data and statistics homework 6

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Data and Statistics Worksheets Hub Page

Welcome to our Data and Statistics Worksheets hub page.

Here you will find links to lots of data handling and analysis worksheet webpages, which will help your child become more confident in handling and interpreting a range of data.

Why not take a look at some of our bar graph worksheets, or have a go at some of our Mean, Median and Mode sheets?

We also have a selection of venn diagram and line graph worksheets.

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• This page contains links to other Math webpages where you will find a range of activities and resources.
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Geometry Worksheets

Resources by Grade

• 1st Grade Data & Statistics
• 2nd Grade Data & Statistics
• 3rd Grade Data & Statistics
• 4th Grade Data & Statistics
• 5th Grade Data & Statistics
• 6th Grade Data & Statistics

Resources by Topic

• Tally Charts
• Count and Graph
• Line Graphs
• Mode, Median, Mean and Range
• Box Plots & Dot Plots

Resources Indexed by Grade

1st grade statistics.

• Tally Chart Worksheets
• Count and Graph Worksheets
• Bar Graphs First Grade

2nd Grade Statistics

• Line Plots 2nd Grade
• Bar Graphs 2nd Grade
• Venn Diagram Worksheets 2nd Grade

3rd Grade Statistics

• Line Plot Worksheets 3rd grade
• Bar Graph Worksheets 3rd grade
• Venn Diagram Worksheets 3rd Grade

4th Grade Statistics

• Line Plots 4th Grade
• Bar Graph Worksheets 4th grade
• 4th Grade Line Graph Worksheets
• Venn Diagram Worksheet 4th Grade

5th Grade Statistics

• 3 Circle Venn Diagram Worksheets
• 5th Grade Line Plot Worksheets
• Line Graphs 5th Grade Worksheets
• Median Worksheets
• Mean Worksheets
• Mode and Range Worksheets
• Mean Median Mode and Range Worksheets

6th Grade Statistics

• Line Graphs 6th Grade Worksheets
• Dot Plot Worksheets
• Box Plot Worksheets

Here is our selection of tally chart worksheets for 1st and 2nd graders.

These sheets involve counting and recording tallies.

Line Plot Worksheets

These worksheets involve creating and interpreting a range of line plots.

Here you will find our range of statistics worksheets involving using bar graphs, picture graphs and line graphs.

There is a wide range of different sheets at each level, and each sheet comes with its own set of answers.

Line Graph Worksheets

Here is our selection of line graph worksheets.

The worksheets on this page involve plotting and analysing a range of line graphs.

Using these sheets will help your child to:

• plot points on a line graph;
• analyse data points on a line graph;
• answer questions involving line graphs.

Venn Diagram Worksheets

Here are our selection of venn diagram worksheets to help you sort a range of different objects.

There are a selection of 2 and 3 circle venn diagram worksheets.

Our worksheets cover sorting animals and people, to sorting shapes and numbers.

• What is a venn diagram page

Mode, Mean, Median and Range

Find links to our Median worksheets below.

Using this webapge will help you to:

• find the median of a set of data;
• find the median of both odd and even numbers of data points;
• show you worked examples of how to find the median.

Find links to our Mean worksheets below.

Using these sheets will help you to:

• find the mean of up to 5 numbers;
• find the mean of a range of numbers, including negative numbers and decimals;
• find a missing data point when the mean is given.

Find links to our Mode and Range worksheets below.

• find the mode of a list of numbers numbers;
• find the range of a list of numbers;
• see worked examples of how to find the mode and range of a set of data.

The sheets in this section will help you to find the mean, median, mode and range of a set of numbers, including negative numbers and decimals.

There are easier sheets involving fewer data points, and harder ones with more data points.

• Lower Quartile and Upper Quartile Support Page

Box Plots, Line Plots & Line Graphs Support Pages

Here are our information pages about box plots and line plots to help you understand what they are and how they work.

• What is a Box Plot?
• What is a Line Plot?
• What is a Line Graph support page

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Data and Statistics Unit 6th Grade CCSS

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Data and Statistics Unit 6th Grade CCSS – An 11 day CCSS-Aligned Statistics Unit – including statistical questions, describing data, and analyzing data with dot plots, box plots, and histograms. Students will understand measures of center and variability and how they relate to displays of data.

Students will practice with both skill-based problems, real-world application questions, and error analysis to support higher level thinking skills.  You can reach your students and teach the standards without all of the prep and stress of creating materials!

Standards:   6.SP.1, 6.SP.2, 6.SP.3, 6.SP.4, 6.SP.5;  Texas Teacher?  Check out our TEKS-Aligned Statistics unit here .  Please don’t purchase both as there is overlapping content.

Learning Focus:

• describe measures of center, spread, and shape of a set of data
• recognize a statistical question
• display numerical data on dot plots, box plots, and histograms

What is included in the 6th grade ccss Data and Statistics Unit?

1. Unit Overviews

• Streamline planning with unit overviews that include essential questions, big ideas, vertical alignment, vocabulary, and common misconceptions.
• A pacing guide and tips for teaching each topic are included to help you be more efficient in your planning.

2. Student Handouts

• Student-friendly guided notes are scaffolded to support student learning.
• Available as a PDF and the student handouts/homework/study guides have been converted to Google Slides™ for your convenience.

3. Independent Practice

• Daily homework is aligned directly to the student handouts and is versatile for both in class or at home practice.

4. Assessments

• 1-2 quizzes, a unit study guide, and a unit test allow you to easily assess and meet the needs of your students.
• The Unit Test is available as an editable PPT, so that you can modify and adjust questions as needed.

5. Answer Keys

• All answer keys are included.

***Please download a preview to see sample pages and more information.***

How to use this resource:

• Use as a whole group, guided notes setting
• Use in a small group, math workshop setting
• Chunk each student handout to incorporate whole group instruction, small group practice, and independent practice.
• Incorporate our  Statistics Activity Bundle  for hands-on activities as additional and engaging practice opportunities.

Time to Complete:

• Each student handout is designed for a single class period. However, feel free to review the problems and select specific ones to meet your student needs. There are multiple problems to practice the same concepts, so you can adjust as needed.

Is this resource editable?

• The unit test is editable with Microsoft PPT. The remainder of the file is a PDF and not editable.

Looking for more 6th Grade Math Material? Join our All Access Membership Community! You can reach your students without the “I still have to prep for tomorrow” stress, the constant overwhelm of teaching multiple preps, and the hamster wheel demands of creating your own teaching materials.

• Grade Level Curriculum
• Supplemental Digital Components
• Complete and Comprehensive Student Video Library 

Click here to learn more about All Access by Maneuvering the Middle®!

Licensing: This file is a license for ONE teacher and their students. Please purchase the appropriate number of licenses if you plan to use this resource with your team. Thank you!

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Maneuvering the Middle ® Terms of Use: Products by Maneuvering the Middle®, LLC may be used by the purchaser for their classroom use only. This is a single classroom license only. All rights reserved. Resources may only be posted online in an LMS such as Google Classroom, Canvas, or Schoology. Students should be the only ones able to access the resources.  It is a copyright violation to upload the files to school/district servers or shared Google Drives. See more information on our terms of use here . 

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This file is a license for one teacher and their students. Please purchase the appropriate number of licenses if you plan to use this resource with your team. Thank you!

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This resource is often paired with:

Data and Statistics Activity Bundle 6th Grade

6th Grade Digital Math Activity Bundle

Statistics and Probability Worksheets

Welcome to the statistics and probability page at Math-Drills.com where there is a 100% chance of learning something! This page includes Statistics worksheets including collecting and organizing data, measures of central tendency (mean, median, mode and range) and probability.

Students spend their lives collecting, organizing, and analyzing data, so why not teach them a few skills to help them on their way. Data management is probably best done on authentic tasks that will engage students in their own learning. They can collect their own data on topics that interest them. For example, have you ever wondered if everyone shares the same taste in music as you? Perhaps a survey, a couple of graphs and a few analysis sentences will give you an idea.

Statistics has applications in many different fields of study. Budding scientists, stock market brokers, marketing geniuses, and many other pursuits will involve managing data on a daily basis. Teaching students critical thinking skills related to analyzing data they are presented will enable them to make crucial and informed decisions throughout their lives.

Probability is a topic in math that crosses over to several other skills such as decimals, percents, multiplication, division, fractions, etc. Probability worksheets will help students to practice all of these skills with a chance of success!

Most Popular Statistics and Probability Worksheets this Week

Mean, Median, Mode and Range Worksheets

Calculating the mean, median, mode and range are staples of the upper elementary math curriculum. Here you will find worksheets for practicing the calculation of mean, median, mode and range. In case you're not familiar with these concepts, here is how to calculate each one. To calculate the mean, add all of the numbers in the set together and divide that sum by the number of numbers in the set. To calculate the median, first arrange the numbers in order, then locate the middle number. In sets where there are an even number of numbers, calculate the mean of the two middle numbers. To calculate the mode, look for numbers that repeat. If there is only one of each number, the set has no mode. If there are doubles of two different numbers and there are more numbers in the set, the set has two modes. If there are triples of three different numbers and there are more numbers in the set, the set has three modes, and so on. The range is calculated by subtracting the least number from the greatest number.

Note that all of the measures of central tendency are included on each page, but you don't need to assign them all if you aren't working on them all. If you're only working on mean, only assign students to calculate the mean.

In order to determine the median, it is necessary to have your numbers sorted. It is also helpful in determining the mode and range. To expedite the process, these first worksheets include the lists of numbers already sorted.

• Calculating Mean, Median, Mode and Range from Sorted Lists Sets of 5 Numbers from 1 to 10 Sets of 5 Numbers from 10 to 99 Sets of 5 Numbers from 100 to 999 Sets of 10 Numbers from 1 to 10 Sets of 10 Numbers from 10 to 99 Sets of 10 Numbers from 100 to 999 Sets of 20 Numbers from 10 to 99 Sets of 15 Numbers from 100 to 999

Normally, data does not come in a sorted list, so these worksheets are a little more realistic. To find some of the statistics, it will be easier for students to put the numbers in order first.

• Calculating Mean, Median, Mode and Range from Unsorted Lists Sets of 5 Numbers from 1 to 10 Sets of 5 Numbers from 10 to 99 Sets of 5 Numbers from 100 to 999 Sets of 10 Numbers from 1 to 10 Sets of 10 Numbers from 10 to 99 Sets of 10 Numbers from 100 to 999 Sets of 20 Numbers from 10 to 99 Sets of 15 Numbers from 100 to 999

Collecting and Organizing Data

Teaching students how to collect and organize data enables them to develop skills that will enable them to study topics in statistics with more confidence and deeper understanding.

• Constructing Line Plots from Small Data Sets Construct Line Plots with Smaller Numbers and Lines with Ticks Provided (Small Data Set) Construct Line Plots with Smaller Numbers and Lines Only Provided (Small Data Set) Construct Line Plots with Smaller Numbers (Small Data Set) Construct Line Plots with Larger Numbers and Lines with Ticks Provided (Small Data Set) Construct Line Plots with Larger Numbers and Lines Only Provided (Small Data Set) Construct Line Plots with Larger Numbers (Small Data Set)
• Constructing Line Plots from Larger Data Sets Construct Line Plots with Smaller Numbers and Lines with Ticks Provided Construct Line Plots with Smaller Numbers and Lines Only Provided Construct Line Plots with Smaller Numbers Construct Line Plots with Larger Numbers and Lines with Ticks Provided Construct Line Plots with Larger Numbers and Lines Only Provided Construct Line Plots with Larger Numbers

Interpreting and Analyzing Data

Answering questions about graphs and other data helps students build critical thinking skills. Standard questions include determining the minimum, maximum, range, count, median, mode, and mean.

• Answering Questions About Stem-and-Leaf Plots Stem-and-Leaf Plots with about 25 data points Stem-and-Leaf Plots with about 50 data points Stem-and-Leaf Plots with about 100 data points
• Answering Questions About Line Plots Line Plots with Smaller Data Sets and Smaller Numbers Line Plots with Smaller Data Sets and Larger Numbers Line Plots with Larger Data Sets and Smaller Numbers Line Plots with Larger Data Sets and Larger Numbers
• Answering Questions About Broken-Line Graphs Answer Questions About Broken-Line Graphs
• Answering Questions About Circle Graphs Circle Graph Questions (Color Version) Circle Graph Questions (Black and White Version) Circle Graphs No Questions (Color Version) Circle Graphs No Questions (Black and White Version)
• Answering Questions About Pictographs Answer Questions About Pictographs

Probability Worksheets

• Calculating Probabilities with Dice Sum of Two Dice Probabilities Sum of Two Dice Probabilities (with table)

Spinners can be used for probability experiments or for theoretical probability. Students should intuitively know that a number that is more common on a spinner will come up more often. Spinning 100 or more times and tallying the results should get them close to the theoretical probability. The more sections there are, the more spins will be needed.

• Calculating Probabilities with Number Spinners Number Spinner Probability (4 Sections) Number Spinner Probability (5 Sections) Number Spinner Probability (6 Sections) Number Spinner Probability (7 Sections) Number Spinner Probability (8 Sections) Number Spinner Probability (9 Sections) Number Spinner Probability (10 Sections) Number Spinner Probability (11 Sections) Number Spinner Probability (12 Sections)

Non-numerical spinners can be used for experimental or theoretical probability. There are basic questions on every version with a couple extra questions on the A and B versions. Teachers and students can make up other questions to ask and conduct experiments or calculate the theoretical probability. Print copies for everyone or display on an interactive white board.

• Probability with Single-Event Spinners Animal Spinner Probability ( 4 Sections) Animal Spinner Probability ( 5 Sections) Animal Spinner Probability ( 10 Sections) Letter Spinner Probability ( 4 Sections) Letter Spinner Probability ( 5 Sections) Letter Spinner Probability ( 10 Sections) Color Spinner Probability ( 4 Sections) Color Spinner Probability ( 5 Sections) Color Spinner Probability ( 10 Sections)
• Probability with Multi-Event Spinners Animal/Letter Combined Spinner Probability ( 4 Sections) Animal/Letter Combined Spinner Probability ( 5 Sections) Animal/Letter Combined Spinner Probability ( 10 Sections) Animal/Letter/Color Combined Spinner Probability ( 4 Sections) Animal/Letter/Color Combined Spinner Probability ( 5 Sections) Animal/Letter/Color Combined Spinner Probability ( 10 Sections)

Copyright © 2005-2024 Math-Drills.com You may use the math worksheets on this website according to our Terms of Use to help students learn math.

Data and Statistics (Math 6 Curriculum – Unit 8) | All Things Algebra®

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Description

This Data and Statistics Unit Bundle includes guided notes, homework assignments, two quizzes, a study guide, and a unit test that cover the following topics:

• Measures of Center: Mean, Median, and Mode

• Outliers, Effects on Data, Choosing the Best Center

• Dot Plots

• Stem-and-Leaf Plots

• Quartiles and Interquartile Range

• Box-and-Whisker Plots

• Frequency Tables

• Histograms

• Circle Graphs

• Comparing Multiple Data Displays

ADDITIONAL COMPONENTS INCLUDED:

(1) Links to Instructional Videos: Links to videos of each lesson in the unit are included. Videos were created by fellow teachers for their students using the guided notes and shared in March 2020 when schools closed with no notice.  Please watch through first before sharing with your students. Many teachers still use these in emergency substitute situations. (2) Editable Assessments: Editable versions of each quiz and the unit test are included. PowerPoint is required to edit these files. Individual problems can be changed to create multiple versions of the assessment. The layout of the assessment itself is not editable. If your Equation Editor is incompatible with mine (I use MathType), simply delete my equation and insert your own.

(3) Google Slides Version of the PDF: The second page of the Video links document contains a link to a Google Slides version of the PDF. Each page is set to the background in Google Slides. There are no text boxes;  this is the PDF in Google Slides.  I am unable to do text boxes at this time but hope this saves you a step if you wish to use it in Slides instead! 

This resource is included in the following bundle(s):

Math 6 Curriculum

More Math 6 Units:

Unit 1 – Whole Numbers and Operations Unit 2 – Integer Operations

Unit 3 – Rational Numbers Unit 4 – Expressions and Properties Unit 5 – Equations and Inequalities Unit 6 – Proportional Relationships and Percents Unit 7 – Measurement and Geometry

LICENSING TERMS: This purchase includes a license for one teacher only for personal use in their classroom. Licenses are non-transferable , meaning they can not be passed from one teacher to another. No part of this resource is to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. If you are a coach, principal, or district interested in transferable licenses to accommodate yearly staff changes, please contact me for a quote at [email protected].

COPYRIGHT TERMS: This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives, unless the site is password protected and can only be accessed by students.

© All Things Algebra (Gina Wilson), 2012-present

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2.1 Stem-and-Leaf Graphs (Stemplots), Line Graphs, and Bar Graphs

Student grades on a chemistry exam were 77, 78, 76, 81, 86, 51, 79, 82, 84, and 99.

• Construct a stem-and-leaf plot of the data.
• Are there any potential outliers? If so, which scores are they? Why do you consider them outliers?

Table 2.64 contains the 2010 rates for a specific disease in U.S. states and Washington, DC.

• Use a random number generator to randomly pick eight states. Construct a bar graph of the rates of a specific disease of those eight states.
• Construct a bar graph for all the states beginning with the letter A .
• Construct a bar graph for all the states beginning with the letter M .

2.2 Histograms, Frequency Polygons, and Time Series Graphs

Suppose that three book publishers were interested in the number of fiction paperbacks adult consumers purchase per month. Each publisher conducted a survey. In the survey, adult consumers were asked the number of fiction paperbacks they had purchased the previous month. The results are as follows:

• Find the relative frequencies for each survey. Write them in the charts.
• Using either a graphing calculator or computer or by hand, use the frequency column to construct a histogram for each publisher's survey. For Publishers A and B, make bar widths of 1. For Publisher C, make bar widths of 2.
• In complete sentences, give two reasons why the graphs for Publishers A and B are not identical.
• Would you have expected the graph for Publisher C to look like the other two graphs? Why or why not?
• Make new histograms for Publisher A and Publisher B. This time, make bar widths of 2.
• Now, compare the graph for Publisher C to the new graphs for Publishers A and B. Are the graphs more similar or more different? Explain your answer.

Often, cruise ships conduct all onboard transactions, with the exception of souvenirs, on a cashless basis. At the end of the cruise, guests pay one bill that covers all onboard transactions. Suppose that 60 single travelers and 70 couples were surveyed as to their onboard bills for a seven-day cruise from Los Angeles to the Mexican Riviera. Following is a summary of the bills for each group:

• Fill in the relative frequency for each group.
• Construct a histogram for the singles group. Scale the x -axis by $50 widths. Use relative frequency on the y -axis.
• Construct a histogram for the couples group. Scale the x -axis by $50 widths. Use relative frequency on the y -axis.
• List two similarities between the graphs.
• List two differences between the graphs.
• Overall, are the graphs more similar or different?
• Construct a new graph for the couples by hand. Since each couple is paying for two individuals, instead of scaling the x -axis by $50, scale it by $100. Use relative frequency on the y -axis.
• How did scaling the couples graph differently change the way you compared it to the singles graph?
• Based on the graphs, do you think that individuals spend the same amount, more or less, as singles as they do person by person as a couple? Explain why in one or two complete sentences.

25 randomly selected students were asked the number of movies they watched the previous week. The results are as follows:

• Construct a histogram of the data.
• Complete the columns of the chart.

Use the following information to answer the next two exercises: Suppose 111 people who shopped in a special T-shirt store were asked the number of T-shirts they own costing more than $19 each.

The percentage of people who own at most three T-shirts costing more than $19 each is approximately ________.

• cannot be determined

If the data were collected by asking the first 111 people who entered the store, then the type of sampling is ________.

• simple random
• convenience

Following are the 2010 obesity rates by U.S. states and Washington, DC.

Construct a bar graph of obesity rates of your state and the four states closest to your state. Hint—Label the x -axis with the states.

2.3 Measures of the Location of the Data

The median age for U.S. ethnicity A currently is 30.9 years; for U.S. ethnicity B, it is 42.3 years.

• Based on this information, give two reasons why ethnicity A median age could be lower than the ethnicity B median age.
• Does the lower median age for ethnicity A necessarily mean that ethnicity A die younger than ethnicity B? Why or why not?
• How might it be possible for ethnicity A and ethnicity B to die at approximately the same age but for the median age for ethnicity B to be higher?

Six hundred adult Americans were asked by telephone poll, "What do you think constitutes a middle-class income?" The results are in Table 2.72 . Also, include the left endpoint but not the right endpoint.

• What percentage of the survey answered "not sure"?
• What percentage think that middle class is from $25,000 to $50,000?
• Should all bars have the same width, based on the data? Why or why not?
• How should the < 20,000 and the 100,000+ intervals be handled? Why?
• Find the 40 th and 80 th percentiles.
• Construct a bar graph of the data.

Given the following box plot, answer the questions.

• Which quarter has the smallest spread of data? What is that spread?
• Which quarter has the largest spread of data? What is that spread?
• Find the interquartile range ( IQR ).
• Are there more data in the interval 5–10 or in the interval 10–13? How do you know this?
• need more information

The following box plot shows the ages of the U.S. population for 1990, the latest available year:

• Are there fewer or more children (age 17 and under) than senior citizens (age 65 and over)? How do you know?
• 12.6 percent are age 65 and over. Approximately what percentage of the population are working-age adults (above age 17 to age 65)?

2.4 Box Plots

In a survey of 20-year-olds in China, Germany, and the United States, people were asked the number of foreign countries they had visited in their lifetime. The following box plots display the results:

• In complete sentences, describe what the shape of each box plot implies about the distribution of the data collected.
• Have more Americans or more Germans surveyed been to more than eight foreign countries?
• Compare the three box plots. What do they imply about the foreign travel of 20-year-old residents of the three countries when compared to each other?
• Think of an example (in words) where the data might fit into the above box plot. In two to five sentences, write down the example.
• What does it mean to have the first and second quartiles so close together, while the second to third quartiles are far apart?

Given the following box plots, answer the questions.

• Data 1 has more data values above two than Data 2 has above two.
• The data sets cannot have the same mode.
• For Data 1 , there are more data values below four than there are above four.
• For which group, Data 1 or Data 2, is the value of 7 more likely to be an outlier? Explain why in complete sentences.

A survey was conducted of 130 purchasers of new black sports cars, 130 purchasers of new red sports cars, and 130 purchasers of new white sports cars. In it, people were asked the age they were when they purchased their car. The following box plots display the results:

• In complete sentences, describe what the shape of each box plot implies about the distribution of the data collected for that car series.
• Which group is most likely to have an outlier? Explain how you determined that.
• Compare the three box plots. What do they imply about the age of purchasing a sports car from the series when compared to each other?
• Look at the red sports cars. Which quarter has the smallest spread of data? What is the spread?
• Look at the red sports cars. Which quarter has the largest spread of data? What is the spread?
• Look at the red sports cars. Estimate the interquartile range ( IQR ).
• Look at the red sports cars. Are there more data in the interval 31–38 or in the interval 45–55? How do you know this?

Twenty-five randomly selected students were asked the number of movies they watched the previous week. The results are as follows:

Construct a box plot of the data.

2.5 Measures of the Center of the Data

Scientists are studying a particular disease. They found that countries that have the highest rates of people who have ever been diagnosed with this disease range from 11.4 percent to 74.6 percent.

• What is the best estimate of the average percentage affected by the disease for these countries?
• The United States has an average disease rate of 33.9 percent. Is this rate above average or below?
• How does the United States compare to other countries?

Table 2.75 gives the percentage of children under age five have been diagnosed with a medical condition. What is the best estimate for the mean percentage of children with the condition?

2.6 Skewness and the Mean, Median, and Mode

The median age of the U.S. population in 1980 was 30.0 years. In 1991, the median age was 33.1 years.

• What does it mean for the median age to rise?
• Give two reasons why the median age could rise.
• For the median age to rise, is the actual number of children less in 1991 than it was in 1980? Why or why not?

2.7 Measures of the Spread of the Data

Use the following information to answer the next nine exercises: The population parameters below describe the full-time equivalent number of students (FTES) each year at Lake Tahoe Community College from 1976–1977 through 2004–2005.

• μ = 1,000 FTES
• median = 1,014 FTES
• σ = 474 FTES
• first quartile = 528.5 FTES
• third quartile = 1,447.5 FTES
• n = 29 years

A sample of 11 years is taken. About how many are expected to have an FTES of 1,014 or above? Explain how you determined your answer.

Seventy-five percent of all years have an FTES

• at or below ______.
• at or above ______.

The population standard deviation = ______.

What percentage of the FTES were from 528.5 to 1,447.5? How do you know?

What is the IQR ? What does the IQR represent?

How many standard deviations away from the mean is the median?

Additional Information: The population FTES for 2005–2006 through 2010–2011 was given in an updated report. The data are reported here.

Calculate the mean, median, standard deviation, the first quartile, the third quartile, and the IQR . Round to one decimal place.

Construct a box plot for the FTES for 2005–2006 through 2010–2011 and a box plot for the FTES for 1976–1977 through 2004–2005.

Compare the IQR for the FTES for 1976–1977 through 2004–2005 with the IQR for the FTES for 2005-2006 through 2010–2011. Why do you suppose the IQR s are so different?

Three students were applying to the same graduate school. They came from schools with different grading systems. Which student had the best GPA when compared to other students at his school? Explain how you determined your answer.

A music school has budgeted to purchase three musical instruments. The school plans to purchase a piano costing $3,000, a guitar costing $550, and a drum set costing $600. The mean cost for a piano is $4,000 with a standard deviation of $2,500. The mean cost for a guitar is $500 with a standard deviation of $200. The mean cost for drums is $700 with a standard deviation of $100. Which cost is the lowest when compared to other instruments of the same type? Which cost is the highest when compared to other instruments of the same type? Justify your answer.

An elementary school class ran one mile with a mean of 11 minutes and a standard deviation of three minutes. Rachel, a student in the class, ran one mile in eight minutes. A junior high school class ran one mile with a mean of nine minutes and a standard deviation of two minutes. Kenji, a student in the class, ran one mile in 8.5 minutes. A high school class ran one mile with a mean of seven minutes and a standard deviation of four minutes. Nedda, a student in the class, ran one mile in eight minutes.

• Why is Kenji considered a better runner than Nedda even though Nedda ran faster than he?
• Who is the fastest runner with respect to his or her class? Explain why.

What is the best estimate of the average percentage of people with the disease for these countries? What is the standard deviation for the listed rates? The United States has an average disease rate of 33.9 percent. Is this rate above average or below? How unusual is the U.S. obesity rate compared to the average rate? Explain.

Table 2.79 gives the percentage of children under age five diagnosed with a specific medical condition.

What is the best estimate for the mean percentage of children with the condition? What is the standard deviation? Which interval(s) could be considered unusual? Explain.

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Want to cite, share, or modify this book? This book uses the Creative Commons Attribution License and you must attribute Texas Education Agency (TEA). The original material is available at: https://www.texasgateway.org/book/tea-statistics . Changes were made to the original material, including updates to art, structure, and other content updates.

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• Publication date: Mar 27, 2020
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11 Surprising Homework Statistics, Facts & Data

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

Learn about our Editorial Process

The age-old question of whether homework is good or bad for students is unanswerable because there are so many “ it depends ” factors.

For example, it depends on the age of the child, the type of homework being assigned, and even the child’s needs.

There are also many conflicting reports on whether homework is good or bad. This is a topic that largely relies on data interpretation for the researcher to come to their conclusions.

To cut through some of the fog, below I’ve outlined some great homework statistics that can help us understand the effects of homework on children.

Homework Statistics List

1. 45% of parents think homework is too easy for their children.

A study by the Center for American Progress found that parents are almost twice as likely to believe their children’s homework is too easy than to disagree with that statement.

Here are the figures for math homework:

• 46% of parents think their child’s math homework is too easy.
• 25% of parents think their child’s math homework is not too easy.
• 29% of parents offered no opinion.

Here are the figures for language arts homework:

• 44% of parents think their child’s language arts homework is too easy.
• 28% of parents think their child’s language arts homework is not too easy.
• 28% of parents offered no opinion.

These findings are based on online surveys of 372 parents of school-aged children conducted in 2018.

2. 93% of Fourth Grade Children Worldwide are Assigned Homework

The prestigious worldwide math assessment Trends in International Maths and Science Study (TIMSS) took a survey of worldwide homework trends in 2007. Their study concluded that 93% of fourth-grade children are regularly assigned homework, while just 7% never or rarely have homework assigned.

3. 17% of Teens Regularly Miss Homework due to Lack of High-Speed Internet Access

A 2018 Pew Research poll of 743 US teens found that 17%, or almost 2 in every 5 students, regularly struggled to complete homework because they didn’t have reliable access to the internet.

This figure rose to 25% of Black American teens and 24% of teens whose families have an income of less than $30,000 per year.

4. Parents Spend 6.7 Hours Per Week on their Children’s Homework

A 2018 study of 27,500 parents around the world found that the average amount of time parents spend on homework with their child is 6.7 hours per week. Furthermore, 25% of parents spend more than 7 hours per week on their child’s homework.

American parents spend slightly below average at 6.2 hours per week, while Indian parents spend 12 hours per week and Japanese parents spend 2.6 hours per week.

5. Students in High-Performing High Schools Spend on Average 3.1 Hours per night Doing Homework

A study by Galloway, Conner & Pope (2013) conducted a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California. 

Across these high-performing schools, students self-reported that they did 3.1 hours per night of homework.

Graduates from those schools also ended up going on to college 93% of the time.

6. One to Two Hours is the Optimal Duration for Homework

A 2012 peer-reviewed study in the High School Journal found that students who conducted between one and two hours achieved higher results in tests than any other group.

However, the authors were quick to highlight that this “t is an oversimplification of a much more complex problem.” I’m inclined to agree. The greater variable is likely the quality of the homework than time spent on it.

Nevertheless, one result was unequivocal: that some homework is better than none at all : “students who complete any amount of homework earn higher test scores than their peers who do not complete homework.”

7. 74% of Teens cite Homework as a Source of Stress

A study by the Better Sleep Council found that homework is a source of stress for 74% of students. Only school grades, at 75%, rated higher in the study.

That figure rises for girls, with 80% of girls citing homework as a source of stress.

Similarly, the study by Galloway, Conner & Pope (2013) found that 56% of students cite homework as a “primary stressor” in their lives.

8. US Teens Spend more than 15 Hours per Week on Homework

The same study by the Better Sleep Council also found that US teens spend over 2 hours per school night on homework, and overall this added up to over 15 hours per week.

Surprisingly, 4% of US teens say they do more than 6 hours of homework per night. That’s almost as much homework as there are hours in the school day.

The only activity that teens self-reported as doing more than homework was engaging in electronics, which included using phones, playing video games, and watching TV.

9. The 10-Minute Rule

The National Education Association (USA) endorses the concept of doing 10 minutes of homework per night per grade.

For example, if you are in 3rd grade, you should do 30 minutes of homework per night. If you are in 4th grade, you should do 40 minutes of homework per night.

However, this ‘rule’ appears not to be based in sound research. Nevertheless, it is true that homework benefits (no matter the quality of the homework) will likely wane after 2 hours (120 minutes) per night, which would be the NEA guidelines’ peak in grade 12.

10. 21.9% of Parents are Too Busy for their Children’s Homework

An online poll of nearly 300 parents found that 21.9% are too busy to review their children’s homework. On top of this, 31.6% of parents do not look at their children’s homework because their children do not want their help. For these parents, their children’s unwillingness to accept their support is a key source of frustration.

11. 46.5% of Parents find Homework too Hard

The same online poll of parents of children from grades 1 to 12 also found that many parents struggle to help their children with homework because parents find it confusing themselves. Unfortunately, the study did not ask the age of the students so more data is required here to get a full picture of the issue.

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Interpreting the Data

Unfortunately, homework is one of those topics that can be interpreted by different people pursuing differing agendas. All studies of homework have a wide range of variables, such as:

• What age were the children in the study?
• What was the homework they were assigned?
• What tools were available to them?
• What were the cultural attitudes to homework and how did they impact the study?
• Is the study replicable?

The more questions we ask about the data, the more we realize that it’s hard to come to firm conclusions about the pros and cons of homework .

Furthermore, questions about the opportunity cost of homework remain. Even if homework is good for children’s test scores, is it worthwhile if the children consequently do less exercise or experience more stress?

Thus, this ends up becoming a largely qualitative exercise. If parents and teachers zoom in on an individual child’s needs, they’ll be able to more effectively understand how much homework a child needs as well as the type of homework they should be assigned.

Related: Funny Homework Excuses

The debate over whether homework should be banned will not be resolved with these homework statistics. But, these facts and figures can help you to pursue a position in a school debate on the topic – and with that, I hope your debate goes well and you develop some great debating skills!

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 101 Hidden Talents Examples
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• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Toxic Things Parents Say to their Children

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Unit 8 Data And Statistics Homework 6 Histograms

Unit 8 Data And Statistics Homework 6 Histograms - Displaying top 8 worksheets found for this concept.

Some of the worksheets for this concept are 6th statistics grade, Histograms, Notes unit 8 interquartile range box plots and outliers, Frequency histograms algebra 1, Bar graph work 1, 9 data analysismep pupil text 9, Work extra examples, Measures of central tendency mean median and mode examples.

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Homework - Data Analysis 6

Overview: how to conduct and interpret a mixed anova.

The data for this analysis is provided in the video. When it appears on the screen, simply pause and copy the data into your own SPSS sheet. From there, you can simply follow along, repeating the analysis steps outlined in the video. Once you have completed the analysis, please submit the output and your written results section to the appropriate Assignment folder.

Review & Reflect

By completing this activity, you should be able to conduct and interpret a 2x2 factorial analysis.

Deliverables & Deadlines

• Title your completed results: Yourlastname_DA6.doc

• Submit your result analysis to the appropriate Assignment Folder no later than Sunday 11:59 PM EST/EDT.

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Introduction to Statistics and Data Analysis | 6th Edition

Available study tools, webassign for peck/short/olsen's introduction to statistics and data analysis, multi-term instant access, about this product.

Peck, Short, and Olsen’s INTRODUCTION TO STATISTICS AND DATA ANALYSIS, 6th Edition lowers the reading level from the previous edition and significantly increases homework scaffolding for difficulty level. In order to get students thinking statistically, this text stresses interpretation and communication of statistical information through hands-on, activity based learning using real data. Written in compliance with the GAISE college report and employing techniques based on modern research into student learning, this text places emphasis on how concepts apply to students and the world around them, then gets into methods using data analysis tools or hand-calculations where necessary. This 6th Edition contains new sections on randomization-based inference: bootstrap methods for simulation-based confidence intervals and randomization tests of hypotheses. These new sections are accompanied by online Shiny apps, which can be used to construct bootstrap confidence intervals and to carry out randomization tests. In addition, a new visualization tool at statistics.cengage.com will help instructors teach and students understand these new concepts. With features designed specifically for Statistics, WebAssign helps to address relevant applications, use of technology and conceptual understanding. Use additional material to accompany the text, including: news videos per chapter, pre-made Labs, Project Milestones, Simulation Questions by JMP and Concept Questions. NEW for Fall 2020 - Turn your students into statistical thinkers with the Statistical Analysis and Learning Tool (SALT). SALT is an easy-to-use data analysis tool created with the intro-level student in mind. It contains dynamic graphics and allows students to manipulate data sets in order to visualize statistics and gain a deeper conceptual understanding about the meaning behind data. SALT is built by Cengage, comes integrated in Cengage WebAssign Statistics courses and available to use standalone.