.
B.
C.
1.
2.
3.
4.
A 0%
B
C
D
A
D.
B
C
D
(over Lesson 9-6)
Using the data from Questions 1 & 2, which set of
data has the greatest range?
A. The set of data in Question 1.
B. The set of data in Question 2.
A
B
0%
B
0%
A
1.
2.
(over Lesson 9-6)
Refer to the figure. Twenty-five percent of the data
in the box-and-whisker plot is found between which
two values?
A. 5 and 25
B. 20 and 35
C. 20 and 60
0%
D
0%
C
0%
B
D. 35 and 60
A
0%
A.
B.
C.
D.
A
B
C
D
(over Lesson 9-7)
Choose an appropriate type of display for the
situation. Number of items collected over a period
of time
A. bar graph
B. line graph
D. histogram
0%
D
A
B
0%
C
D
C
A
0%
B
C. pie chart
A.
B.
0%
C.
D.
(over Lesson 9-7)
A survey indicated that 65 percent of people
preferred cats, and 35 percent of people preferred
dogs. Identify an appropriate display.
A.
C.
B.
D.
1.
2.
3.
4.
A
B
C
D
A
0%
B
C
D
(over Lesson 9-7)
If the line graph shown represents
production of a company, which
of the following statements
describes the information most
accurately?
A. production stays
the same
B. production is
generally decreasing
1.
2.
3.
4.
0%
C. production is
generally increasing
D. there is no pattern
in production
A
B
C
D
A
B
C
D
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