By Glenda Lappan, James T. Fey, William M. Fitzgerald, Susan N. Friel, Elizabeth Difanis Phillips

ISBN-10: 0131656767

ISBN-13: 9780131656765

  • Are soft-bound, 3-hole-punched to slot in scholars' binders
  • 4-color with an enticing Unit Opener, Investigations, log on internet codes, ACE Homework, Mathematical Reflections, a Unit venture, in retrospect and searching forward, and a word list of phrases in English and Spanish
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Glenda Lappan, James T. Fey, William M. Fitzgerald, Susan N.'s Data Distributions, Describing Variability and Comparing PDF

Are soft-bound, 3-hole-punched to slot in scholars' binders 4-color with an attractive Unit Opener, Investigations, go browsing internet codes, ACE Homework, Mathematical Reflections, a Unit venture, on reflection and searching forward, and a thesaurus of phrases in English and SpanishAvailable in English and Spanish

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23. H h. 5 seconds with a few gaps. 6 seconds with a number of gaps and no major clusters of times. 3 seconds, and have a few gaps including a possible outlier. Possible Answers to Mathematical Reflections 1. a. Frequencies (counts or percents) describe variability. There may be more of certain categories or numerical values while fewer of others. The range also is used with numerical data to describe variability. b. The range describes the difference between i. For the 11-year-old boys, about 73% of the maximum and minimum values in a distribution of numerical data.

Often it is better to use percents if the numbers of data values in the data sets are different. ACE ANSWERS are often using whole numbers, so there are no values between two consecutive whole numbers. For example, counting the number of students in a class, there would not be a value between 25 and 26 students. You cannot have half of a student. When you use measurement data, you typically have values that are between two whole numbers, such as in measuring head sizes. 8 cm. 3. You can see a change in the count or percent over time.

If this is so, then as the students record the data values in a class table, also have them mark “X’s” on the three different line plots showing the distributions of the measures for the three different situations. For Question C, the students complete parts (1)–(8) for each of the three distributions. Materials • • • Calculators • Graph paper (or gridded chart paper and magic markers, or transparencies with grids and transparency markers) String Metric measuring tapes or meter sticks (centimeters) Summarize See the extended Summarize section for three line plots showing the three different measurement situations from a class of middle-grade students.

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Data Distributions, Describing Variability and Comparing Groups by Glenda Lappan, James T. Fey, William M. Fitzgerald, Susan N. Friel, Elizabeth Difanis Phillips


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