Professional Documents
Culture Documents
Frameworks
Student Edition
Mathematics
7th Grade
Unit 4: Statistics
These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.
Unit 4
Statistics
TABLE OF CONTENTS
Overview ..........................................................................................................................................3
Standards Addressed in this Unit .....................................................................................................4
Key Standards & Related Standards ....................................................................................4
Standards for Mathematical Practice ...................................................................................5
Enduring Understandings.................................................................................................................7
Concepts & Skills to Maintain .........................................................................................................7
Selected Terms and Symbols ...........................................................................................................7
Tasks
Is It Valid? ......................................................................................................................10
Shakespeare vs. Harry Potter .........................................................................................11
Got Friends? ...................................................................................................................15
Travel Times to Work ....................................................................................................17
OVERVIEW
In this unit students will:
use real-life situations to show the purpose for using random sampling to make
inferences about a population.
understand that random sampling guarantees that each element of the population
has an equal opportunity to be selected in the sample.
compare the random sample to the population, asking questions like, Are all the
elements of the entire population represented in the sample? and Are the
elements represented proportionally?
make inferences given random samples from a population along with the
statistical measures.
learn to draw inferences about one population from a random sampling of that
population.
draw informal comparative inferences about two populations.
deal with small populations and determine measures of center and variability for a
population.
compare measures of center and variability and make inferences.
use graphical representations of data to compare measures of center and
variability.
begin to develop understanding of the benefits of the measures of center and
variability by analyzing data with both methods.
understand that when they study large populations, random sampling is used as a
basis for the population inference.
understand that measures of center and variability are used to make inferences on
each of the general populations.
make comparisons for two populations based on inferences made from the
measures of center and variability.
Although the units in this instructional framework emphasize key standards and big ideas
at specific times of the year, routine topics such as estimation, mental computation, and basic
computation facts should be addressed on an ongoing basis. Ideas related to the eight practice
standards should be addressed constantly as well. To assure that this unit is taught with the
appropriate emphasis, depth, and rigor, it is important that the tasks listed under Evidence of
Learning be reviewed early in the planning process. A variety of resources should be utilized to
supplement this unit. This unit provides much needed content information, but excellent learning
activities as well. The tasks in this unit illustrate the types of learning activities that should be
utilized from a variety of sources.
RELATED STANDARDS
MCC7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths,
areas and other quantities measured in like or different units. For example, if a person walks
1
1
1
1
mile in each 4 hour, compute the unit rate as the complex fraction 2 4 miles per hour,
2
equivalently 2 miles per hour.
MCC7.RP.3 Use proportional relationships to solve multistep ratio and percent problems.
Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees,
percent increase and decrease, percent error.
MCC7.NS.3 Solve realworld and mathematical problems involving the four operations with
rational numbers.
MATHEMATICS GRADE 7 UNIT 4: Statistics
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
May 2012 Page 4 of 18
All Rights Reserved
quantities simultaneously. They use measures of center and variability and data displays (i.e. box
plots and histograms) to draw inferences, make comparisons and formulate predictions. Students
use experiments or simulations to generate data sets and create probability models. Students
need many opportunities to connect and explain the connections between the different
representations. They should be able to use all of these representations as appropriate to a
problem context.
5. Use appropriate tools strategically.
Students consider available tools (including estimation and technology) when solving a
mathematical problem and decide when certain tools might be helpful. For instance, students in
grade 7 may decide to represent similar data sets using dot plots with the same scale to visually
compare the center and variability of the data. Students might use physical objects or applets to
generate probability data and use graphing calculators or spreadsheets to manage and represent
data in different forms.
6. Attend to precision.
In grade 7, students continue to refine their mathematical communication skills by using clear
and precise language in their discussions with others and in their own reasoning. Students define
variables, specify units of measure, and label axes accurately. Students use appropriate
terminology when referring to rates, ratios, probability models, geometric figures, data displays,
and components of expressions, equations or inequalities.
7. Look for and make use of structure.
Students routinely seek patterns or structures to model and solve problems. For instance, students
recognize patterns that exist in ratio tables making connections between the constant of
proportionality in a table with the slope of a graph. Students apply properties to generate
equivalent expressions (i.e. 6 + 2x = 3 (2 + x) by distributive property) and solve equations (i.e.
2c + 3 = 15, 2c = 12 by subtraction property of equality), c = 6 by division property of equality).
Students compose and decompose two and threedimensional figures to solve real world
problems involving scale drawings, surface area, and volume. Students examine tree diagrams or
systematic lists to determine the sample space for compound events and verify that they have
listed all possibilities.
8. Look for and express regularity in repeated reasoning.
In grade 7, students use repeated reasoning to understand algorithms and make generalizations
about patterns. During multiple opportunities to solve and model problems, they may notice that
a/b c/d = ad/bc and construct other examples and models that confirm their generalization.
They extend their thinking to include complex fractions and rational numbers. Students formally
begin to make connections between covariance, rates, and representations showing the
MATHEMATICS GRADE 7 UNIT 4: Statistics
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
May 2012 Page 6 of 18
All Rights Reserved
relationships between quantities. They create, explain, evaluate, and modify probability models
to describe simple and compound events.
ENDURING UNDERSTANDINGS
Students should understand the concepts involved and be able to recognize and/or
demonstrate them with words, models, pictures, or numbers.
The websites below are interactive and include a math glossary suitable for middle school
children. Note At the middle school level, different sources use different definitions. Please
preview any website for alignment to the definitions given in the frameworks.
http://www.amathsdictionaryforkids.com/
This web site has activities to help students more fully understand and retain new vocabulary
http://intermath.coe.uga.edu/dictnary/homepg.asp
Definitions and activities for these and other terms can be found on the Intermath website.
Intermath is geared towards middle and high school students.
Box and Whisker Plot: A diagram that summarizes data using the median, the upper and
lowers quartiles, and the extreme values (minimum and maximum). Box and whisker
plots are also known as box plots. It is constructed from the five-number summary of the
data: Minimum, Q1 (lower quartile), Q2 (median), Q3 (upper quartile), Maximum.
Frequency: the number of times an item, number, or event occurs in a set of data
Grouped Frequency Table: The organization of raw data in table form with classes and
frequencies.
Histogram: a way of displaying numeric data using horizontal or vertical bars so that the
height or length of the bars indicates frequency
Inter-Quartile Range (IQR): The difference between the first and third quartiles. (Note
that the first quartile and third quartiles are sometimes called upper and lower quartiles.)
Mean Absolute Deviation: the average distance of each data value from the mean. The
MAD is a gauge of on average how different the data values are form the mean value.
Mean: The average or fair share value for the data. The mean is also the balance
point of the corresponding data distribution.
= =
1 + 2 + 3 +
Measures of Center: The mean and the median are both ways to measure the center for a
set of data.
MATHEMATICS GRADE 7 UNIT 4: Statistics
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
May 2012 Page 8 of 18
All Rights Reserved
Measures of Spread: The range and the mean absolute deviation are both common ways
to measure the spread for a set of data.
Median: The value for which half the numbers are larger and half are smaller. If there are
two middle numbers, the median is the arithmetic mean of the two middle numbers. Note:
The median is a good choice to represent the center of a distribution when the distribution
is skewed or outliers are present.
Mode: The number that occurs the most often in a list. There can more than one mode, or
no mode.
Mutually Exclusive: two events are mutually exclusive if they cannot occur at the same
time (i.e., they have not outcomes in common).
Outlier: A value that is very far away from most of the values in a data set.
Range: A measure of spread for a set of data. To find the range, subtract the smallest
value from the largest value in a set of data.
Sample: A part of the population that we actually examine in order to gather information.
Simple Random Sampling: Consists of individuals from the population chosen in such a
way that every set of individuals has an equal chance to be a part of the sample actually
selected. Poor sampling methods, that are not random and do not represent the population
well, can lead to misleading conclusions.
Stem and Leaf Plot: A graphical method used to represent ordered numerical data. Once
the data are ordered, the stem and leaves are determined. Typically the stem is all but the
last digit of each data point and the leaf is that last digit.
Is it Valid?
In the summaries below, determine if the sample taken is representative of the population,
without bias shown:
1. ABC Family is a television channel that targets families and young adults to view their
station. ABC Family regularly posts online poll questions to their website. In 2010, ABC
Family polled their viewers to ask about airing Rated R movies after 8pm on their
channel. Almost 200,000 people responded, and 85% of them disagreed with airing Rated
R movies.
2. Mrs. Jones wants to know how the 5th grade feels about recess time. Mrs. Jones labels
every student in the 5th grade with a number. She then draws 50 numbers out of a hat and
surveys these students. Mrs. Jones determines that 5th graders would like more recess
time than they currently have.
3. The City of Smallville wants to know how its citizens feel about a new industrial park in
town. Surveyors stand in the Smallville Mall from 8am-11am on a Tuesday morning and
ask people their opinion. 80% of the surveyed people said they disagreed with a new
industrial park.
4. The National Rifle Association (NRA) took a poll on their website, www.nra.com, and
asked the question, Do you agree with the 2nd Amendment: the Right to Bear Arms?
98% of the people surveyed said Yes, and 2% said No.
Size of word
1 letter
2 letters
3 letters
4 letters
5 letters
6 letters
Count
Size of word
7 letters
8 letters
9 letters
10 letters
11 letters
12 letters
Count
How Many letters were in each word that was counted? (50 words)
3. Now, roll the dice to see which word you will begin with for the Harry Potter excerpt.
Count the number of letters in each word and log it in the table below. Count 50 words
total from Harry Potter passage.
Size of word
1 letter
2 letters
3 letters
4 letters
5 letters
6 letters
Count
Size of word
7 letters
8 letters
9 letters
10 letters
11 letters
12 letters
Count
How Many letters were in each word that was counted? (50 words)
4. Find the mean of the Shakespeare word sample and the Harry Potter word sample. Do
this by multiplying the number of letters by the count for that size word. Add these all up,
and divide by the total number of words.
Shakespeare mean=________
7. Find the five number summary using the data you found for Shakespeare and Harry
Potter.
8. Create a box plot for the word counts you found for Shakespeare and Harry Potter:
9. Looking at the box plots and the mean, would you agree that there has been a Dumbing
Down of Americas youth over the past decades? Support your answer with numerical
data you found in steps #4-8.
10. Do you believe the comparison above could help you conclude the word counts for ALL
Harry Potter and Shakespeare Literature? Why or why not?
Got Friends?
Is there a difference between the number of programmed numbers in the number of programmed
telephone numbers in girls cell phones and the number in boys cell phones?
1. Do you think there is a difference? Why or why not?
When Mrs. Causey, an AP Statistics teacher at Olviedo High School in Seminole County,
Florida, polled her students, she got the following data:
Males
51
74
104
5
56
75
106
20
57
82
124
26
60
82
171
40
61
84
205
46
68
86
207
47
71
97
232
49
72
100
360
50
72
100
51
73
104
Females
80
114
149
20
86
116
163
46
87
122
170
50
88
125
186
58
90
129
199
62
92
137
204
65
94
137
249
70
94
138
72
109
142
72
112
142
Females
Minimum
Q1
Median
Q3
Maximum
3. Create side-by-side (stacked) box plots for the two sets of data above.
4. Compare the box plots above. Do you notice a difference in their shape, center, and
spread?
5. It is important that you have data integrity. For example, it is important that data be
reported accurately and truthfully. Do you think that this is the case here? Do you see any
suspicious observations?
6. Can you think of any reason someone might make up a response or stretch the truth in
reporting his or her number of programmed telephone numbers?
7. If you DO see a difference between the two groups, can you suggest a possible reason for
that difference?
8. Do you think that a study of cell phone programmed numbers for a 7th grade math class
would yield similar results? Why or why not?
10
10
10
10
12
15
20
20
25
30
30
40
40
60
Here are the travel times in minutes of 19 randomly chosen New York workers:
5
10
15
15
15
15
20
20
20
20
30
30
40
40
45
60
60
65
3. Compare the two means. Which state has a longer travel time when comparing the
means?
4. Find the median of the North Carolina and New York travel times.
Median of North Carolina = ______
5. Compare the medians. Which state has a longer travel time when comparing the
medians?
6. Looking at the New York travel times, which number(s) affect the mean, but not the
median?
85
7. Find the Mean Absolute Deviation (MAD) of the North Carolina and New York travel
times. What does the MAD tell you about each set of data?
North Carolina:
a) Find the distance that each value is away from the mean.
New York:
a) Find the distance that each value is away from the mean
8. Overall, which measure of center best describes travel time to work, the mean or the
median? Why?