3.7 Warm UP Thankful for Statistics

3.7 Warm UP Thankful for Statistics

9th Grade

5 Qs

quiz-placeholder

Similar activities

Solving Systems Sums Differences

Solving Systems Sums Differences

9th - 12th Grade

10 Qs

Two-Step Equations Word Problems

Two-Step Equations Word Problems

9th Grade

8 Qs

Systems of Inequalities

Systems of Inequalities

8th - 12th Grade

10 Qs

Proportions and Unit Rate

Proportions and Unit Rate

7th Grade - University

10 Qs

Kite and Trapezoid review II

Kite and Trapezoid review II

8th - 10th Grade

10 Qs

Multiplication or Division Word Problem

Multiplication or Division Word Problem

4th Grade - University

10 Qs

Solving Systems Problem Solving

Solving Systems Problem Solving

9th - 12th Grade

10 Qs

Pulse Quiz: Solving Equations

Pulse Quiz: Solving Equations

9th Grade

10 Qs

3.7 Warm UP Thankful for Statistics

3.7 Warm UP Thankful for Statistics

Assessment

Quiz

Mathematics

9th Grade

Medium

Created by

Miles Cowles

Used 1+ times

FREE Resource

5 questions

Show all answers

1.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Media Image

Winston, Riley, and Marcus decided to analyze their Thanksgiving

cooking data. They recorded the number of pounds of turkey

they cooked versus the total cooking time in hours. The data

are shown in the scatterplot.

Which of the following best describes the relationship between the weight of the turkey and the cooking time?

There is a strong, negative, linear relationship between the weight of the turkey and the cooking time.

There is a strong, positive, linear relationship between the weight of the turkey and the cooking time.

There is a weak, negative, linear relationship between the weight of the turkey and the cooking time.

There is a weak, positive, linear relationship between the weight of the turkey and the cooking time.

There is no relationship between the weight of the turkey and the cooking time.

2.

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

Media Image

The boxplots show the distribution of cooking times (in minutes) for two different types of Thanksgiving pies, Pumpkin and Apple, based on data collected from Nate and Max. Which of the following statements is NOT true based on the boxplots?

The median cooking time for apple pie is greater than the median cooking time for Pumpkin pie.

The interquartile range (IQR) for apple pie is greater than the IQR for pumpkin pie.

The range of cooking times for apple pie is greater than the range of cooking times for pumpkin pie.

More than 25% of the pumpkin pies were cooked for a shorter time than the minimum cooking time for apple pie.

The maximum cooking time for pumpkin pie is greater than the maximum cooking time for apple pie.

3.

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

At a Thanksgiving gathering, there is a bowl of 30 assorted candies. 30% of the candies are chocolate, 40% are caramel, and the rest are fruit flavored. If Annie randomly selects two candies from the bowl without replacement, which of the following is closest to the probability that both candies are caramel?

0.15

0.16

0.19

0.30

0.40

4.

MULTIPLE CHOICE QUESTION

3 mins • 1 pt

Lorelei wants to gather feedback on her new Thanksgiving-themed cupcakes. She decides to survey a sample of her customers who purchased the cupcakes during the Thanksgiving week. Lorelei is considering the following methods of sampling:

● Assign a number to each customer and use a random number generator to select customers for the survey.

● Divide customers into groups based on the type of cupcake they purchased and randomly select customers from each group.

● Survey the first 50 customers who come into the bakery on the day after Thanksgiving.

● Select every 10th customer from the list of cupcake sales throughout Thanksgiving week.

Which sampling method is she NOT considering?

Convenience Sample

Stratified Random Sample

Cluster Sample

Systematic Sample

Simple Random Sample

5.

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

For every 1 degree increase in high temperature, the predicted number of pies sold increases by 20.

For every 1 degree increase in high temperature, the number of pies sold increases by 0.5.

For every 1 degree increase in high temperature, the predicted number of pies sold increases by 0.5.

For every 1 pie increase in the number of pies sold, the high temperature increases by 0.5 degrees.

For every 1 pie increase in the number of pies sold, the predicted high temperature increases by 20 degrees.