IM: 6.8.5: Using Dot Plots to Answer Statistical Questions (Lesson)

Last updated 11 months ago

18 questions

5.1: Packs on Backs

This dot plot shows the weights of backpacks, in kilograms, of 50 sixth-grade students at a school in New Zealand.

5.2: On the Phone

5.3: Click-Clack

IM: 6.8.5: Using Dot Plots to Answer Statistical Questions (Lesson)

Last updated 11 months ago

18 questions

5.1: Packs on Backs

This dot plot shows the weights of backpacks, in kilograms, of 50 sixth-grade students at a school in New Zealand.

The dot plot shows several dots at 0 kilograms. What could a value of 0 mean in this context?

Clare and Tyler studied the dot plot.
Clare said, “I think we can use 3 kilograms to describe a typical backpack weight of the group because it represents 20%—or the largest portion—of the data.”
Tyler disagreed and said, “I think 3 kilograms is too low to describe a typical weight. Half of the dots are for backpacks that are heavier than 3 kilograms, so I would use a larger value.”
Do you agree with either of them? Explain your reasoning.

5.2: On the Phone

Twenty-five sixth-grade students were asked to estimate how many hours a week they spend talking on the phone. This dot plot represents their reported number of hours of phone usage per week.

5.3: Click-Clack

A keyboarding teacher wondered: “Do typing speeds of students improve after taking a keyboarding course?” Explain why her question is a statistical question.

The teacher recorded the number of words that her students could type per minute at the beginning of a course and again at the end. The two dot plots show the two data sets.

Based on the dot plots, do you agree with each of the following statements about this group of students? Explain your reasoning.

Overall, the students’ typing speed did not improve. They typed at the same speed at the end of the course as they did at the beginning.

20 words per minute is a good estimate for how fast, in general, the students typed at the beginning of the course.

Use one of these suggestions (or make up your own). Research to create a dot plot with at least 10 values. Then, describe the center and spread of the distribution.
Points scored by your favorite sports team in its last 10 games
Length of your 10 favorite movies (in minutes)
Ages of your favorite 10 celebrities

IM: 6.8.5: Using Dot Plots to Answer Statistical Questions (Lesson)

IM: 6.8.5: Using Dot Plots to Answer Statistical Questions (Lesson)

The dot plot shows several dots at 0 kilograms. What could a value of 0 mean in this context?

A keyboarding teacher wondered: “Do typing speeds of students improve after taking a keyboarding course?” Explain why her question is a statistical question.

Overall, the students’ typing speed did not improve. They typed at the same speed at the end of the course as they did at the beginning.

20 words per minute is a good estimate for how fast, in general, the students typed at the beginning of the course.

The dot plot shows several dots at 0 kilograms. What could a value of 0 mean in this context?

How many of the students reported not talking on the phone during the week? Explain how you know.

What percentage of the students reported not talking on the phone?

What is the largest number of hours a student spent talking on the phone per week?

What percentage of the group reported talking on the phone for this amount of time?

How many hours would you say that these students typically spend talking on the phone?

How many minutes per day would that be?

How would you describe the spread of the data?

Would you consider these students’ amounts of time on the phone to be alike or different? Explain your reasoning.

Suppose someone claimed that these sixth-grade students spend too much time on the phone. Do you agree? Use your analysis of the dot plot to support your answer.

A keyboarding teacher wondered: “Do typing speeds of students improve after taking a keyboarding course?” Explain why her question is a statistical question.

Overall, the students’ typing speed did not improve. They typed at the same speed at the end of the course as they did at the beginning.

20 words per minute is a good estimate for how fast, in general, the students typed at the beginning of the course.

20 words per minute is a good description of the center of the data set at the end of the course.

There was more variability in the typing speeds at the beginning of the course than at the end, so the students’ typing speeds were more alike at the end.

Overall, how fast would you say that the students typed after completing the course? What would you consider the center of the end-of-course data?

How many of the students reported not talking on the phone during the week? Explain how you know.

What percentage of the students reported not talking on the phone?

What is the largest number of hours a student spent talking on the phone per week?

What percentage of the group reported talking on the phone for this amount of time?

How many hours would you say that these students typically spend talking on the phone?

How many minutes per day would that be?

How would you describe the spread of the data?

Would you consider these students’ amounts of time on the phone to be alike or different? Explain your reasoning.

Suppose someone claimed that these sixth-grade students spend too much time on the phone. Do you agree? Use your analysis of the dot plot to support your answer.

20 words per minute is a good description of the center of the data set at the end of the course.

There was more variability in the typing speeds at the beginning of the course than at the end, so the students’ typing speeds were more alike at the end.

Overall, how fast would you say that the students typed after completing the course? What would you consider the center of the end-of-course data?