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Practice with Quantitative Data
Show your work or explain your thinking. There may be a few different methods that work.
1a. This table shows the data generated in a past term from counting how many times students could snap their fingers in 15 seconds. Each student recorded two attempts. Complete the table with your own attempt.
| Person | Finger Snaps in 15 Sec |
|---|---|
| Annette Azzlemahm | 40 and 46 |
| Bronson Boldstock | 54 and 57 |
| Clarabelle Crinkmack | 47 and 48 |
| Dexter Dazzlespout | 48 and 45 |
| Eliza Ebbletack | 40 and 45 |
| Frederick Fiddlefeather | 52 and 46 |
| Ginger Gupperworth | 52 and 60 |
| Heathcliff Hablingford | 57 and 20 |
| Your Attempts |
1b. Since there are so many different results possible, it makes sense to group the data into bins. Start by finding the highest and lowest values, and subtract to find the range of the data. Then divide your range by how many bins you want to use (between 5 and 9) to obtain the width of each bin.
2. Create a frequency distribution table. Your table might have fewer or more rows, if you chose to use fewer or more bins. Your starting and ending values might be different if your own attempt yielded especially low or high numbers.
| Bin | Frequency (raw count) | Relative Frequency (as decimals) | Relative Frequency (as percentages) |
|---|---|---|---|
| 20 to ? | |||
| ? to ? | |||
| ? to ? | |||
| ? to ? | |||
| ? to ? | |||
| ? to 60 | |||
| Total |
3. Create a histogram to display the data you organized above. Start by marking the boundaries of your bins on the horizontal axis. Label the vertical axis with Frequency and label the horizontal axis with Number of Snaps in 15 sec. Indicate the scale you are using for each axis. Draw the rectangles above each bin with heights representing the frequency for that bin.
4. What percent of students in your group had fewer than 50 finger snaps in 15 seconds?
5. What percent of students had greater than 60 finger snaps in 15 seconds?
6. What percent of students had between 50 and 60 finger snaps in 15 seconds?
7a. Find the mean of this finger-snapping data set.
7b. Write a sentence that tells what the mean is and the significance in this particular context.
8a. Find the median of this finger-snapping data set.
8b. Write a sentence that tells what the median is and the significance in this particular context.
9a. Find the mode of this finger-snapping data set.
9b. Write a sentence that tells what the mode is and the significance in this particular context.
9c. Is it easier to see the mode from the original table of data or the ordered list you created when finding the median?
These problems are not graded. They are only to help you practice with our math topics. Do not rush to look at answers! First ask for hints from your instructor or classmates. But if you are really ready, the answers are here.
