student workbook with scaffolded practice unit 4 · 2017-08-09 · the ccss mathematics i student...

Student Workbookwith Scaffolded Practice

Unit 4

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1 2 3 4 5 6 7 8 9 10

ISBN 978-0-8251-7776-7

Copyright © 2014

J. Weston Walch, Publisher

Portland, ME 04103

www.walch.com

Printed in the United States of America

EDUCATIONWALCH

This book is licensed for a single student’s use only. The reproduction of any part, for any purpose, is strictly prohibited.

© Common Core State Standards. Copyright 2010. National Governor’s Association Center for Best Practices and

Council of Chief State School Officers. All rights reserved.

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Program pages

Workbook pages

Introduction 5

Unit 4: Descriptive StatisticsLesson 1: Working with a Single Measurement Variable

Lesson 4.1.1: Representing Data Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .U4-7–U4-28 7–18

Lesson 4.1.2: Comparing Data Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .U4-29–U4-49 19–32

Lesson 4.1.3: Interpreting Data Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .U4-50–U4-68 33–44

Lesson 2: Working with Two Categorical and Quantitative VariablesLesson 4.2.1: Summarizing Data Using Two-Way Frequency Tables . . . . . . . . .U4-78–U4-95 45–56

Lesson 4.2.2: Solving Problems Given Functions Fitted to Data . . . . . . . . . . . .U4-96–U4-118 57–68

Lesson 4.2.3: Analyzing Residuals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . U4-119–U4-142 69–80

Lesson 4.2.4: Fitting Linear Functions to Data . . . . . . . . . . . . . . . . . . . . . . . . . U4-143–U4-165 81–94

Lesson 3: Interpreting Linear ModelsLesson 4.3.1: Interpreting Slope and y-intercept . . . . . . . . . . . . . . . . . . . . . . . . U4-177–U4-197 95–106

Lesson 4.3.2: Calculating and Interpreting the Correlation Coefficient. . . . . U4-198–U4-217 107–120

Lesson 4.3.3: Distinguishing Between Correlation and Causation . . . . . . . . . U4-218–U4-240 121–134

Station ActivitiesSet 1: Displaying and Interpreting Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . U4-281–U4-290 135–144

Set 2: Line of Best Fit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . U4-295–U4-300 145–150

Coordinate Planes 151–170

Formulas 171–174

Bilingual Glossary 175–198

Table of Contents

CCSS IP Math I Teacher Resource© Walch Educationiii

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The CCSS Mathematics I Student Workbook with Scaffolded Practice includes all of the student pages from the Teacher Resource necessary for your day-to-day classroom use. This includes:

• Warm-Ups

• Problem-Based Tasks

• Practice Problems

• Station Activity Worksheets

In addition, it provides Scaffolded Guided Practice examples that parallel the examples in the TRB and SRB. This supports:

• Taking notes during class

• Working problems for preview or additional practice

The workbook includes the first Guided Practice example with step-by-step prompts for solving, and the remaining Guided Practice examples without prompts. Sections for you to take notes are provided at the end of each sub-lesson. Additionally, blank coordinate planes are included at the end of the full unit, should you need to graph.

The workbook is printed on perforated paper so you can submit your assignments and three-hole punched to let you store it in a binder.

CCSS IP Math I Teacher Resource© Walch Educationv

Introduction

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UNIT 4 • DESCRIPTIVE STATISTICSLesson 1: Working with a Single Measurement Variable

U4-7CCSS IP Math I Teacher Resource

4.1.1© Walch Education

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Lesson 4.1.1: Representing Data Sets

Warm-Up 4.1.1There are 10 ninth-grade classrooms. The number of students in each classroom is in the table below. Use the table to answer the questions about the number of students.

Classroom Number of students1 252 323 304 305 296 357 258 359 29

10 26

1. What is the median?

2. What is the first quartile?

3. What is the third quartile?

4. Which classroom has the least number of students?

5. Which classroom has the greatest number of students?

6. Are there any striking deviations in the data? Explain.

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U4-12CCSS IP Math I Teacher Resource 4.1.1

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Scaffolded Practice 4.1.1Example 1

A pharmacy records the number of customers each hour that the pharmacy is open. The staff is using the information to determine how many people need to be working at the pharmacy at each time of day. The number of customers is in the table below. Use the table to create a histogram to help the pharmacy staff understand how many customers are in the pharmacy at each time of day.

Time frame Number of customers8:00 a.m.–9:00 a.m. 2

9:00 a.m.–10:00 a.m. 010:00 a.m.–11:00 a.m. 811:00 a.m.–12:00 p.m. 1412:00 p.m.–1:00 p.m. 231:00 p.m.–2:00 p.m. 122:00 p.m.–3:00 p.m. 73:00 p.m.–4:00 p.m. 34:00 p.m.–5:00 p.m. 5

1. Draw a number line on an x-axis that corresponds to the range of the data.

2. Add and label a y-axis that corresponds to the least and greatest number of times a data value is repeated.

3. Create a rectangle at each value showing the number of data points at each data value.

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Example 2

Anna and Ethan watch 20 thirty-minute shows during the month of June. They record the number of commercials that air during each show in the table below. Create a dot plot to display the number of commercials that aired during the 20 shows.

Television show Number of commercialsA 17B 17C 15D 17E 14F 17G 15H 19I 15J 16K 12L 14M 15N 17O 18P 18Q 18R 18S 13T 14

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Example 3

The website Rate My Phone conducts reviews of smartphones. One aspect of the phones that is tested is battery life. The minutes of battery life for the newest 25 phones is recorded in the table below. Draw a box plot to represent the data.

SmartphoneMinutes of battery life

SmartphoneMinutes of battery life

A 380 N 470B 530 O 280C 350 P 300D 390 Q 440E 520 R 490F 520 S 530G 430 T 340H 330 U 250I 550 V 260J 290 W 730K 360 X 520L 550 Y 320M 370

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Problem-Based Task 4.1.1: Representing Data SetsCompanies conduct research to learn more about how much money customers will pay for new products or services. A new tutoring service, Favorite Tutors, surveys local college students and professors. Look at the following information from three surveys. Help Favorite Tutors determine how to organize the information from the surveys into graphs. Use the survey information to find the following information for the company:

• an expected number of hours per week professors spend helping students with assignments

• the number of students willing to pay different prices per semester

• the number of different classes for which a single student might need assignment help

Survey 1

• People surveyed: Professors

• Question asked: How many hours per week do you spend helping students with assignments?

Professor Hours per weekA 8B 12C 4D 4E 2F 4G 12H 3I 8J 6

Survey 2

• People surveyed: College students

• Question asked: How much money would you pay per semester for an unlimited tutoring service?

Amount Number of students$0–$100 30

$101–$200 18$201–$300 15$301–$400 37$401–$500 29 continued

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Survey 3

• Peoplesurveyed:Collegestudents

• Questionasked:Thissemester,forhowmanydifferentclasseshaveyouvisitedaprofessorforassignmenthelp?

Student Number of classesa 2b 1c 2d 0e 4f 1g 2h 4i 1j 2k 0l 0

m 3

Use the survey to find information for

the company.

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Practice 4.1.1: Representing Data SetsKirsten plays softball in the spring. Each game, she records the number of times she reaches first base without being called out. Use the data in the table to solve problems 1–5.

Game Number of times at first Game Number of times at first1 5 10 02 1 11 13 2 12 14 0 13 05 2 14 56 2 15 57 4 16 48 4 17 09 0 18 4

1. Create a dot plot showing the number of times Kirsten reached first base in each game.

2. What is the median number of times Kirsten reached first base?

3. Find the minimum, maximum, first quartile, and third quartile of the data set.

4. Create a box plot showing the number of times Kirsten reached first base.

5. Kirsten wants to analyze her performance using this data. She wants to understand the range of her data and the frequency of different results. Which graph, the dot plot or the box plot, will be most useful to Kirsten? Explain.

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Dr. Singh is a veterinarian. He records the weights of each pet. The weights of 10 German shepherds, all 4-year-old males, are in the table below, rounded to the nearest pound. Use this information to solve problems 6–10.

Weight in pounds80788284818983818182

6. Create a histogram showing the weights of Dr. Singh’s German shepherds.

7. What is the median weight of the German shepherds?

8. Find the minimum, maximum, first quartile, and third quartile of the data set.

9. Create a box plot showing the weights of the German shepherds.

10. Dr. Singh wants to analyze the weights of the German shepherds. He wants to understand the center and spread of his data, so that he has a better idea of an expected weight for a 4-year-old male German shepherd. Which graph would be most useful to Dr. Singh? Explain.

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Lesson 4.1.2: Comparing Data Sets

Warm-Up 4.1.2A group of 10 young mountaineers is climbing Mount Everest. The climbers’ ages are listed below. Use this data to answer the questions.

28 23 15 22 21 25 22 18 22 14

1. What is the mean age of the data set?

2. What is the median age of the data set?

3. What is the mean absolute deviation of the data set?

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Two hockey teams recorded the number of goals scored each game in the tables below. Use the tables to compare the expected number of goals scored per game for the two teams using both measures of center and spread.

Team 1: Ice Kings Team 2: Gliders

GameNumber of

goals scoredGame

Number of goals scored

1 0 1 32 0 2 63 0 3 04 2 4 65 1 5 06 2 6 17 2 7 18 1 8 29 2 9 0

10 6 10 311 5 11 312 2 12 213 5 13 414 2 14 2

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1. Determine which measure of center to use. Order the goals scored for each team from least to greatest.

2. Look at the range of values. Determine if there are any data values in either table that are much larger or much smaller than the rest of the data set. If there are, use the median. If there are not, use either the mean or the median.

3. Calculate the chosen measure of center.

4. Compare the measures of center for the two teams.

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5. Calculate a measure of spread.

6. Compare the measures of spread and center for the two teams.

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Example 2

Each girl in Mr. Sanson’s class and in Mrs. Kwei’s class measured her own height. The heights were plotted on the dot plots below. Use the dot plots to compare the heights of the girls in the two classes.

Mr. Sanson’s Class

60 62 64 66 68 70 72

Mrs. Kwei’s Class

60 62 64 66 68 70 72

Example 3

Sam wants to buy a lottery ticket. There are two different tickets that he can buy, and each costs $10. He found a website with information about how much money others have won with their lottery tickets. The information is presented in two box plots, shown below. Use the two box plots to compare the amounts others have won with Ticket 1 and with Ticket 2.

Ticket 1 Ticket 2

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Problem-Based Task 4.1.2: Comparing Data SetsThe number of miles per gallon for any given car can vary. Factors such as speed and weather affect gas mileage. Liam fills the gas tank in his car 15 times and records his gas mileage for each tank. Alyssa also fills her car’s gas tank 15 times and records her gas mileage for each tank. The gas mileages are listed below.

Liam’s Gas Mileage Alyssa’s Gas MileageTank Miles per gallon Tank Miles per gallon

1 21 1 232 17 2 243 17 3 254 18 4 235 22 5 236 21 6 247 18 7 248 17 8 259 19 9 25

10 21 10 2211 19 11 2312 18 12 2413 21 13 2314 19 14 2215 18 15 21

Sarah would like to buy a car that needs the least amount of gas. She is thinking of either buying a car like Liam’s, or a car like Alyssa’s. If she would like a car with the highest gas mileage, which should she buy? Compare the data using measures of center and spread, and include a graph to show the differences between the data.

If she would like a car with the highest gas mileage, which should

she buy?

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Practice 4.1.2: Comparing Data SetsBrian recorded the number of commercials played during two types of television shows: an educational documentary and a primetime drama. Both types of shows lasted 1 hour, including commercials. He recorded the number of commercials for 10 episodes of each type of show. Use Brian’s tables to solve problems 1–4.

Educational Documentary Primetime DramaShow Number of commercials Show Number of commercials

1 26 1 392 28 2 393 30 3 354 18 4 295 27 5 406 18 6 277 20 7 418 31 8 299 17 9 32

10 17 10 30

1. Determine which measure of center to use to compare the data.

2. Calculate the measure of center for both data sets.

3. Calculate the mean absolute deviation of each data set.

4. Use the measures of center and spread to describe any similarities and differences between the data sets.

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The number of elementary school students who ride the buses for two Springfield schools are listed below. Use these tables to solve problems 5–8.

Springfield School 1 Springfield School 2Bus Number of students Bus Number of students

1 17 1 292 34 2 343 41 3 224 47 4 265 16 5 266 36 6 317 37 7 228 20 8 35

9 2710 30

5. Determine the minimum, maximum, first quartile, median, and third quartile of each data set.

6. Create a box plot of each data set.

7. Compare the center and spread of the data from each school.

8. Why do you think the data is distributed differently at the two schools?

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Employees at a restaurant sometimes work more than one shift in a day. Managers at two different restaurants, Holly’s Hamburger Heaven and Build-a-Sandwich, each note how many shifts their employees worked in a single week. The data is plotted in the histograms below. Use these histograms to solve problems 9 and 10.

Employees

Holly’s Hamburger Heaven

Shif

ts

Employees

Build-a-Sandwich

Shif

ts

9. At which restaurants do employees work, on average, fewer shifts? Explain.

10. Describe the difference in the variation of the number of shifts worked at each restaurant.

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Lesson 4.1.3: Interpreting Data Sets

Warm-Up 4.1.3A group of friends compares shoe sizes. Their shoe sizes are listed below. Use the data set to complete the problems that follow.

5 6 6 7 9 9 10 10

1. What is the median of the data set?

2. What is the first quartile of the data set?

3. What is the third quartile of the data set?

4. Create a box plot of the data.

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Each student in Mr. Lamb’s class measured a pencil. The data set below shows the pencil lengths in centimeters (cm). What is the expected length of any given pencil? Describe the shape, center, and spread of the data.

Student Pencil length in cm Student Pencil length in cm1 17.8 11 14.02 19.0 12 14.33 16.7 13 15.14 16.5 14 17.35 16.1 15 15.66 15.6 16 16.17 10.2 17 16.28 15.7 18 16.29 17.9 19 18.6

10 15.7 20 16.0

1. Order the data from least to greatest.

Student Pencil length in cm Student Pencil length in cm

2. Calculate the interquartile range (IQR).

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3. Multiply 1.5 times IQR.

4. Determine if there are any outliers at the lower end of the data.

5. Determine if there are any outliers at the upper end of the data.

6. List all the outliers.

7. Calculate a measure of center. This will give us an approximate expected length of any given pencil, based on Mr. Lamb’s data.

8. Describe the shape, center, and spread in the context of the problem.

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Example 2

Kayla is trying to estimate the cost of a house painter. She receives the following estimates, in dollars.

1288 1640 1547 1842 1553 1604 2858 1150 1844 1045 1347

She takes the mean of the data and states that the estimated cost of a house painter is $1,610.73. Is her estimate accurate?

Example 3

The National Basketball Association has strict regulations about the dimensions of basketballs used during games. The circumference of the basketball must be between 749 mm and 780 mm. A basketball manufacturer is sending a shipment of various brands of basketballs to the NBA. Brandon notices that the mean circumference of the balls is in this range, so he decides to send all the balls to the NBA. The NBA gets the shipment, and is not happy. Many of the balls in the shipment do not have the right circumference. What could have happened? How could the mean circumference be in this range, but many of the individual balls have the wrong circumference?

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Problem-Based Task 4.1.3: Family Car TripsEngineers with XY Electronics Company are conducting research before designing a new portable DVD player. Because portable DVD players are often used by families traveling by car, the engineers want to understand the average length of a car trip. This way, they can design a battery that lasts long enough for the average car trip. The engineers surveyed 20 families about the length, in hours, of their most recent car trip. The results are in the table below.

Family Trip length in hours Family Trip length in hoursA 1 K 2B 2 L 3C 7 M 3D 3 N 1E 6 O 4F 7 P 1G 18 Q 6H 5 R 15I 7 S 8J 5 T 3

Describe the data, and create a graph to represent the information. The engineers want the battery to last long enough for at least 50% of family car trips. What is the minimum amount of time the battery should last?

What is the minimum amount

of time the battery should last?

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Practice 4.1.3: Interpreting Data SetsMrs. Wong is looking for a new babysitter. She asks 10 babysitters the rate they charge per hour. Each babysitter’s rate in dollars per hour is listed in the table below. Use the table to solve problems 1–5.

Babysitter Rate in dollars per hour1 9.602 9.803 15.504 10.605 9.706 10.207 8.808 11.209 8.80

10 10.10

1. Are there any outliers in the data set? Explain.

2. Mrs. Wong wants to estimate the hourly rate of any given babysitter. How should she estimate the rate? Why?

3. What is the estimated rate of any given babysitter?

4. Create a box plot showing Mrs. Wong’s data.

5. How do the outliers influence the shape and spread of the data?

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Brady is keeping track of the calories in each snack he eats. He records the number of calories in each snack he eats in a week in the table below. Use the table to solve problems 6–10.

Snack Calories Snack Calories1 440 11 1202 270 12 803 360 13 4504 430 14 4705 220 15 1706 180 16 1507 500 17 3708 50 18 3009 140 19 210

10 410 20 100

6. Are there any outliers in the data set? Explain.

7. Brady wants to estimate the number of calories in each snack he eats. Which measure of center should he use? Calculate the measure of center.

8. Brady wants to understand how many calories are in the middle 50% of his snacks. Which graph should he create to show this information? Create the graph.

9. Describe the shape and spread of the data, and how it is influenced by any outliers.

10. Brady’s doctor recommends that he eat a couple of healthy snacks each day, and that each snack should be around 200 calories. Using the measure of center and the graph, determine whether Brady is following his doctor’s recommendation.

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UNIT 4 • DESCRIPTIVE STATISTICSLesson 2: Working with Two Categorical and Quantitative Variables


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Lesson 4.2.1: Summarizing Data Using Two-Way Frequency Tables

Warm-Up 4.2.1Elizabeth surveys 9th graders, 10th graders, and 11th graders in her school. She asks each student how many hours they spend doing homework each night. She records the responses in the table below.

GradeHours spent on homework

0–2 2–4 More than 49 38 12 2

10 21 25 911 14 18 20

1. How many 9th graders spend 0–2 hours on homework each night?

2. How many 10th graders spend 2–4 hours on homework each night?

3. Which response was the most popular among 11th graders? 0–2 hours, 2–4 hours, or more than 4 hours?

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Cameron surveys students in his school who play sports, and asks them which sport they prefer. He records the responses in the table below.

GenderPreferred sport

Baseball Soccer BasketballMale 49 52 16

Female 23 64 33

What is the joint frequency of male students who prefer soccer?

1. Look for the row of male students.

2. Look for the column with the response “soccer.”

3. The frequency for the given characteristic and the given response is the joint frequency.

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Example 2

Abigail surveys students in different grades, and asks each student which pet they prefer. The responses are in the table below.

GradePreferred pet

Bird Cat Dog Fish9 3 49 53 22

10 7 36 64 10

What is the marginal frequency of each type of pet?

Example 3

Ms. Scanlon surveys her students about the time they spend studying. She creates a table showing the amount of time students studied and the score each student earned on a recent test.

Time spent studying in hoursTest score

0–25 26–50 51–75 76–1000–2 2 8 12 22–4 0 10 8 244–6 1 0 2 96+ 0 0 1 4

Ms. Scanlon wants to understand the distribution of scores among all the students, and to get a sense of how students are performing and how much students are studying. Find the conditional relative frequencies as a percentage of the total number of students.

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Problem-Based Task 4.2.1: FunZone America SurveyFunZone America, an amusement park, collects information from park visitors. The park uses this information to determine how to attract certain guests to the park. For example, one summer FunZone America learned that 12–17-year-olds were most interested in roller coasters. When FunZone America wanted to try to get more 12–17-year-olds to visit the park, the park ran advertisements about roller coasters. The park surveyed recent visitors and recorded the information below. The three main attractions were roller coasters, shows, and the water park.

Visitor Age Favorite attraction Visitor Age Favorite attraction1 27 Roller coasters 26 31 Roller coasters2 30 Shows 27 12 Roller coasters3 18 Roller coasters 28 38 Water park4 35 Shows 29 29 Roller coasters5 31 Shows 30 28 Shows6 46 Roller coasters 31 16 Roller coasters7 25 Water park 32 47 Shows8 39 Shows 33 37 Shows9 8 Water park 34 9 Water park

10 14 Water park 35 48 Shows11 31 Shows 36 22 Water park12 25 Roller coasters 37 49 Roller coasters13 35 Shows 38 19 Roller coasters14 46 Roller coasters 39 53 Shows15 53 Roller coasters 40 15 Roller coasters16 27 Shows 41 16 Water park17 33 Water park 42 14 Shows18 34 Shows 43 39 Shows19 5 Shows 44 52 Shows20 41 Shows 45 20 Shows21 20 Roller coasters 46 33 Roller coasters22 24 Water park 47 21 Water park23 48 Shows 48 53 Water park24 34 Roller coasters 49 39 Roller coasters25 14 Shows 50 6 Shows

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Create a two-way frequency table showing the joint frequencies of visitors with the following age ranges: 5–15, 16–25, 26–35, 36–45, 46–55. Include in the table the marginal frequency for the types of attractions and for the ages of the visitors. Are there any trends in the type of attractions preferred by each age group? Use conditional relative frequencies to describe your response.

Are there any trends in the type of attractions

preferred by each age group?

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Practice 4.2.1: Summarizing Data Using Two-Way Frequency TablesDylan asked his classmates about their favorite school subject, and wanted to see if there was any difference in the classes preferred by boys and girls. His data is recorded below. Use the data to answer the questions that follow.

Student Gender Favorite subject Student Gender Favorite subject1 Boy English 21 Boy Social studies2 Girl Math 22 Boy Science3 Girl Math 23 Girl Social studies4 Boy English 24 Girl Social studies5 Boy Science 25 Boy Social studies6 Girl Social studies 26 Boy English7 Boy Math 27 Boy Science8 Girl Math 28 Boy Science9 Girl Social studies 29 Girl English

10 Girl Math 30 Boy English11 Girl Math 31 Girl Science12 Boy Science 32 Girl Math13 Boy Social studies 33 Girl English14 Girl Social studies 34 Girl English15 Boy Math 35 Boy Science16 Girl Social studies 36 Girl Science17 Boy English 37 Boy Social studies18 Boy English 38 Boy English19 Boy Science 39 Girl Math20 Girl Science 40 Girl Math

1. Create a two-way frequency table showing the subjects preferred by students of each gender.

2. Find the marginal frequencies for each gender and for each subject. Include the marginal frequencies in the table.

3. What are the conditional frequencies relative to the total number of people surveyed? Include the values in a table.

4. What are the conditional frequencies relative to the total number of boys and the total number of girls?

5. Describe any trends in the subjects preferred by all students and the subjects preferred by boys versus girls. continued

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To better understand which type of cell phones people will purchase, a cell phone company collects information about its customers. Customers could select three of the following ages: under 25, 25–35, and over 35. Each customer indicated whether they used a basic phone or a smartphone. The information is recorded below. Use the data to answer the questions that follow.

Customer Age rangeType of cell phone used

Customer Age rangeType of cell phone used

1 25–35 smartphone 26 over 35 smartphone2 under 25 smartphone 27 under 25 smartphone3 under 25 smartphone 28 25–35 smartphone4 25–35 smartphone 29 25–35 smartphone5 25–35 smartphone 30 25–35 smartphone6 under 25 smartphone 31 over 35 basic phone7 over 35 smartphone 32 25–35 smartphone8 over 35 basic phone 33 under 25 smartphone9 25–35 smartphone 34 under 25 basic phone

10 25–35 basic phone 35 over 35 smartphone11 under 25 smartphone 36 under 25 smartphone12 over 35 basic phone 37 25–35 basic phone13 25–35 smartphone 38 25–35 basic phone14 over 35 smartphone 39 over 35 basic phone15 under 25 smartphone 40 under 25 smartphone16 under 25 smartphone 41 over 35 smartphone17 under 25 basic phone 42 under 25 basic phone18 under 25 smartphone 43 under 25 smartphone19 25–35 smartphone 44 25–35 basic phone20 25–35 smartphone 45 over 35 basic phone21 25–35 basic phone 46 25–35 smartphone22 25–35 smartphone 47 over 35 basic phone23 25–35 smartphone 48 25–35 smartphone24 under 25 smartphone 49 under 25 smartphone25 over 35 basic phone 50 over 35 smartphone

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6. Create a two-way frequency table showing the phones used by customers of each age group.

7. Find the marginal frequencies for each age and for each phone type. Include the marginal frequencies in the table.

8. What are the conditional frequencies relative to the types of phones? Include the values in a table.

9. What are the conditional frequencies relative to all customers surveyed?

10. The cell phone company is thinking of creating a new phone. It wants to sell the cell phone type that is most popular to the age group that is most popular. Which type of cell phone should the company make, and to whom should the company sell it?

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Lesson 4.2.2: Solving Problems Given Functions Fitted to Data

Warm-Up 4.2.2A local dollar store sells goods for around $1, but the name is a little misleading these days with the rising costs of goods. You have kept track of the number of items you’ve bought and the prices you paid for that number of goods. You recorded your data in the table below. Use the table for problem 1.

Number of goods Cost in dollars ($)2 54 89 14

10 19

1. Plot each point in the table on a coordinate plane.

2. Yasin is a welder. For his job, he requires 1 hour to set up and then 3 hours for each project. The time it takes on his job to complete x projects in one day can be modeled by the function y = 3x + 1. Graph the function y = 3x + 1.

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Andrew wants to estimate his gas mileage, or miles traveled per gallon of gas used. He records the number of gallons of gas he purchased and the total miles he traveled with that gas.

Gallons Miles15 31317 34018 40119 42318 39217 37920 40819 43716 36620 416

Create a scatter plot showing the relationship between gallons of gas and miles driven. Which function is a better estimate for the function that relates gallons to miles: y = 10x or y = 22x? How is the equation of the function related to his gas mileage?

1. Plot each point on the coordinate plane.

0 2 4 6 8 10 12 14 16 18 20

40

80

120

160

200

240

280

320

360

400

440

Gallons

Mile

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2. Graph the function y = 10x on the coordinate plane.

3. Graph the function y = 22x on the same coordinate plane.

4. Look at the graph of the data and the functions.

5. Interpret the equation in the context of the problem, using the units of the x- and y-axes.

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Example 2

The principal at Park High School records the total number of students each year. The table below shows the number of students for each of the last 8 years.

Year Number of students1 6302 6553 6904 7315 7526 8007 8448 930

Create a scatter plot showing the relationship between the year and the total number of students. Show that the function y = 600(1.05)x is a good estimate for the relationship between the year and the population. Approximately how many students will attend the high school in year 9?

Example 3

The weights of oranges vary. Maria wants to come up with a way to estimate the number of oranges given a weight. She weighs oranges and records the weights in the table below.

Number of oranges Weight in pounds1 0.473 1.295 2.546 2.658 4.12

10 5.5712 7.1813 8.4814 7.07

Create a scatter plot showing the relationship between the number of oranges and the weight in pounds. Is the function y = 0.6x – 0.5 a good fit for the data? Maria has a bag of oranges that weighs 2 pounds. Approximately how many oranges are in the bag?

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Problem-Based Task 4.2.2: Movie BuzzWord of mouth can be a great way to increase a movie’s popularity. A small local movie theater released a movie. On the first day, only 5 people saw the movie. They all loved it, and each told at least 5 more people to go see the movie. The second day of the movie’s release, many of the people who had been told to see the movie went to the theater. Each day, each person who viewed the movie told approximately 5 other people to go to the theater. The table below shows the number of people who viewed the movie in its first 4 days out.

Day Number of viewers1 52 273 1244 626

Create a scatter plot showing the number of viewers each day the movie played at the theater. Which type of function would best approximate the data? Two theater employees each try to determine a function to fit the data. One thinks that the equation y = 5x is a good fit for the data; the other thinks the equation y = 200x – 200 is a good fit for the data. Which function is a better fit? If this trend continues, approximately how many people will see the movie on the fifth day of the movie’s release?

Which function is a better fit? If this trend continues,

approximately how many people will see the movie on the fifth day of

the movie’s release?

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Practice 4.2.2: Solving Problems Given Functions Fitted to DataRacecar tracks vary in length. A racecar driver records the time it takes him to circle various tracks once at top speed. The distance of the track and his time to circle each track once are listed in the table below. Use the data to answer the questions that follow.

Time in minutes Track length in miles0.42 1.50.15 0.530.42 1.50.43 1.40.82 2.50.31 10.56 20.26 0.90.15 0.50.75 2.7

1. Create a scatter plot of the data set.

2. Would a linear or exponential function be a better estimate for the data? Explain.

3. Which equation is a better fit for the data: y = 2.3x or y = 3.3x? Use a graph to support your answer.

4. Approximately how long would it take the driver to circle a track that is 1.8 miles long?

5. It takes the driver 0.6 minutes to circle a track. Approximately how long is the track?

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The value of a car decreases over time. Bethan buys a car for $20,000. Each year, she determines how much her car is worth. She records the value of her car each year in the table below. Use the data to answer the questions that follow.

Year Value in dollars ($)1 20,0002 16,0003 14,5004 13,2005 12,0006 11,0007 10,000

6. Create a scatter plot showing the value of her car over time.

7. Would a linear or exponential function be a better estimate for the data? Explain.

8. Is y = 20,000(1.10)x or y = 20,000(0.90)x a good estimate for the data? Use your graph to explain why or why not.

9. Bethan wants to sell her car when it’s worth approximately $9,000. After how many years should Bethan sell it? Use your graph to explain your answer.

10. How much will her car be worth in 12 years?

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Lesson 4.2.3: Analyzing Residuals

Warm-Up 4.2.3Felicia is learning to ride a unicycle. She started at her house, which is at the origin. She went 2 blocks east and wasn’t able to successfully ride the unicycle. Then she started going north toward her friend’s house. After many failed attempts and falling off for 4 blocks, she had success for 2 blocks.

1. Plot the points (2, 4) and (2, 6) on a coordinate plane.

2. Find the distance between the two points. How far did Felicia successfully ride her unicycle?

Felicia is going to sell unicycle pins to raise money for medical research. She spent $2 of her own money to buy the pins and will sell each pin for $4. Her revenue can be modeled by the function y = 4x – 2.

3. Plot the function y = 4x – 2 over the domain of all real numbers.

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Pablo’s science class is growing plants. He recorded the height of his plant each day for 10 days. The plant’s height, in centimeters, over that time is listed in the table below.

Day Height in centimeters1 32 5.13 7.24 8.85 10.56 12.57 148 15.99 17.3

10 18.9

Pablo determines that the function y = 1.73x + 1.87 is a good fit for the data. How close is his estimate to the actual data? Approximately how much does the plant grow each day?

1. Create a scatter plot of the data.

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2. Draw the line of best fit through two of the data points.

3. Find the residuals for each data point.

4. Plot the residuals on a residual plot.

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5. Describe the fit of the line based on the shape of the residual plot.

6. Use the equation to estimate the centimeters grown each day.

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Example 2

Lindsay created the table below showing the population of fruit flies over the last 10 weeks.

Week Number of flies1 502 783 984 1225 1536 1917 2388 2989 373

10 466

She estimates that the population of fruit flies can be represented by the equation y = 46x – 40. Using residuals, determine if her representation is a good estimate.

Example 3

Anthony is traveling across the country by car. He keeps track of the hours he has driven and total miles he has traveled in the table below.

Hours Miles1 383 1704 2348 390

11 49512 52815 69917 76720 857

Anthony uses the equation y = 42.64x + 42.12 to estimate his total miles driven after any number of hours. Use a residual plot to determine how well the line fits the data. Approximately how many miles had Anthony driven after 13 hours?

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Problem-Based Task 4.2.3: Estimating SalariesMarcy surveys 10 people who work at a software company. She asks each person how many years they have worked, and what their estimated salary was last year. Her results are in the table below.

Years of experience Salary in dollars ($)1 52,8102 61,6153 80,8314 77,2015 136,5666 100,7078 135,460

10 208,88911 228,83113 209,726

Marcy believes that the salaries can be estimated using the equation y = 14,000x + 34,000. Is her line a good fit for the data? Marcy estimates that her salary should be $130,000. Approximately how many years of work experience does Marcy have?

Is her line a good fit for the data?

Approximately how many years of work

experience does Marcy have?

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Practice 4.2.3: Analyzing ResidualsTo understand the density of a deer population, Lewis counts the deer in different areas of a forest. He records the deer in each portion of the forest below. Use the data for problems 1–4.

Acres of forest Deer population5 108 0

10 014 4220 10022 6630 9045 18050 10058 116

1. Create a scatter plot showing the deer population in each acreage.

2. Lewis states that the population can be estimated using the equation y = 2x + 22. Draw the line of the equation on the scatter plot.

3. Does it appear that this line is a good fit for the data? Explain.

4. Use a residual plot to determine if a linear function is a good fit for the data.

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Skylar has a savings account. She records the balance in the account each year. Use the data for problems 5–8.

Years Account balance in dollars ($)2 5513 5784 6085 6386 6707 7048 7399 776

5. Create a scatter plot of the account balances.

6. Skylar estimates that the account balance can be represented by the equation y = 32x + 483. Draw the line of the equation on the scatter plot.

7. Does it appear that this line is a good fit for the data? Explain.

8. Use a residual plot to determine if a linear function is a good fit for the data.

Esmeralda is training for a marathon. She records the distance and time of her recent runs in the table below. Use the data for problems 9 and 10.

Distance in miles Time in minutes10 12011 115.5

12.5 121.2515 168

16.8 169.6819 163.421 224.722 228.824 230.4

9. Create a scatter plot of the running times.

10. Esmeralda determines that her time can be approximated using the equation y = 9x + 19. Use a residual plot to determine if a linear function is a good fit for the data.

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Lesson 4.2.4: Fitting Linear Functions to Data

Warm-Up 4.2.4The data table below shows temperatures in degrees Fahrenheit taken at 7:00 a.m. and noon on 8 different days throughout the year in a small town in Siberia. Use the table to complete problems 1 and 2. Then use your knowledge of equations to answer the remaining questions.

7:00 a.m. Noon0 –31 –12 15 77 11

10 1716 2920 37

1. Plot the points on a scatter plot.

2. Describe the shape of the points.

3. If x = the number of students in class and y = the number of index cards a teacher needs to purchase if every students needs 8, and she wants a couple of extra cards, what is the slope of the line with the equation y = 8x + 2 that models this scenario?

4. What is the graph of the equation y = –x + 1?

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A weather team records the weather each hour after sunrise one morning in May. The hours after sunrise and the temperature in degrees Fahrenheit are in the table below.

Hours after sunrise Temperature in ºF0 521 532 563 574 605 636 647 67

Can the temperature 0–7 hours after sunrise be represented by a linear function? If yes, find the equation of the function.


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2. Determine if the data can be represented by a linear function.

3. Draw a line to estimate the data set.

4. Find the equation of the line.

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Example 2

To learn more about the performance of an engine, engineers conduct tests and record the time it takes the car to reach certain speeds. A car starts from a stop and accelerates to 75 miles per hour. The table below shows the time, in seconds, after the car starts to accelerate and the speed it reaches at each time.

Time in seconds Speed in miles per hour0 01 2.32 6.63 13.54 22.45 32.26 44.27 57.88 74.6

Can the speed between 0 and 8 seconds be represented by a linear function? If yes, find the equation of the function.

Example 3

Automated tractors can mow lawns without being driven by a person. A company runs trials using fields of different sizes, and records the amount of time it takes the tractor to mow each field. The field sizes are measured in acres.

Acres Time in hours5 157 10

10 2217 32.318 46.820 3422 39.625 7530 7040 112

Can the time to mow acres of a field be represented by a linear function? If yes, find the equation of the function.

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Problem-Based Task 4.2.4: Lion Cub BirthsA zoologist studies different prides, or groups of lions, living throughout Africa. He records the number of adult females in each pride, and the number of newborn cubs. His results are in the table that follows.

Adult females Cubs6 5

13 77 6

17 914 73 1

10 67 44 3

15 88 53 0

13 812 711 714 96 4

The zoologist would like to use this information estimate the number of cubs born each year. He would like an equation that relates the number of adult females to the number of newborn cubs. Can this relationship be estimated using a linear function? If yes, find the equation of the function.

Can this relationship be

estimated using a linear function?

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Practice 4.2.4: Fitting Linear Functions to DataEach of Mrs. Jackson’s students records the number of hours he or she studied for a recent quiz. Mrs. Jackson then compared this time to the score earned by each student. Her data is in the table below. Use the data for problems 1–4.

Time studied, in hours Score earned, out of 1004.5 902.5 693 705 851 43

4.5 853.5 735 985 1002 46

1.5 561.5 484 69


2. Describe the shape of the data.

3. Draw a line to estimate the data set.

4. Find the equation of the line that estimates the relationship between the hours studied and the score earned.

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A clothing store manager conducts research on how many articles of clothing each customer purchases. The manager is trying to understand if there is a relationship between the number of items tried on in the dressing room and the number of items purchased. The data for 10 customers is in the table below. Use the data for problems 5 and 6.

Number of items tried on Number of items purchased12 814 01 42 5

13 212 1114 71 30 40 1

5. Create a scatter plot of the data set. Describe the shape of the data.

6. Can the data be represented using a linear equation? If yes, find the equation. If no, explain why not.

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To learn more about the relationship between years of schooling and yearly income, a company surveys 20 people with jobs. Each person identifies the number of years he or she attended school and his or her current yearly income. Use the data for problems 7 and 8.

Years of schooling Income in dollars ($)11 16,00019 91,50010 20,00010 19,50015 49,0009 10,000

10 13,00011 18,50018 81,00015 49,50017 78,00017 69,50012 26,0008 5,000

14 51,00016 69,00018 88,00020 91,50016 72,50019 77,500

7. Create a scatter plot of the data set, and draw a line to fit the data.

8. Find the equation to estimate the relationship between years of schooling and income.

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The table below shows the cost of lunch at a high school each year for the last 10 years. Use the data for problems 9 and 10.

Year Cost of lunch, in dollars ($)1 1.102 1.203 1.314 1.435 1.546 1.647 1.758 1.899 2.01

10 2.12

9. Create a scatter plot of the data set, and draw a line to fit the data.

10. Find the equation to estimate the relationship between the year and the cost of lunch.

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UNIT 4 • DESCRIPTIVE STATISTICSLesson 3: Interpreting Linear Models



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Lesson 4.3.1: Interpreting Slope and y-intercept

Warm-Up 4.3.1

A top fuel dragster (a car built for drag racing) can travel 1

4 mile in 4 seconds. The dragster’s

distance over time is graphed below. The graph assumes a constant speed. Use the graph below

to complete problems 1 and 2. Then use what you know about slope-intercept form to answer the

remaining questions.

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1. Find the slope and y-intercept of the function shown in the graph.

2. Write the algebraic equation of the line.

3. What is the slope of a line with the equation y = –x + 7?

4. What is the y-intercept of a line with the equation y = 3x – 2?

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The graph below contains a linear model that approximates the relationship between the size of a home and how much it costs. The x-axis represents size in square feet, and the y-axis represents cost in dollars. Describe what the slope and the y-intercept of the linear model mean in terms of housing prices.

0 300 600 900 1200 1500 1800 2100 2400 2700 3000

Size in square feet

Cost

in d

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30,000

60,000

90,000

120,000

150,000

180,000

210,000

240,000

270,000

300,000

330,000

360,000

390,000

420,000

450,000

480,000

1. Find the equation of the linear fit.

2. Determine the units of the slope.

3. Describe what the slope means in context.

4. Determine the units of the y-intercept.

5. Describe what the y-intercept means in context.

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Example 2

A teller at a bank records the amount of time a customer waits in line and the number of people in line ahead of that customer when he or she entered the line. Describe the relationship between waiting time and the people ahead of a customer when the customer enters a line.

People ahead of customer Minutes waiting1 102 213 325 358 429 45

10 61

Example 3

For hair that is 12 inches or longer, a hair salon charges for haircuts based on hair length according to the equation y = 5x + 35, where x is the number of inches longer than 12 inches (hair length – 12) and y is the cost in dollars. Describe what the slope and y-intercept mean in context.

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Problem-Based Task 4.3.1: Learning to SpeakDr. Lin is a pediatrician. He tracks how a child’s vocabulary increases when the child first starts speaking. He records the number of months the child has been speaking, and the number of words spoken each month. His data for three different children is in the table below.

Months speaking Words spoken0 50 20 21 321 411 432 822 942 773 963 993 1324 1704 1224 160

One parent whose child was not involved in the study is concerned that her daughter isn’t speaking enough words. When the child had been speaking for 3 months, she spoke 96 words, and now that the child has been speaking for 4 months, she speaks 144 words. What do you think Dr. Lin would say to the concerned parent based on the data he has collected?

What do you think Dr. Lin would say to the concerned parent based on the data he has

collected?

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Practice 4.3.1: Interpreting Slope and y-interceptA town tracks the number of new homes being built over 10 years. The data is in the table below. Use the table for problems 1–3.

Year New homes1 1302 2333 3404 3405 7096 6427 8098 1,0119 1,324

10 1,511


2. Find the equation of a line that fits the data.

3. Interpret the slope and y-intercept of the equation in context.

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Madeline records the number of homework assignments she has and the total time it takes her to complete her homework. Her data is in the scatter plot below. Use the scatter plot for problems 4 and 5.

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Homework assignments

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Will practices his basketball free throws. He records the number of free throws he attempts and the number of free throws he makes in the table below. Use the table for problems 6–8.

Free throws attempted Free throws made11 827 2015 911 730 2512 1027 1717 1522 1527 21




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A construction company records the number of stories of each building it constructs and the amount of weeks it takes to construct the building. The results are in the scatter plot below. Use the scatter plot for problems 9 and 10.

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Lesson 4.3.2: Calculating and Interpreting the Correlation Coefficient

Warm-Up 4.3.2A new social networking company launched a TV commercial. The company tracked the number of users in thousands who joined the network after each week the commercial aired. Use the table of data to answer the questions that follow.

Number of weeks New users in thousands1 62 93 154 195 196 227 328 319 37

10 4511 44


2. Does the data appear to have a linear or exponential relationship? Explain.

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An education research team is interested in determining if there is a relationship between a student’s vocabulary and how frequently the student reads books. The team gives 20 students a 100-question vocabulary test, and asks students to record how many books they read in the past year. The results are in the table below. Is there a linear relationship between the number of books read and test scores? Use the correlation coefficient, r, to explain your answer.

Books read Test score12 238 3

19 149 8

14 5619 1915 256 302 6

14 425 12

15 308 365 191 0

13 634 9

16 7816 167 9

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0 2 4 6 8 10 12 14 16 18 2048121620242832364044485256606468727680

Books read

Test

sco

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2. Describe the relationship between the data using the graphical representation.

3. Calculate the correlation coefficient on your graphing calculator. Refer to the steps in the Key Concepts section.

4. Use the correlation coefficient to describe the strength of the relationship between the data.

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Example 2

A hockey coach wants to determine if players who take many practice shots during practice have a higher shooting percentage. The shooting percentage is calculated by dividing the number of goals scored by the number of shots taken. The coach records the number of practice shots 20 players take each practice, and compares the number with each player’s shooting percentage over the season. Is there a linear relationship between the practice shots and shooting percentage? Use the correlation coefficient, r, to explain your answer.

Practice shots Shooting percentage Practice shots Shooting percentage228 9 223 10164 9 133 764 3 238 10

213 12 228 11166 9 138 860 3 139 7

109 6 118 683 4 210 10

229 13 103 5160 8 114 6

Example 3

Caitlyn thinks that there may be a relationship between class size and student performance on standardized tests. She tracks the average test performance of students from 20 different classes, and notes the number of students in each class in the table below. Is there a linear relationship between class size and average test score? Use the correlation coefficient, r, to explain your answer.

Class size Average student test score Class size Average student test score26 28 32 3336 25 27 3029 27 21 3326 32 28 2719 38 23 4134 32 29 2817 43 37 2314 42 14 3923 37 25 3117 41 33 30

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Problem-Based Task 4.3.2: Good and Bad CholesterolCholesterol is a substance found in human blood. There are two types of cholesterol: HDL (high-density lipoprotein) and LDL (low-density lipoprotein). HDL is a good type of cholesterol, and LDL is the type of cholesterol that can lead to heart attacks and strokes. The sum of HDL and LDL cholesterols is your total cholesterol: HDL + LDL = total cholesterol. The table below shows the total cholesterol and HDL cholesterol for 20 patients, in milligrams per deciliter (mg/dL). Is there a linear relationship between total cholesterol and HDL cholesterol? Use the correlation coefficient, r, to explain your answer.

Total cholesterol (mg/dL)

HDL cholesterol (mg/dL)

251 47159 30289 63198 54298 75265 53258 86140 45267 49262 71271 50240 40218 47210 57187 31256 52278 79267 50186 58198 38

Is there a linear relationship

between total cholesterol and

HDL cholesterol?

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Practice 4.3.2: Calculating and Interpreting the Correlation CoefficientFor each of the following scatter plots, describe the type of linear correlation between the two variables: positive, negative, or no correlation, and identify whether it is strong or weak.

1.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

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Warmer weather can be an inspiration to plant gardens and work on landscaping. A plant nursery thinks there may be a relationship between weather and plant sales. Each day, the nursery records the average temperature in ºF and the number of plants sold in a table. Use the table that follows for problems 5–7.

Average temperature (ºF) Plants sold Average temperature (ºF) Plants sold52 18 69 11978 281 64 5976 101 54 2067 152 50 469 113 57 3375 120 76 26356 25 65 5854 37 76 13377 157 78 275


6. Use your graph to describe the relationship between temperature and plant sales.

7. Find the correlation coefficient, r, of the data. Describe what the correlation coefficient indicates about the relationship between the data.

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A cruise ship captain wants to know if there is a relationship between the number of children on the ship and the average attendance at a nightly pool party. The ship counted anyone under age 17 as a child. The results are in the table below. Use the table for problems 8–10.

Number of children Average pool party attendance663 23454 76737 23200 112101 116216 139666 23415 52978 61930 62850 22891 63253 110795 22858 64117 144842 65275 136


9. Use your graph to describe the relationship between the number of children and pool party attendance.

10. Find the correlation coefficient, r, of the data. Describe what the correlation coefficient indicates about the relationship between the data.

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Lesson 4.3.3: Distinguishing Between Correlation and Causation

Warm-Up 4.3.3The owner of a guitar store asks customers how many hours a week they practice. He also tracks how much the customers spend. The relationship is shown in the scatter plot below. Use the scatter plot to answer the question that follows.

0 2 4 6 8 10 12 14 16 18 2020

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Practice hours per week

Purc

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1. Is there a linear correlation between x and y? Explain.

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The data below represents the number of minutes guitarists practice per day and the number of mistakes they make during a performance. Use the data in the table to complete the remaining problems.

x y4 357 263 376 326 298 289 261 404 333 373 38

10 223 38


3. Find the correlation coefficient, r, of the data. Is there a linear relationship between x and y?

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Alex coaches basketball, and wants to know if there is a relationship between height and free throw shooting percentage. Free throw shooting percentage is the number of free throw shots completed divided by the number of free throw shots attempted:

free throw shots completed

free throw shots attempted

He takes some notes on the players in his team, and records his results in the table below. What is the correlation between height and free throw shooting percentage? Alex looks at his data and decides that increased height causes a reduced free throw shooting percentage. Is he correct?

Height in inches Free throw percentage Height in inches Free throw percentage75 28 72 2875 22 76 3367 30 76 2580 6 67 5471 43 79 567 40 67 5576 10 78 2576 25 75 1370 42 71 3072 47 68 2979 24 79 1469 23 78 2576 27

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0 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 824

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2. Analyze the scatter plot, and describe any relationship between the two events.

3. Find the correlation coefficient using a graphing calculator.

4. Describe the correlation between the two events.

5. Consider the causal relationship between the two events. Determine if it is likely that height is responsible for the decrease in free throw shooting percentage.

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Example 2

Mr. Gray’s students are interested in learning how studying can improve test performance. Mr. Gray provides students with practice problems related to particular tests. The class records the number of practice problems completed and the score on that related test in the table below. What is the correlation between the number of practice problems completed and the test score? Is there a causal relationship between the number of practice problems completed and the test score?

Problems completed

Test score, out of 100 points

Problems completed

Test score, out of 100 points

10 56 100 7540 70 110 72

100 83 100 7440 54 120 900 45 130 99

50 58 160 10090 72 0 49

150 97 60 5930 50 0 5560 58 180 9690 74 150 100

110 89 30 6730 59 30 56

130 95 20 5010 46

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Example 3

Nadia is a salesperson at a car dealership. She earns money each time she sells a car. To determine if there is a relationship between the number of hours she works and her income, she records the number of hours worked and the amount of money she earns each day. Her data is in the scatter plot that follows. Is there a causal relationship between the hours Nadia works and her daily income?

0 1 2 3 4 5 6 7 8 9 1040

80

120

160

200

240

280

320

360

400

440

480

Hours worked each day

Dai

ly in

com

e ea

rned

($)

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Problem-Based Task 4.3.3: Good Cholesterol and ExerciseCholesterol is a substance found in human blood. There are two types of cholesterol: HDL (high-density lipoprotein) and LDL (low-density lipoprotein). HDL is a good type of cholesterol, and LDL is the type of cholesterol that can lead to heart attacks and strokes. The sum of HDL and LDL cholesterols is your total cholesterol: HDL + LDL = total cholesterol. A doctor tested 20 patients’ cholesterol levels. She asked each patient how often he or she exercises. The table below shows each patient’s weekly hours of exercise and HDL cholesterol level, in milligrams per deciliter (mg/dL).

Hours of exercise HDL cholesterol (mg/dL)2 470 301 63

1.5 547.5 756 53

8.5 860.5 453 49

6.5 711 507 402 475 571 314 525 79

3.5 502 580 38

The doctor is trying to understand if exercise has an impact on HDL cholesterol. What is the correlation between hours exercised per week and HDL cholesterol level? Is it likely there is a causal relationship between exercise and HDL cholesterol levels?

What is the correlation between hours exercised per week and HDL cholesterol level?

Is it likely there is a causal relationship between exercise and HDL cholesterol levels?

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Practice 4.3.3: Distinguishing Between Correlation and CausationA team of advertisers is trying to measure how effectively the advertising campaigns for several products influence purchases of each product. The team records information about total dollars invested in advertising each product in one large city for one year and the total number sold for each product. The data is in the table below. Use the table for problems 1–4.

Advertising spending ($) per product

Products soldAdvertising spending ($)

per productProducts sold

71,000 55,000 31,000 45,00054,000 125,000 88,000 115,00073,000 85,000 32,000 80,00045,000 35,000 80,000 165,00063,000 150,000 34,000 90,00055,000 150,000 76,000 50,00068,000 70,000 38,000 85,00090,000 110,000 67,000 105,00087,000 40,000 48,000 125,00042,000 105,000 18,000 35,00036,000 65,000 37,000 30,00024,000 95,000 90,000 55,00049,000 55,000 26,000 115,00072,000 90,000 89,000 155,00087,000 160,000


2. Describe the shape of the graph.

3. Find the correlation coefficient, r, and describe what this indicates about the relationship between the amount of advertising dollars spent and the number of products sold.

4. Is it likely that there is a causal relationship between the amount of advertising dollars spent and the number of products sold?

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A travel agency collects information about its clients. It records a client’s age and the number of countries visited by that client. The data is in the table below. Use the table for problems 5–8.

Age of client Countries visited Age of client Countries visited77 8 47 650 7 48 726 3 30 441 5 26 479 13 46 636 5 53 757 8 77 1128 4 46 573 9 44 745 5 47 833 4 43 546 5 58 737 5 52 670 10 80 928 3


6. Describe the shape of the graph.

7. Find the correlation coefficient, r, and describe what this indicates about the relationship between age and number of countries visited.

8. Is it likely that there is a causal relationship between a client’s age and the number of countries visited?

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A science class studies the time it takes a certain amount of water to reach a boil. Each student uses the same shape container for the water and places the container the same distance from a burner. Each student heats the water at a different temperature, and records that temperature in degrees Fahrenheit. The students record the number of minutes it takes the water to reach a boil given the temperature. The results are in the scatter plot below. Use the scatter plot for problems 9 and 10.

300 320 340 360 380 400 420 440 460 480 500 520 540 560 580 600

1

0

2

3

4

5

6

7

Temperature (°F)

Min

utes

9. Describe the shape of the graph, and describe any possible correlation between temperature and time.

10. Is it likely that there is a causal relationship between the temperature in degrees Fahrenheit and the time it takes the water to boil?

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Notes

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134

UNIT 4 • DESCRIPTIVE STATISTICSStation Activities Set 1: Displaying and Interpreting Data

CCSS IP Math I Teacher Resource© Walch EducationU4-281

Name: Date:

Station 1You will be given nine index cards with the following numbers written on them:

52, 49, 69, 44, 88, 80, 68, 49, 90

You will also be given graph paper.

As a group, arrange the index cards in numerical order.

1. Which number is the smallest number in the data set?

2. Which number is the largest number in the data set?

3. Which number occurs most often in this data set?

What is the name for this number?

4. Which number is the median in this data set? Explain your answer.

Which four numbers are less than the median for this data set?

What is the median of these four numbers? Show your work.

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Which four numbers are greater than the median for this data set?

What is the median of these four numbers? Show your work.

You can create a box-and-whisker plot to represent your data set. A box-and-whisker plot looks like this:

Q2

Q1

Q3

Examine the box-and-whisker plot.

5. Which number from your data set do you think represents the point Q 1? Explain your answer.



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8. Which number from your data set do you think represents the left endpoint of the line? Explain your answer.

This number may be an outlier. If that is the case, then it can’t be the left endpoint of the line on the box-and-whisker plot.

Use the interquartile range to see if this minimum number is an outlier.

Interquartile range = Q 3 – Q

1 = __________________

An outlier in this direction will be any point on a number line that is less than Q

1 – 1.5(interquartile range).

Is the minimum number in the data set an outlier? Why or why not?

9. Which number from your data set do you think represents the right endpoint of the line? Explain your answer.

This number may be an outlier. If that is the case, then it can’t be the right endpoint of the line of the box-and-whisker plot.

An outlier in this direction will be any point on a number line that is greater than Q

3 + 1.5(interquartile range).

Is the maximum number in the data set an outlier? Why or why not?

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10. On your graph paper, construct the box-and-whisker plot for your data set.

11. How are box-and-whisker plots useful in analyzing data?

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Station 2You will be given graph paper and a ruler. You will use these materials, along with data on the birth dates of your group members and your group members’ mothers, to answer the questions and construct parallel box-and-whisker plots.

A box-and-whisker plot looks like this:Q

2Q

1Q

3

In the table below, write the number of the day of the month each student in your group was born. For example, if a student was born on February 29, write “29” in the table. Write these numbers in numerical order.

Your birthday (day)

1. What is the median of this data set?

This will be Q 2 in your box-and-whisker plot.

2. What is the median of the numbers that are less than your answer from problem 1?


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3. What is the median of the numbers that are greater than your answer from problem 1?


4. What is the interquartile range of this data set? Show your work. (Hint: interquartile range = Q

3 – Q

1)

Find out if there are any outliers in your data set:

A number is an outlier if it is less than Q 1 – 1.5(interquartile range).

A number is an outlier if it is greater than Q 3 + 1.5(interquartile range).

5. Are there any outliers in this data set? If so, what are they?

6. On your graph paper, graph a box-and-whisker plot that represents the data you gathered on your group members’ birthdays.

Now, you will follow the same process to create a box-and-whisker plot for the birthdays of your group members’ mothers.

In the table below, give the number of the day of the month on which each group member’s mother was born. For example, if a group member’s mother was born on May 14, write “14” in the table. Write these numbers in numerical order.

Mother’s birthday (day)

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7. What is the median of this data set?


8. What is the median of the numbers that are less than your answer from problem 7?


9. What is the median of the numbers that are greater than your answer from problem 7?


10. What is the interquartile range of this data set? Show your work.

11. Are there any outliers in this data set? If so, what are they?

12. On the same sheet of graph paper you used for problem 6, graph a box-and-whisker plot that represents the data you gathered on your mothers’ birthdays.

13. Why is it useful to construct parallel box-and-whisker plots?

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Station 3Work with your group to answer each question about the data set. Use the calculator to calculate medians, if needed.

A doctor is trying to find out whether there is a correlation between TV viewing and high body mass. She records average daily viewing habits and takes Body Mass Index (BMI) measurements from 18 people.

TV viewing (hours) BMI TV viewing (hours) BMI1 22 2 22.33 22.5 4 235 24.1 6 25.27 25 2 21.54 24.7 5 287 28.2 6 255 24 2 22.51 22.3 1 21.73 23 4 24

1. Graph the doctor’s results on a scatter plot. Use graph paper.

2. Does there seem to be a linear relationship between the variables?

3. Estimate the equation for the line of best fit.

4. Draw your line in a different color on the scatter plot.

5. Find the equation for the median-median line. Draw it on the scatter plot in a third color.

6. Can you claim with certainty that increased TV viewing causes higher BMI? Explain.

7. Does the graph have any outliers? If so, what are their coordinates?

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Station 4Work with your group to answer each question about the data set. Use the calculator to calculate medians and create your graphs.

A class wants to find out if there is a correlation between the number of hours studied and grades on the midterm exam. The 20 students log their hours and their grades, as follows.

Studying (hours) Grade Studying (hours) Grade10 95 2 781 60 2 757 75 8 92

11 100 3 801 100 0 552 70 4 799 94 9 967 85 6 835 87 1 678 93 11 95

1. Enter the numbers into your calculator to graph the results on a scatter plot. Sketch your plot below.

Gra

de

Hours

100959085807570656055

02 4 6 8 10 12

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2. Does there seem to be a linear relationship between the variables?

3. Estimate the equation for the line of best fit.

4. Are there any outliers? If so, what are their coordinates?

5. Use the calculator to find the equation for the line of best fit.

6. Is there a correlation between the variables? Explain.

7. Is there a causative relationship between the variables? Explain.

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UNIT 4 • DESCRIPTIVE STATISTICSStation Activities Set 2: Line of Best Fit


Name: Date:

Station 1You will be given a ruler and graph paper. Use them along with the problem scenario and table below to answer the questions.

Theresa wanted to find a relationship between the number of hours she studied before a math test and her test score. She used a table to track the number of hours she studied and the resulting score on her math test.

Hours studied Test score (%)2 754 881 652 858 919 973 86

1. Work together to graph these ordered pairs. Do not connect the points.

What type of graph have you created?

2. What happens to the test scores as Theresa increases the number of hours she studies?

This relationship is called a correlation between the two variables.

3. Using your graph, what type of correlation was there between the number of hours Theresa studied and her test score? Explain your reasoning.

Using your graph, does this data set have a positive or negative slope? Explain your reasoning.

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4. Can you apply the correlation you found in this data set to all of Theresa’s subjects, such as English and history? Explain your reasoning.

5. On your graph paper, construct a scatter plot that has a positive correlation.

6. On your graph paper, construct a scatter plot that has a negative correlation.

7. On your graph paper, construct a scatter plot that has no correlation.

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Station 2At this station, you will find a ruler and graph paper. The scatter plot below represents a set of data.

8

6

4

2

05 10 15

Line A

Line D

Line B

Line C

1. Does Line A, B, C, or D represent the line of best fit? Explain your answer.

For each of the following scatter plots, draw the line of best fit and describe its slope.

2.

8

6

4

2

05 10 15

Slope: continued

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3. 8

6

4

2

05 10 15

Slope:

4. 8

6

4

2

05 10 15

Slope:

5. In the table below, fill in the numerical value for your birthday (month and day) for each member in your group. For example, a person born February 29 would fill in 2 for the month and 29 for the day. Then use your graph paper to create a scatter plot of this data and find the line of best fit.

Month Day

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Station 3At this station, you will find a ruler and graph paper. The data table below represents the average daily temperature versus the daily amount of snowfall for Michigan during a two-week period.

Average daily temperature (°F)

30 31 28 17 34 16 10 19 27 28 24 18 31 30 29

Average daily snowfall (inches)

3 3 4 2 3 0 0 0 1 4 2 2 3 2 5

1. As a group, use your graph paper and ruler to create a scatter plot and line of best fit for this data set.

Which two data points best represent the data set? Explain your answer.

2. Use these two points to find the slope of the line of best fit. Show your work.

For this data set, what does the slope represent in terms of temperature and inches of snow?

3. Work together to use these two points and slope to write an equation for the line of best fit. Write your equation in slope-intercept form. Show your work.

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Station 4At this station, you will find graph paper, a ruler, and a measuring stick. As a group, use the measuring stick to find the height (in inches) of each person in your group.

1. In the table below, fill in the day of the month each person was born and his or her height.

Birthday (day) Height (inches)

2. On your graph paper, create a scatter plot of the data points in the table. Let x represent the birthday values from the table and y represent the height values.

3. Which two data points best represent the line of best fit?

4. Find the equation for the line of best fit using these two data points. Write the equation in slope-intercept form.

5. How can you predict a new data point using this equation?

6. If x = 24, what value do you predict y will be?

7. If x = 6, what value do you predict y will be?

8. In the real world, can you predict the height of a person based on his or her birth date? Why or why not?

150

Formulas

Symbols

≈ Approximately equal to

≠ Is not equal to

a Absolute value of a

a Square root of a

General

(x, y) Ordered pair

(x, 0) x-intercept

(0, y) y-intercept

Linear Equations

my y

x x=

−−

2 1

2 1

Slope

ax + b = c One variable

y = mx + b Slope-intercept form

ax + by = c General form

y – y1 = m(x – x

1) Point-slope form

ALGEBRA

Exponential Equations

y = abx General form

y abx

t= Exponential equation

y = a(1 + r)t Exponential growth

y = a(1 – r)t Exponential decay

A Pr

n

nt

= +

1 Compounded interest formula

Compounded… n (number of times per year)

Yearly/annually 1

Semi-annually 2

Quarterly 4

Monthly 12

Weekly 52

Daily 365

Arithmetic Sequences

an = a

1 + (n – 1)d Explicit formula

an = a

n –1 + d Recursive formula

Geometric Sequences

an = a

1 • rn – 1 Explicit formula

an = a

n – 1 • r Recursive formula

Functions

f(x) Notation, “f of x”

f(x) = mx + b Linear function

f(x) = bx + k Exponential function

(f + g)(x) = f(x) + g(x) Addition

(f – g)(x) = f(x) – g(x) Subtraction

(f • g)(x) = f(x) • g(x) Multiplication

(f ÷ g)(x) = f(x) ÷ g(x) Division

F-1Formulas

171

Formulas

Properties of Equality

Property In symbols

Reflexive property of equality a = a

Symmetric property of equality If a = b, then b = a.

Transitive property of equality If a = b and b = c, then a = c.

Addition property of equality If a = b, then a + c = b + c.

Subtraction property of equality If a = b, then a – c = b – c.

Multiplication property of equality If a = b and c ≠ 0, then a • c = b • c.

Division property of equality If a = b and c ≠ 0, then a ÷ c = b ÷ c.

Substitution property of equality If a = b, then b may be substituted for a in any expression containing a.

Properties of Operations

Property General rule

Commutative property of addition a + b = b + a

Associative property of addition (a + b) + c = a + (b + c)

Commutative property of multiplication a • b = b • a

Associative property of multiplication (a • b) • c = a • (b • c)

Distributive property of multiplication over addition a • (b + c) = a • b + a • c

Properties of Inequality

Property

If a > b and b > c, then a > c.

If a > b, then b < a.

If a > b, then –a < –b.

If a > b, then a ± c > b ± c.

If a > b and c > 0, then a • c > b • c.

If a > b and c < 0, then a • c < b • c.

If a > b and c > 0, then a ÷ c > b ÷ c.

If a > b and c < 0, then a ÷ c < b ÷ c.

Laws of Exponents

Law General rule

Multiplication of exponents

bm • bn = bm + n

Power of exponents b bm n mn( ) =

bc b cn n n( ) =

Division of exponents b

bb

m

nm n= −

Exponents of zero b0 = 1

Negative exponentsb

bn

n=− 1 and

bbnn=−

1

FormulasF-2

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Formulas

DATA ANALYSIS

IQR = Q 3 – Q

1Interquartile range

Q 1 – 1.5(IQR) Lower outlier formula

Q 3 + 1.5(IQR) Upper outlier formula

y – y0

Residual formula

GEOMETRY

Symbols

d ABC( ) Arc length

∠ Angle

Circle

≅ Congruent

PQ� ��

Line

PQ Line Segment

PQ� ��

Ray

Parallel

⊥ Perpendicular

• Point

Triangle

A′ Prime

° Degrees

Translations

T(h, k)

= (x + h, y + k) Translation

Reflections

rx-axis

(x, y) = (x, –y) Through the x-axis

ry-axis

(x, y) = (–x, y) Through the y-axis

ry = x

(x, y) = (y, x) Through the line y = x

Rotations

R90

(x, y) = (–y, x) Counterclockwise 90º about the origin

R180

(x, y) = (–x, –y) Counterclockwise 180º about the origin

R270

(x, y) = (y, –x) Counterclockwise 270º about the origin

Congruent Triangle Statements

Side-Side-Side (SSS) Side-Angle-Side (SAS) Angle-Side-Angle (ASA)

B

A

C X

Z Y

FD

E

V

TW

J

G

H

S

Q

R

≅ABC XYZ ≅DEF TVW ≅GHJ QRS

F-3Formulas

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Formulas

Pythagorean Theorem

a2 + b2 = c2

Area

A = lw Rectangle

A bh=1

2 Triangle

Distance Formula

d x x y y= − + −( ) ( )2 12

2 12 Distance formula

MEASUREMENTS

Length

Metric

1 kilometer (km) = 1000 meters (m)

1 meter (m) = 100 centimeters (cm)

1 centimeter (cm) = 10 millimeters (mm)Customary

1 mile (mi) = 1760 yards (yd)

1 mile (mi) = 5280 feet (ft)

1 yard (yd) = 3 feet (ft)

1 foot (ft) = 12 inches (in)

Volume and Capacity

Metric

1 liter (L) = 1000 milliliters (mL)Customary

1 gallon (gal) = 4 quarts (qt)

1 quart (qt) = 2 pints (pt)

1 pint (pt) = 2 cups (c)

1 cup (c) = 8 fluid ounces (fl oz)

Weight and Mass

Metric

1 kilogram (kg) = 1000 grams (g)

1 gram (g) = 1000 milligrams (mg)

1 metric ton (MT) = 1000 kilograms (kg)Customary

1 ton (T) = 2000 pounds (lb)

1 pound (lb) = 16 ounces (oz)

FormulasF-4

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PROGRAM OVERVIEWGlossary

G-1

English EspañolA

acute angle an angle measuring less than 90˚ but greater than 0˚

U5-2 ángulo agudo ángulo que mide menos de 90˚ pero más de 0˚

algebraic expression a mathematical statement that includes numbers, operations, and variables to represent a number or quantity

U1-3 expresión algebraica declaración matemática que incluye números, operaciones y variables para representar un número o una cantidad

algebraic inequality an inequality that has one or more variables and contains at least one of the following symbols: <, >, ≤, ≥, or ≠

U1-167 desigualdad algebraica desigualdad que tiene una o más variables y contiene al menos uno de los siguientes símbolos: <, >, ≤, ≥, o ≠

altitude the perpendicular line from a vertex of a figure to its opposite side; height

U5-91 altitud línea perpendicular desde un vértice de una figura hasta su lado opuesto; altura

angle two rays or line segments sharing a common endpoint; the symbol used is ∠

U5-2 U5-91

ángulo dos semirrectas o segmentos de línea que comparten un extremo común; el símbolo utilizado es ∠

angle of rotation the measure of the angle created by the preimage vertex to the point of rotation to the image vertex. All of these angles are congruent when a figure is rotated.

U5-254 ángulo de rotación medida del ángulo creada por el vértice del preimagen hasta el punto de rotación del vértice del imagen. Todos estos ángulos son congruentes cuando una figura está rotada.

angle-side-angle (ASA) if two angles and the included side of one triangle are congruent to two angles and the included side of another triangle, then the two triangles are congruent

U5-312 ángulo-lado-ángulo (ASA) si dos ángulos y el lado incluido de un triángulo son congruentes con los dos ángulos y el lado incluido de otro triángulo, entonces los dos triángulos son congruentes

arc length the distance between the

endpoints of an arc; written as d ABC( )U5-2 longitud de arco distancia entre los

extremos de un arco; se expresa como

d ABC( )area the amount of space inside the

boundary of a two-dimensional figureU6-58 área cantidad de espacio dentro del límite

de una figura bidimensional

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CCSS IP Math I Teacher Resource © Walch Education


G-2

English Españolarithmetic sequence a linear function

with a domain of positive consecutive integers in which the difference between any two consecutive terms is equal

U2-457 secuencia aritmética función lineal con dominio de enteros consecutivos positivos, en la que la diferencia entre dos términos consecutivos es equivalente

asymptote a line that a graph gets closer and closer to, but never crosses or touches

U2-167 U2-246

asíntota línea a la que se acerca cada vez más un gráfico, pero sin cruzarlo ni tocarlo

Bbase the factor being multiplied together

in an exponential expression; in the expression ab, a is the base

U1-3 base factor que se multiplica en forma conjunta en una expresión exponencial; en la expresión ab, a es la base

bisect to cut in half U5-91 bisecar cortar por la mitadbox plot a plot showing the minimum,

maximum, first quartile, median, and third quartile of a data set; the middle 50% of the data is indicated by a box. Example:

U4-3 diagrama de caja diagrama que muestra el mínimo, máximo, primer cuartil, mediana y tercer cuartil de un conjunto de datos; se indica con una caja el 50% medio de los datos. Ejemplo:

Ccausation a relationship between two

events where a change in one event is responsible for a change in the second event

U4-175 causalidad relación entre dos eventos en la que un cambio en un evento es responsable por un cambio en el segundo evento

circle the set of points on a plane at a certain distance, or radius, from a single point, the center. The set of points forms a two-dimensional curve that measures 360˚.

U5-2 U5-175

círculo conjunto de puntos en un plano a determinada distancia, o radio, de un único punto, el centro. El conjunto de puntos forma una curva bidimensional que mide 360˚.

circular arc on a circle, the unshared set of points between the endpoints of two radii

U5-2 arco circular en un círculo, conjunto de puntos no compartidos entre los extremos de dos radios

176



G-3

English Españolclockwise rotating a figure in the direction

that the hands on a clock moveU5-58

U5-254sentido horario rotación de una figura en

la dirección en que se mueven las agujas de un reloj

coefficient the number multiplied by a variable in an algebraic expression

U1-3 coeficiente número multiplicado por una variable en una expresión algebraica

common difference the number added to each consecutive term in an arithmetic sequence

U2-457 diferencia común número sumado a cada término consecutivo en una secuencia aritmética

compass an instrument for creating circles or transferring measurements that consists of two pointed branches joined at the top by a pivot

U5-91 compás instrumento utilizado para crear círculos o transferir medidas, que consiste en dos brazos terminados en punta y unidos en la parte superior por un pivote

compression a transformation in which a figure becomes smaller; compressions may be horizontal (affecting only horizontal lengths), vertical (affecting only vertical lengths), or both

U5-254 compresión transformación en la que una figura se hace más pequeña; las compresiones pueden ser horizontales (cuando afectan sólo la longitud horizontal), verticales (cuando afectan sólo la longitud vertical), o en ambos sentidos

conditional relative frequency the percentage of a joint frequency as compared to the total number of respondents, total number of people with a given characteristic, or the total number of times a specific response was given

U4-76 frecuencia condicional relativa porcentaje de una frecuencia conjunta en comparación con la cantidad total de respondedores, cantidad total de personas con una determinada característica, o cantidad total de veces que se dio una respuesta específica

congruency transformation a transformation in which a geometric figure moves but keeps the same size and shape

U5-254 transformación de congruencia transformación en la que se mueve una figura geométrica pero se mantiene el mismo tamaño y la misma forma

congruent figures are congruent if they have the same shape, size, lines, and angles; the symbol for representing congruency between figures is ≅

U5-2 U5-91

U5-175 U5-254

U6-2

congruente las figuras son congruentes si tienen la misma forma, tamaño, rectas y ángulos; el símbolo para representar la congruencia entre figuras es ≅

congruent angles two angles that have the same measure

U5-312 ángulos congruentes dos ángulos con la misma medida

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G-4

English Españolcongruent sides two sides that have the

same lengthU5-312 lados congruentes dos lados con la

misma longitudcongruent triangles triangles having the

same angle measures and side lengthsU5-312 triángulos congruentes triángulos con las

mismas medidas de ángulos y longitudes de lados

consistent a system of equations with at least one ordered pair that satisfies both equations

U3-67 consistente sistema de ecuaciones con al menos un par ordenado que satisface ambas ecuaciones

constant a quantity that does not change U1-3 constante cantidad que no cambiaconstant ratio the number each

consecutive term is multiplied by in a geometric sequence

U2-457 proporción constante el número que cada término esta multiplicado por en una secuencia geométrica

constraint a restriction or limitation on either the input or output values

U1-167 limitación restricción o límite en los valores de entrada o salida

construct to create a precise geometric representation using a straightedge along with either patty paper (tracing paper), a compass, or a reflecting device

U5-91 construir crear una representación geométrica precisa mediante regla de borde recto y papel encerado (papel para calcar), compás o un dispositivo de reflexión

construction a precise representation of a figure using a straightedge and a compass, patty paper and a straightedge, or a reflecting device and a straightedge

U5-91 U5-175

construcción representación precisa de una figura mediante regla de borde recto y compás, papel encerado y una regla de borde recto, o un dispositivo de reflexión y una regla de borde recto

continuous having no breaks U2-167 continuo sin interrupcionescoordinate plane a set of two number

lines, called the axes, that intersect at right angles

U1-93 plano de coordenadas conjunto de dos rectas numéricas, denominadas ejes, que se cortan en ángulos rectos

correlation a relationship between two events, where a change in one event is related to a change in the second event. A correlation between two events does not imply that the first event is responsible for the change in the second event; the correlation only shows how likely it is that a change also took place in the second event.

U4-175 correlación relación entre dos eventos en la que el cambio en un evento se relaciona con un cambio en el segundo evento. Una correlación entre dos eventos no implica que el primero sea responsable del cambio en el segundo; la correlación sólo demuestra cuán probable es que también se produzca un cambio en el segundo evento.

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G-5

English Españolcorrelation coefficient a quantity

that assesses the strength of a linear relationship between two variables, ranging from –1 to 1; a correlation coefficient of –1 indicates a strong negative correlation, a correlation coefficient of 1 indicates a strong positive correlation, and a correlation coefficient of 0 indicates a very weak or no linear correlation

U4-175 coeficiente de correlación cantidad que evalúa la fuerza de una relación lineal entre dos variables, que varía de –1 a 1; un coeficiente de correlación de –1 indica una fuerte correlación negativa, un coeficiente de correlación de 1 indica una fuerte correlación positiva, y un coeficiente de correlación de 0 indica una correlación muy débil o no lineal

corresponding angles angles of two figures that lie in the same position relative to the figure. In transformations, the corresponding vertices are the preimage and image vertices, so ∠A and

A∠ ′ are corresponding vertices and so on.

U5-254 U5-312

ángulos correspondientes ángulos de dos figuras que se ubican en la misma posición relativa a la figura. En las transformaciones, los vértices correspondientes son los vértices de preimagen e imagen, de manera que ∠A y A∠ ′ son los vértices correspondientes, etc.

Corresponding Parts of Congruent Triangles are Congruent (CPCTC) if two or more triangles are proven congruent, then all of their corresponding parts are congruent as well

U5-312 Las partes correspondientes de triángulos congruentes son congruentes (CPCTC) si se comprueba que dos o más triángulos son congruentes, entonces todas sus partes correspondientes son también congruentes

corresponding sides sides of two figures that lie in the same position relative to the figure. In transformations, the corresponding sides are the preimage and image sides, so AB and A B′ ′ are corresponding sides and so on.

U5-254 U5-312

lados correspondientes lados de dos figuras que están en la misma posición relativa a la figura. En las transformaciones, los lados correspondientes son los de preimagen e imagen, entonces AB y A B′ ′ son los lados correspondientes, etc.

counterclockwise rotating a figure in the opposite direction that the hands on a clock move

U5-58 U5-254

en sentido antihorario rotación de una figura en la dirección opuesta a la que se mueven las agujas de un reloj

curve the graphical representation of the solution set for y = f(x); in the special case of a linear equation, the curve will be a line

U2-2 curva representación gráfica del conjunto de soluciones para y = f(x); en el caso especial de una ecuación lineal, la curva será una recta

179



G-6

English EspañolD

dependent a system of equations that has an infinite number of solutions; lines coincide when graphed

U3-67 dependiente sistema de ecuaciones con una cantidad infinita de soluciones; las rectas coinciden cuando se grafican

dependent variable labeled on the y-axis; the quantity that is based on the input values of the independent variable; the output variable of a function

U1-93 U2-2

variable dependiente designada en el eje y; cantidad que se basa en los valores de entrada de la variable independiente; variable de salida de una función

diameter a straight line passing through the center of a circle connecting two points on the circle; twice the radius

U5-175 diámetro línea recta que pasa por el centro de un círculo y conecta dos puntos en el círculo; dos veces el radio

dilation a transformation in which a figure is either enlarged or reduced by a scale factor in relation to a center point

U5-254 dilatación transformación en la que una figura se amplía o se reduce por un factor de escala en relación con un punto central

discrete individually separate and distinct U2-139 discreto individualmente aparte y distintodistance along a line the linear distance

between two points on a given line; written as d PQ( )

U5-2 distancia a lo largo de una recta distancia lineal entre dos puntos de una determinada línea; se expresa como d PQ( )

distance formula formula that states the

distance between points (x1, y1) and

(x2, y2) is equal to − + −x x y y( ) ( )2 12

2 12

U6-2 U6-58

fórmula de distancia fórmula que establece

la distancia entre los puntos (x1, y1) y

(x2, y2) equivale a − + −x x y y( ) ( )2 12

2 12

domain the set of all inputs of a function; the set of x-values that are valid for the function

U2-2 U2-168

dominio conjunto de todas las entradas de una función; conjunto de valores x que son válidos para la función

dot plot a frequency plot that shows the number of times a response occurred in a data set, where each data value is represented by a dot. Example:

U4-3 diagrama de puntos diagrama de frecuencia que muestra la cantidad de veces que se produjo una respuesta en un conjunto de datos, en el que cada valor de dato está representado por un punto. Ejemplo:

180



G-7

English Españoldrawing a precise representation of a

figure, created with measurement tools such as a protractor and a ruler

U5-92 dibujo representación precisa de una figura, creada con herramientas de medición tales como transportador y regla

Eelimination method adding or subtracting

the equations in the system together so that one of the variables is eliminated; multiplication might be necessary before adding the equations together

U3-67 método de eliminación suma o sustracción conjunta de ecuaciones en el sistema de manera de eliminar una de las variables; podría requerirse multiplicación antes de la suma conjunta de las ecuaciones

end behavior the behavior of the graph as x approaches positive infinity and as x approaches negative infinity

U2-246 comportamiento final el comportamien-to de la gráfica al aproximarse x a infinito positivo o a infinito negativo

endpoint either of two points that mark the ends of a line segment; a point that marks the end of a ray

U5-92 extremo uno de los dos puntos que marcan el final de un segmento de recta; punto que marca el final de una semirrecta

equation a mathematical sentence that uses an equal sign (=) to show that two quantities are equal

U1-33 U2-371

ecuación declaración matemática que utiliza el signo igual (=) para demostrar que dos cantidades son equivalentes

equidistant the same distance from a reference point

U5-92 U5-255

equidistante a la misma distancia de un punto de referencia

equilateral triangle a triangle with all three sides equal in length

U5-175 triángulo equilátero triángulo con sus tres lados de la misma longitud

explicit equation an equation describing the nth term of a pattern

U2-371 ecuación explícita ecuación que describe el enésimo término de un patrón

explicit formula a formula used to find the nth term of a sequence; the explicit formula for an arithmetic sequence is an = a1 + (n – 1)d; the explicit formula for a geometric sequence is an = a1 • r n – 1

U2-139 U2-457

fórmula explícita fórmula utilizada para encontrar el enésimo término de una secuencia; la fórmula explícita para una secuencia aritmética es an = a1 + (n – 1)d; la fórmula explícita para una secuencia geométrica es an = a1 • r n – 1

exponent the number of times a factor is being multiplied together in an exponential expression; in the expression ab, b is the exponent

U1-3 exponente cantidad de veces que se multiplica un factor en forma conjunta en una expresión exponencial; en la expresión ab, b es el exponente

181



G-8

English Españolexponential decay an exponential

equation with a base, b, that is between 0 and 1 (0 < b < 1); can be represented by the formula y = a(1 – r) t, where a is the initial value, (1 – r) is the decay rate, t is time, and y is the final value

U1-33 U1-93

decaimiento exponencial ecuación exponencial con una base, b, que está entre 0 y 1 (0 < b < 1); puede representarse con la fórmula y = a(1 – r) t, en la que a es el valor inicial, (1 – r) es la tasa de decaimiento, t es el tiempo, y y es el valor final

exponential equation an equation that

has a variable in the exponent; the

general form is y = a • b x, where a is the

initial value, b is the base, x is the time,

and y is the final output value. Another

form is y abx

t= , where t is the time it

takes for the base to repeat.

U1-33 U1-93

U2-371

ecuación exponencial ecuación con una

variable en el exponente; la forma general

es y = a • b x, en la que a es el valor inicial, b

es la base, x es el tiempo, y y es el valor final

de salida. Otra forma es y abx

t= , en la que t

es el tiempo que tarda la base en repetirse.

exponential function a function that has a variable in the exponent:

• the general form is f (x) = ab x, where a is the initial value, b is the growth or decay factor, x is the time, and f (x) is the final output value

• can also be written in the form f(x) = b x + k, where b is a positive integer not equal to 1 and k can equal 0; the parameters are b and k. b is the growth factor and k is the vertical shift.

U2-246 U2-296 U2-484

función exponencial función con una variable en el exponente:

• la forma general es f (x) = ab x, en la que a es el valor inicial, b es el factor de crecimiento o decaimiento, x es el tiempo, y f (x) es el valor de salida

• también puede expresarse en la forma f(x) = b x + k, en donde b es un entero positivo diferente de 1 y k puede ser igual a 0; los parámetros son b y k. b es el factor de crecimiento y k es el desplazamiento vertical.

exponential growth an exponential equation with a base, b, greater than 1 (b > 1); can be represented by the formula y = a(1 + r) t, where a is the initial value, (1 + r) is the growth rate, t is time, and y is the final value

U1-33 U1-93

crecimiento exponencial ecuación exponencial con una base, b, mayor que 1 (b > 1); puede representarse con la fórmula y = a(1 + r) t, en la que a es el valor inicial, (1 + r) es la tasa de crecimiento, t es el tiempo, y y es el valor final

182



G-9

English Españolexpression a combination of variables,

quantities, and mathematical operations; 4, 8x, and b + 102 are all expressions.

U2-371 expresión combinación de variables, cantidades y operaciones matemáticas; 4, 8x, y b + 102 son todas expresiones.

extrema the minima and maxima of a function

U2-168 extremos los mínimos y máximos de una función

Ffactor one of two or more numbers

or expressions that when multiplied produce a given product

U1-3 U2-296

factor uno de dos o más números o expresiones que cuando se multiplican generan un producto determinado

first quartile the value that identifies the lower 25% of the data; the median of the lower half of the data set; written as Q 1

U4-4 primer cuartil valor que identifica el 25% inferior de los datos; mediana de la mitad inferior del conjunto de datos; se expresa Q 1

formula a literal equation that states a specific rule or relationship among quantities

U1-187 fórmula ecuación literal que establece una regla específica o relación entre cantidades

function a relation in which every element of the domain is paired with exactly one element of the range; that is, for every value of x, there is exactly one value of y.

U2-2 U2-371 U2-422 U4-76

función relación en la que cada elemento de un dominio se combina con exactamente un elemento del rango; es decir, para cada valor de x, existe exactamente un valor de y.

function notation a way to name a function using f(x) instead of y

U2-3 notación de función forma de nombrar una función con el uso de f(x) en lugar de y

Ggeometric sequence an exponential

function that results in a sequence of numbers separated by a constant ratio

U2-457 secuencia geométrica función exponencial que produce como resultado una secuencia de números separados por una proporción constante

graphing method solving a system by graphing equations on the same coordinate plane and finding the point of intersection

U3-67 método de representación gráfica resolución de un sistema mediante graficación de ecuaciones en el mismo plano de coordenadas y hallazgo del punto de intersección

growth factor the multiple by which a quantity increases or decreases over time

U2-296 factor de crecimiento múltiplo por el que aumenta o disminuye una cantidad con el tiempo

183



G-10

English EspañolH

half plane a region containing all points that has one boundary, a straight line that continues in both directions infinitely

U2-83 semiplano región que contiene todos los puntos y que tiene un límite, una línea recta que continúa en ambas direcciones de manera infinita

histogram a frequency plot that shows the number of times a response or range of responses occurred in a data set. Example:

U4-4 histograma diagrama de frecuencia que muestra la cantidad de veces que se produce una respuesta o rango de respuestas en un conjunto de datos. Ejemplo:

Iimage the new, resulting figure after a

transformationU5-3

U5-255imagen nueva figura resultante después de

una transformaciónincluded angle the angle between two sides U5-312 ángulo incluido ángulo entre dos ladosincluded side the side between two angles

of a triangleU5-312 lado incluido lado entre dos ángulos de

un triánguloinclusive a graphed line or boundary is

part of an inequality’s solutionU2-83 inclusivo línea graficada o límite que forma

parte de una solución de desigualdadinconsistent a system of equations with

no solutions; lines are parallel when graphed

U3-67 inconsistente sistema de ecuaciones sin soluciones; las líneas son paralelas cuando se las grafica

independent a system of equations with exactly one solution

U3-67 independiente sistema de ecuaciones con una solución exacta

184



G-11

English Españolindependent variable labeled on the

x-axis; the quantity that changes based on values chosen; the input variable of a function

U1-93 U2-3

variable independiente designada en el eje x; cantidad que cambia según valores seleccionados; variable de entrada de una función

inequality a mathematical sentence that shows the relationship between quantities that are not equivalent

U1-33 U1-167

desigualdad declaración matemática que demuestra la relación entre cantidades que no son equivalentes

inscribe to draw one figure within another figure so that every vertex of the enclosed figure touches the outside figure

U5-175 inscribir dibujar una figura dentro de otra de manera que cada vértice de la figura interior toque la exterior

integer a number that is not a fraction or a decimal

U2-168 entero número que no es una fracción ni un decimal

intercept the point at which a line intersects the x- or y-axis

U2-83 U2-168

intersección punto en el que una recta corta el eje x o y

interquartile range the difference between the third and first quartiles; 50% of the data is contained within this range

U4-4 rango intercuartílico diferencia entre el tercer y primer cuartil; el 50% de los datos está contenido dentro de este rango

interval a continuous series of values U2-168 U2-296

intervalo serie continua de valores

inverse a number that when multiplied by the original number has a product of 1

U1-187 inverso número que cuando se lo multiplica por el número original tiene un producto de 1

irrational numbers numbers that cannot

be written as a

b, where a and b are

integers and b ≠ 0; any number that

cannot be written as a decimal that ends

or repeats

U2-168 números irracionales números que no

pueden expresarse como a

b, en los que a

y b son enteros y b ≠ 0; cualquier número

que no puede expresarse como decimal

finito o periódicoisometry a transformation in which the

preimage and image are congruentU5-3

U5-255isometría transformación en la que la

preimagen y la imagen son congruentes

Jjoint frequency the number of times a

specific response is given by people with a given characteristic; the cell values in a two-way frequency table

U4-76 frecuencia conjunta cantidad de veces que personas con una determinada característica brindan una respuesta específica; valores de celdas en una tabla de frecuencia de doble entrada

185



G-12

English EspañolL

laws of exponents rules that must be followed when working with exponents

U3-2 leyes de los exponentes normas que deben cumplirse cuando se trabaja con exponentes

like terms terms that contain the same variables raised to the same power

U1-3 términos semejantes términos que contienen las mismas variables elevadas a la misma potencia

line the set of points between two points P and Q in a plane and the infinite number of points that continue beyond those points; written as PQ

� ��

U5-3 U5-92

línea recta conjunto de puntos entre dos puntos P y Q en un plano y cantidad infinita de puntos que continúan más allá de esos puntos; se expresa como PQ

� ��

line of reflection the perpendicular bisector of the segments that connect the corresponding vertices of the preimage and the image

U5-255 línea de reflexión bisectriz perpendicular de los segmentos que conectan los vértices correspondientes de la preimagen y la imagen

line of symmetry a line separating a figure into two halves that are mirror images; written as l

U5-3 línea de simetría línea que separa una figura en dos mitades que son imágenes en espejo; se expresa como l

line segment a line with two endpoints; written as PQ

U5-3 segmento de recta recta con dos extremos; se expresa como PQ

line symmetry exists for a figure if for every point on one side of the line of symmetry, there is a corresponding point the same distance from the line

U5-3 simetría lineal la que existe en una figura si para cada punto a un lado de la línea de simetría, hay un punto correspondiente a la misma distancia de la línea

linear equation an equation that can be written in the form ax + by = c, where a, b, and c are rational numbers; can also be written as y = mx + b, in which m is the slope, b is the y-intercept, and the graph is a straight line. The solutions to the linear equation are the infinite set of points on the line.

U1-33 U1-93 U2-3

U2-371

ecuación lineal ecuación que puede expresarse en la forma ax + by = c, en la que a, b, y c son números racionales; también puede escribirse como y = mx + b, en donde m es la pendiente, b es el intercepto de y, y la gráfica es una línea recta. Las soluciones de la ecuación lineal son el conjunto infinito de puntos en la recta.

linear fit (or linear model) an approximation of data using a linear function

U4-175 ajuste lineal (o modelo lineal) aproximación de datos con el uso de una función lineal

186



G-13

English Españollinear function a function that can be

written in the form f(x) = mx + b, in which m is the slope, b is the y-intercept, and the graph is a straight line

U2-246 U2-296 U2-484

función lineal función que puede expresarse en la forma f(x) = mx + b, en la que m es la pendiente, b es el intercepto de y, y la gráfica es una línea recta

literal equation an equation that involves two or more variables

U1-187 ecuación literal ecuación que incluye dos o más variables

Mmarginal frequency the total number

of times a specific response is given, or the total number of people with a given characteristic

U4-76 frecuencia marginal cantidad total de veces que se da una respuesta específica, o cantidad total de personas con una determinada característica

mean the average value of a data set, found by summing all values and dividing by the number of data points

U4-4 media valor promedio de un conjunto de datos, que se determina al sumar todos los valores y dividirlos por la cantidad de puntos de datos

mean absolute deviation the average absolute value of the difference between each data point and the mean; found by summing the absolute value of the difference between each data point and the mean, then dividing this sum by the total number of data points

U4-4 desviación media absoluta valor promedio absoluto de la diferencia entre cada punto de datos y la media; se determina mediante la suma del valor absoluto de la diferencia entre cada punto de datos y la media, y luego se divide esta suma por la cantidad total de puntos de datos

measures of center values that describe expected and repeated data values in a data set; the mean and median are two measures of center

U4-4 medidas de centro valores que describen los valores de datos esperados y repetidos de un conjunto de datos; la media y la mediana son dos medidas de centro

measures of spread a measure that describes the variance of data values, and identifies the diversity of values in a data set

U4-4 medidas de dispersión medidas que describen la varianza de los valores de datos e identifican la diversidad de valores en un conjunto de datos

median 1. the middle-most value of a data set; 50% of the data is less than this value, and 50% is greater than it 2. the segment joining the vertex to the midpoint of the opposite side

U4-4 U5-92

mediana 1. valor medio exacto de un conjunto de datos; el 50% de los datos es menor que ese valor, y el otro 50% es mayor 2. segmento que une el vértice con el punto medio del lado opuesto

187



G-14

English Españolmidpoint a point on a line segment that

divides the segment into two equal partsU5-92 punto medio punto en un segmento de

recta que lo divide en dos partes igualesmidsegment a line segment joining the

midpoints of two sides of a figure U5-92 segmento medio segmento de recta que une

los puntos medios de dos lados de una figura

Nnatural numbers the set of positive

integers {1, 2, 3, …, n}U2-139 U2-168

números naturales conjunto de enteros positivos {1, 2, 3, …, n}

negative function a portion of a function where the y-values are less than 0 for all x-values

U2-168 función negativa porción de una función en la que los valores y son menores que 0 para todos los valores x

non-inclusive a graphed line or boundary is not part of an inequality’s solution

U2-83 no inclusivo línea graficada o límite que no forma parte de una solución de desigualdad

non-rigid motion a transformation done to a figure that changes the figure’s shape and/or size

U5-255 movimiento no rígido transformación hecha a una figura que cambia su forma o tamaño

Oobtuse angle an angle measuring greater

than 90° but less than 180°U5-3 ángulo obtuso ángulo que mide más de

90˚ pero menos de 180˚one-to-one a relationship wherein each

point in a set of points is mapped to exactly one other point

U5-3 unívoca relación en la que cada punto de un conjunto de puntos se corresponde con otro con exactitud

order of operations the order in which expressions are evaluated from left to right (grouping symbols, evaluating exponents, completing multiplication and division, completing addition and subtraction)

U1-3 orden de las operaciones orden en el que se evalúan las expresiones de izquierda a derecha (con agrupación de símbolos, evaluación de exponentes, realización de multiplicaciones y divisiones, sumas y sustracciones)

ordered pair a pair of values (x, y) where the order is significant

U2-3 par ordenado par de valores (x, y), en los que el orden es significativo

outlier a data value that is much greater than or much less than the rest of the data in a data set; mathematically, any data less than Q 1 – 1.5(IQR) or greater than Q 3 + 1.5(IQR) is an outlier

U4-4 valor atípico valor de datos que es mucho mayor o mucho menor que el resto de los datos de un conjunto de datos; en matemática, cualquier dato menor que Q 1 – 1,5(IQR) o mayor que Q 3 + 1,5(IQR) es un valor atípico

188



G-15

English EspañolP

parallel lines that never intersect and have equal slope

U6-2 paralelas líneas que nunca llegan a cortarse y tienen la misma pendiente

parallel lines lines in a plane that either do not share any points and never intersect, or share all points; written as AB PQ� ��

U5-3 U5-92

líneas paralelas líneas en un plano que no comparten ningún punto y nunca se cortan, o que comparten todos los puntos; se expresan como AB PQ

� ��

parallelogram a quadrilateral with

opposite sides parallelU6-2 paralelogramo cuadrilátero con lados

opuestos paralelosparameter a term in a function that

determines a specific form of a function but not the nature of the function

U2-484 parámetro término en una función que determina una forma específica de una función pero no su naturaleza

perimeter the distance around a two-dimensional figure

U6-58 perímetro distancia alrededor de una figura bidimensional

perpendicular lines that intersect at a right angle (90˚); their slopes are opposite reciprocals

U6-2 perpendiculares líneas que se cortan en ángulo recto (90˚); sus pendientes son recíprocas opuestas

perpendicular bisector a line constructed through the midpoint of a segment

U5-92 bisectriz perpendicular línea que se construye a través del punto medio de un segmento

perpendicular lines two lines that intersect at a right angle (90°); written as AB PQ� ��

⊥

U5-3 U5-92

líneas perpendiculares dos líneas que se cortan en ángulo recto (90˚); se expresan

como AB PQ� ��

⊥point an exact position or location in a

given planeU5-3 punto posición o ubicación exacta en un

plano determinadopoint of intersection the point at which

two lines cross or meetU3-67 punto de intersección punto en que se

cruzan o encuentran dos líneaspoint of rotation the fixed location that

an object is turned around; the point can lie on, inside, or outside the figure

U5-255 punto de rotación ubicación fija en torno a la que gira un objeto; el punto puede estar encima, dentro o fuera de la figura

polygon two-dimensional figure with at least three sides

U6-58 polígono figura bidimensional con al menos tres lados

positive function a portion of a function where the y-values are greater than 0 for all x-values

U2-168 función positiva porción de una función en la que los valores y son mayores que 0 para todos los valores x

189



G-16

English Españolpostulate a true statement that does not

require a proofU5-312 postulado afirmación verdadera que no

requiere pruebapreimage the original figure before

undergoing a transformationU5-3

U5-255preimagen figura original antes de sufrir

una transformaciónproperties of equality rules that allow

you to balance, manipulate, and solve equations

U3-2 propiedades de igualdad normas que permiten equilibrar, manipular y resolver ecuaciones

properties of inequality rules that allow you to balance, manipulate, and solve inequalities

U3-2 propiedades de desigualdad normas que permiten equilibrar, manipular y resolver desigualdades

Qquadrant the coordinate plane is

separated into four sections:

• In Quadrant I, x and y are positive.

• In Quadrant II, x is negative and y is positive.

• In Quadrant III, x and y are negative.

• In Quadrant IV, x is positive and y is negative.

U5-58 cuadrante plano de coordenadas que se divide en cuatro secciones:

• En el cuadrante I, x y y son positivos.

• En el cuadrante II, x es negativo y y es positivo.

• En el cuadrante III, x y y son negativos.

• En el cuadrante IV, x es positivo y y es negativo.

quadrilateral a polygon with four sides U6-2 cuadrilátero polígono con cuatro ladosquantity something that can be compared

by assigning a numerical valueU1-34 cantidad algo que puede compararse al

asignarle un valor numérico

Rradius a line segment that extends from

the center of a circle to a point on the circle. Its length is half the diameter.

U5-175 radio segmento de línea que se extiende desde el centro de un círculo hasta un punto de la circunferencia del círculo. Su longitud es la mitad del diámetro.

range the set of all outputs of a function; the set of y-values that are valid for the function

U2-3 rango conjunto de todas las salidas de una función; conjunto de valores y válidos para la función

rate a ratio that compares different kinds of units

U1-34 tasa proporción en que se comparan distintos tipos de unidades

rate of change a ratio that describes how much one quantity changes with respect to the change in another quantity; also known as the slope of a line

U2-168 U2-296

tasa de cambio proporción que describe cuánto cambia una cantidad con respecto al cambio de otra cantidad; también se la conoce como pendiente de una recta

190



G-17

English Españolratio the relation between two quantities;

can be expressed in words, fractions, decimals, or as a percent

U2-168 proporción relación entre dos cantidades; puede expresarse en palabras, fracciones, decimales o como porcentaje

rational number a number that can be

written as a

b, where a and b are integers

and b ≠ 0; any number that can be

written as a decimal that ends or repeats

U2-168 número racional número que puede

expresarse como a

b, en los que a y b son

enteros y b ≠ 0; cualquier número que

puede escribirse como decimal finito o

periódicoray a line with only one endpoint; written

as PQ� ��

U5-3

U5-92semirrecta línea con un solo extremo; se

expresa como PQ� ��

real numbers the set of all rational and irrational numbers

U2-168 números reales conjunto de todos los números racionales e irracionales

reciprocal a number that when multiplied by the original number has a product of 1

U1-187 recíproco número que cuando se lo multiplica por el número original tiene un producto de 1

rectangle a parallelogram with opposite sides that are congruent and consecutive sides that are perpendicular

U6-2 rectángulo paralelogramo con lados opuestos congruentes y lados consecutivos que son perpendiculares

recursive formula a formula used to find the next term of a sequence when the previous term or terms are known; the recursive formula for an arithmetic sequence is an = an – 1 + d; the recursive formula for a geometric sequence is an = an – 1 • r

U2-139 U2-457

fórmula recursiva fórmula que se utiliza para encontrar el término siguiente de una secuencia cuando se conoce el o los términos anteriores; la fórmula recursiva de una secuencia aritmética es an = an – 1 + d; la fórmula recursiva para una secuencia geométrica es an = an – 1 • r

reflection a transformation where a mirror image is created; also called a flip; an isometry in which a figure is moved along a line perpendicular to a given line called the line of reflection

U5-3 U5-58

reflexión transformación por la cual se crea una imagen en espejo; isometría en la que se mueve una figura a lo largo de una línea perpendicular hacia una recta determinada llamada línea de reflexión

regular hexagon a six-sided polygon with all sides equal and all angles measuring 120˚

U5-175 hexágono regular polígono de seis lados con todos los lados iguales y en el que todos los ángulos miden 120˚

191



G-18

English Españolregular polygon a two-dimensional figure

with all sides and all angles congruent U5-175

U5-3polígono regular figura bidimensional

con todos los lados y todos los ángulos congruentes

relation a relationship between two sets of elements

U2-3 relación conexión entre dos conjuntos de elementos

relative maximum the greatest value of a function for a particular interval of the function

U2-168 máximo relativo el mayor valor de una función para un intervalo particular de la función

relative minimum the least value of a function for a particular interval of the function

U2-168 mínimo relativo el menor valor de una función para un intervalo particular de la función

residual the vertical distance between an observed data value and an estimated data value on a line of best fit

U4-77 residual distancia vertical entre un valor de datos observado y un valor de datos estimado sobre una línea de ajuste óptimo

residual plot provides a visual representation of the residuals for a set of data; contains the points (x, residual for x)

U4-77 diagrama residual brinda una representación visual de los residuales para un conjunto de datos; contiene los puntos (x, residual de x)

rhombus a parallelogram with four congruent sides

U6-3 rombo paralelograma con cuatro lados congruentes

right angle an angle measuring 90˚ U5-3 ángulo recto ángulo que mide 90˚rigid motion a transformation done to a

figure that maintains the figure’s shape and size or its segment lengths and angle measures

U5-255 U5-313

movimiento rígido transformación que se realiza a una figura que mantiene su forma y tamaño o las longitudes de sus segmentos y las medidas de ángulos

rotation a transformation that turns a figure around a point; also called a turn; an isometry where all points in the preimage are moved along circular arcs determined by the center of rotation and the angle of rotation

U5-3 U5-58

rotación transformación que hace girar una figura alrededor de un punto; isometría en la que todos los puntos de la preimagen se mueven a lo largo de arcos circulares determinados por el centro de rotación y el ángulo de rotación

192



G-19

English EspañolS

scale factor a multiple of the lengths of the sides from one figure to the transformed figure. If the scale factor is larger than 1, then the figure is enlarged. If the scale factor is between 0 and 1, then the figure is reduced.

U5-255 factor de escala múltiplo de las longitudes de los lados de una figura a la figura transformada. Si el factor de escala es mayor que 1, entonces la figura se agranda. Si el factor de escala se encuentra entre 0 y 1, entonces la figura se reduce.

scatter plot a graph of data in two variables on a coordinate plane, where each data pair is represented by a point

U4-77 diagrama de dispersión gráfica de datos en dos variables en un plano de coordenadas, en la que cada par de datos está representado por un punto

segment a part of a line that is noted by two endpoints

U5-92 segmento parte de una recta comprendida entre dos extremos

sequence an ordered list of numbers U2-139 secuencia lista ordenada de númerosside-angle-side (SAS) if two sides and

the included angle of one triangle are congruent to two sides and the included angle of another triangle, then the two triangles are congruent

U5-313 lado-ángulo-lado (SAS) si dos lados y el ángulo incluido de un triángulo son congruentes con dos lados y el ángulo incluido de otro triángulo, entonces los dos triángulos son congruentes

side-side-side (SSS) if three sides of one triangle are congruent to three sides of another triangle, then the two triangles are congruent

U5-313 lado-lado-lado (SSS) si los tres lados de un triángulo son congruentes con los tres lados de otro triángulo, entonces los dos triángulos son congruentes

sketch a quickly done representation of a figure; a rough approximation of a figure

U5-92 bosquejo representación de una figura realizada con rapidez; aproximación imprecisa de una figura

skewed to the left data concentrated on the higher values in the data set, which has a tail to the left. Example:

20 24 28 32 36 40

U4-5 desviados hacia la izquierda datos concentrados en los valores más altos del conjunto de datos, que tiene una cola hacia la izquierda. Ejemplo:

20 24 28 32 36 40

193



G-20

English Españolskewed to the right data concentrated on

the lower values in the data set, which has a tail to the right. Example:

20 24 28 32 36 40

U4-5 desviados hacia la derecha datos concentrados en los valores más bajos del conjunto de datos, que tiene una cola hacia la derecha. Ejemplo:

20 24 28 32 36 40

slope the measure of the rate of change

of one variable with respect to another

variable; slope = rise

run2 1

2 1

�

�

−−

= =y y

x x

y

x

rise

run2 1

2 1

�

�

−−

= =y y

x x

y

x; the

slope in the equation y = mx + b is m.

U1-94 U2-168 U2-296 U2-372 U4-175

U6-3

pendiente medida de la tasa de cambio

de una variable con respecto a otra;

pendiente = rise

run2 1

2 1

�

�

−−

= =y y

x x

y

x

rise

run2 1

2 1

�

�

−−

= =y y

x x

y

x; la pendiente

en la ecuación y = mx + b es m

slope-intercept method the method used to graph a linear equation; with this method, draw a line using only two points on the coordinate plane

U2-168 método pendiente-intercepto método utilizado para graficar una ecuación lineal; con este método, se dibuja una línea con sólo dos puntos en un plano de coordenadas

solution a value that makes the equation true U1-34 solución valor que hace verdadera la ecuaciónsolution set the value or values that make

a sentence or statement true; the set of ordered pairs that represent all of the solutions to an equation or a system of equations

U1-34 U1-167

U2-3

conjunto de soluciones valor o valores que hacen verdadera una afirmación o declaración; conjunto de pares ordenados que representa todas las soluciones para una ecuación o sistema de ecuaciones

solution to a system of linear inequalities the intersection of the half planes of the inequalities; the solution is the set of all points that make all the inequalities in the system true

U2-83 solución a un sistema de desigualdades lineales intersección de los medios planos de las desigualdades; la solución es el conjunto de todos los puntos que hacen verdaderas todas las desigualdades de un sistema

square a parallelogram with four congruent sides and four right angles

U5-175 U6-3

cuadrado paralelograma con cuatro lados congruentes y cuatro ángulos rectos

straightedge a bar or strip of wood, plastic, or metal having at least one long edge of reliable straightness

U5-92 regla de borde recto barra o franja de madera, plástico o metal que tiene, al menos, un borde largo de rectitud confiable

194



G-21

English Españolsubstitution method solving one of a pair

of equations for one of the variables and substituting that into the other equation

U3-67 método de sustitución solución de un par de ecuaciones para una de las variables y sustitución de eso en la otra ecuación

symmetric situation in which data is concentrated toward the middle of the range of data; data values are distributed in the same way above and below the middle of the sample. Example:

20 24 28 32 36 40

U4-5 simétrico situación en la que los datos se concentran hacia el medio del rango de datos; los valores de datos se distribuyen de la misma manera por encima y por debajo del medio de la muestra. Ejemplo:

20 24 28 32 36 40

system a set of more than one equation U2-3 sistema conjunto de más de una ecuaciónsystem of equations a set of equations

with the same unknownsU1-167 U3-67

sistema de ecuaciones conjunto de ecuaciones con las mismas incógnitas

system of inequalities two or more inequalities in the same variables that work together

U1-167 U2-83

sistema de desigualdades dos o más desigualdades en las mismas variables que operan juntas

Tterm a number, a variable, or the product

of a number and variable(s)U1-3 término número, variable o producto de

un número y una o más variablesthird quartile value that identifies the

upper 25% of the data; the median of the upper half of the data set; 75% of all data is less than this value; written as Q 3

U4-5 tercer cuartil valor que identifica el 25% superior de los datos; mediana de la mitad superior del conjunto de datos; el 75% de los datos es menor que este valor; se expresa como Q 3

transformation a change in a geometric figure’s position, shape, or size

U2-422 U5-3

transformación cambio en la posición, la forma o el tamaño de una figura geométrica

translation moving a graph either vertically, horizontally, or both, without changing its shape; a slide; an isometry where all points in the preimage are moved parallel to a given line

U2-422 U5-3

U5-58

traslación movimiento de un gráfico en sentido vertical, horizontal, o en ambos, sin modificar su forma; deslizamiento; isometría en la que todos los puntos de la preimagen se mueven en paralelo a una línea determinada

195



G-22

English Españoltrend a pattern of behavior, usually

observed over time or over multiple iterations

U4-77 tendencia patrón de comportamiento, que se observa por lo general en el tiempo o en múltiples repeticiones

triangle a three-sided polygon with three angles

U5-175 triángulo polígono de tres lados con tres ángulos

two-way frequency table a table that divides responses into categories, showing both a characteristic in the table rows and a characteristic in the table columns; values in cells are a count of the number of times each response was given by a respondent with a certain characteristic

U4-77 tabla de frecuencia de doble entrada tabla que divide las respuestas en dos categorías, y muestra una característica en las filas y una en las columnas; los valores de las celdas son un conteo de la cantidad de veces que un respondedor da una respuesta con una determinada característica

Uundefined slope the slope of a vertical

lineU2-168 pendiente indefinida pendiente de una

línea verticalunit rate a rate per one given unit U1-34 tasa unitaria tasa de una unidad

determinadaV

variable a letter used to represent a value or unknown quantity that can change or vary

U1-3 U1-34

U2-372

variable letra utilizada para representar un valor o una cantidad desconocida que puede cambiar o variar

vertical shift number of units the graph of the function is moved up or down; a translation

U2-422 U2-484

desplazamiento vertical cantidad de unidades que el gráfico de la función se desplaza hacia arriba o hacia abajo; traslación

Wwhole numbers the set of natural numbers

that also includes 0: {0, 1, 2, 3, ...}U2-168 números enteros conjunto de números

naturales que incluye el 0: {0, 1, 2, 3, ...}

Xx-intercept the point at which the line

intersects the x-axis at (x, 0)U1-94 U2-83

U2-168 U2-296

intercepto de x punto en el que una recta corta el eje x en (x, 0)

196



G-23

English EspañolY

y-intercept the point at which a line or curve intersects the y-axis at (0, y); the y-intercept in the equation y = mx + b is b.

U1-94 U2-83

U2-246 U2-296 U2-372 U4-175

intercepto de y punto en el que una recta o curva corta el eje y en (0, y); el intercepto de y en la ecuación y = mx + b es b.

197

student workbook with scaffolded practice unit 4 · 2017-08-09 · the ccss mathematics i student...

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