Scatter Plots & Tables

Scatter Plots & Tables

8th Grade

15 Qs

quiz-placeholder

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Scatter Plots & Tables

Scatter Plots & Tables

Assessment

Quiz

Mathematics

8th Grade

Hard

Created by

Bernice C Campbell

FREE Resource

15 questions

Show all answers

1.

MULTIPLE SELECT QUESTION

1 min • 1 pt

Media Image

John plotted points on a graph to see if there was a relationship. Then he drew a line of best fit based on the fact that his line went through the most points possible.

Decide whether which statements are False.

John's line of best fit is correct.

John's line of best fit should be higher to be closer to all of the points.

John's line of best fit should be lower so that it will go through more points.

2.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Media Image
What type of association does this graph have?
positive
negative
none
all of the above

3.

MULTIPLE CHOICE QUESTION

3 mins • 1 pt

Media Image
What percentage of SUV's are driven by women?
56.25%
75%
83.25%
86.5%

4.

MULTIPLE CHOICE QUESTION

3 mins • 1 pt

Media Image

Of the students who cannot bike to school, what percent of them are boys?

4%

14%

13%

29%

5.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Media Image
What type of association does this scatter plot represent?
positive linear association
negative association
no association
nonlinear association

6.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Media Image

Linear Function, Nonlinear Function, Not a Function?

Linear Function

Nonlinear Function

Not a Function

7.

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

Media Image

The scatter plot below shows the number of books read by students in Mrs. Hall’s English class and their final grades. Which statement represents the best description about the line of best fit?

The more books students read, the lower their English grade.

The more books students read, the higher their English grade.

The fewer books students read, the higher their English grade.

No relationship exists between the number of books students read and their English grades.

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