Question 1

What type of graphical representation can help make sense of proportion by having students convert between degrees and percents?

Accepted Answer

A) Histogram. 
B) Pie Chart. 
C) Box Plot. 
D) Stem and Leaf. 
A) Histogram. 
B) Pie Chart. 
C) Box Plot. 
D) Stem and Leaf. B

Question 2

Which of these options is the best way to display continuous data?

Accepted Answer

A) Stem-and-leaf plot 
B) Circle graph 
C) Line graph 
D) Venn diagram 
A) Stem-and-leaf plot 
B) Circle graph 
C) Line graph 
D) Venn diagram A

Question 3

The graphical representations listed can be used to display continuous data EXCEPT:

Accepted Answer

A) Bar graph. 
B) Stem and Leaf. 
C) Line Plot. 
D) Histogram. 
A) Bar graph. 
B) Stem and Leaf. 
C) Line Plot. 
D) Histogram. A

Question 4

Identify the graphical representation that works well for comparisons.

Accepted Answer

A) Dot plot. 
B) Scatter Plot. 
C) Object graph. 
D) Stem and leaf plot. 
A) Dot plot. 
B) Scatter Plot. 
C) Object graph. 
D) Stem and leaf plot.

Question 5

Analyzing or interpreting data is a function of organizing and representing dat a.Identify the question that would NOT foster a meaningful discussion about the data.

Accepted Answer

A) What does the graph not tell us? 
B) What other graphical representations could we use? 
C) What kinds of variability do we need to consider? 
D) What is the maker of the graph trying to tell us? 
A) What does the graph not tell us? 
B) What other graphical representations could we use? 
C) What kinds of variability do we need to consider? 
D) What is the maker of the graph trying to tell us?

Question 6

Provide two examples of questions that would help guide class discussions about data interpretation.Explain how each question could help develop students' ability to analyze dat
a.

Accepted Answer

Where is the data clustered? Students ar

Question 7

Data collection should be for a purpose and to answer a question.Identify the question below that would NOT generate dat a.

Accepted Answer

A) How much change do you have in your pocket? 
B) How much loose change does a person typically carry in their pocket? 
C) How do people choose gum? 
D) How long does a piece of gum keep its flavor? 
A) How much change do you have in your pocket? 
B) How much loose change does a person typically carry in their pocket? 
C) How do people choose gum? 
D) How long does a piece of gum keep its flavor?

Question 8

Complete this statement,"When students create data displays themselves..".

Accepted Answer

A) They become less familiar with the structure of different graphs. 
B) They are usually more invested and,therefore,interested in the data analysis. 
C) They have less time to discuss how to interpret the data. 
D) They are usually required to construct them with paper pencil. 
A) They become less familiar with the structure of different graphs. 
B) They are usually more invested and,therefore,interested in the data analysis. 
C) They have less time to discuss how to interpret the data. 
D) They are usually required to construct them with paper pencil.

Question 9

The full process of doing meaningful statistics involves all of these EXCEPT:

Accepted Answer

A) Clarify the problem at hand. 
B) Employ a plan to collect the data. 
C) Interpret the analysis. 
D) Randomly sample. 
A) Clarify the problem at hand. 
B) Employ a plan to collect the data. 
C) Interpret the analysis. 
D) Randomly sample.

Question 10

These are true statements about the measures of center EXCEPT:

Accepted Answer

A) The median is easier for students to compute and not affected by extreme values like the mean is. 
B) The context of a situation determines which measure would be most appropriate. 
C) When one hears the word "average," he or she can assume that the mean is being referred to. 
D) The mode is the value in a data set that occurs most frequently. 
A) The median is easier for students to compute and not affected by extreme values like the mean is. 
B) The context of a situation determines which measure would be most appropriate. 
C) When one hears the word "average," he or she can assume that the mean is being referred to. 
D) The mode is the value in a data set that occurs most frequently.

Question 11

Scatter plots can indicate a relationship.Complete this statement,"The value of this statistic is to create a model that will..".

Accepted Answer

A) Predict what has not been observed. 
B) Define the quartiles. 
C) Represent rational number data. 
D) Convert between percents and degrees. 
A) Predict what has not been observed. 
B) Define the quartiles. 
C) Represent rational number data. 
D) Convert between percents and degrees.

Question 12

What are Box plots most suited for displaying?

Accepted Answer

A) The mean of a data set. 
B) The mean and mode of a data set. 
C) The median of a data set. 
D) The median and range of a data set. 
A) The mean of a data set. 
B) The mean and mode of a data set. 
C) The median of a data set. 
D) The median and range of a data set.

Question 13

What do bivariate data representations show?

Accepted Answer

A) Spreading and bunching of each quarter of data. 
B) Number of data elements falling into an interval. 
C) Covariation of two data. 
D) Two sets of data extending in opposite directions. 
A) Spreading and bunching of each quarter of data. 
B) Number of data elements falling into an interval. 
C) Covariation of two data. 
D) Two sets of data extending in opposite directions.

Question 14

These are components of creating a box plot graphical representation EXCEPT:

Accepted Answer

A) Data located on one-fourth to the left and right of the median. 
B) A line inside at the median of the data. 
C) A line to show the lower extreme and upper extreme. 
D) A line with Xs or dots to correspond with the data. 
A) Data located on one-fourth to the left and right of the median. 
B) A line inside at the median of the data. 
C) A line to show the lower extreme and upper extreme. 
D) A line with Xs or dots to correspond with the data.

Question 15

Name two situations that could require data to be displayed.Choose the most appropriate data display format for each and explain the reasoning for your choice.

Accepted Answer

The teacher would like to display how ma

Question 16

In statistics,_________ is essential to analyzing and interpreting the dat a.

Accepted Answer

A) Type of graphical representation 
B) Context 
C) Range 
D) Mean absolute deviation 
A) Type of graphical representation 
B) Context 
C) Range 
D) Mean absolute deviation

Question 17

What do statistics and mathematics have in common?

Accepted Answer

A) About numbers and operations. 
B) About numbers. 
C) About generalizations and abstractions. 
D) About variables and cases. 
A) About numbers and operations. 
B) About numbers. 
C) About generalizations and abstractions. 
D) About variables and cases.

Question 18

The following are categorical data EXCEPT:

Accepted Answer

A) Food groups served for lunch. 
B) The students' favorite things. 
C) Count of boys and girls in the fifth grade. 
D) Different color cars in the parking lot. 
A) Food groups served for lunch. 
B) The students' favorite things. 
C) Count of boys and girls in the fifth grade. 
D) Different color cars in the parking lot.

Question 19

Which statistical literacy activity below is appropriate for early elementary students?

Accepted Answer

A) How data can be categorized and displayed. 
B) How data can be collected and represented. 
C) How data can be represented in frequency tables and bar graphs. 
D) How data can be analyzed with measure of center. 
A) How data can be categorized and displayed. 
B) How data can be collected and represented. 
C) How data can be represented in frequency tables and bar graphs. 
D) How data can be analyzed with measure of center.

Exam 21: Developing Concepts of Data Analysis

What type of graphical representation can help make sense of proportion by having students convert between degrees and percents?

Which of these options is the best way to display continuous data?

The graphical representations listed can be used to display continuous data EXCEPT:

Identify the graphical representation that works well for comparisons.

Analyzing or interpreting data is a function of organizing and representing dat a.Identify the question that would NOT foster a meaningful discussion about the data.

Provide two examples of questions that would help guide class discussions about data interpretation.Explain how each question could help develop students' ability to analyze dat a.

Data collection should be for a purpose and to answer a question.Identify the question below that would NOT generate dat a.

Complete this statement,"When students create data displays themselves..".

The full process of doing meaningful statistics involves all of these EXCEPT:

These are true statements about the measures of center EXCEPT:

Scatter plots can indicate a relationship.Complete this statement,"The value of this statistic is to create a model that will..".

What are Box plots most suited for displaying?

What do bivariate data representations show?

These are components of creating a box plot graphical representation EXCEPT:

Name two situations that could require data to be displayed.Choose the most appropriate data display format for each and explain the reasoning for your choice.

In statistics,_________ is essential to analyzing and interpreting the dat a.

What do statistics and mathematics have in common?

The following are categorical data EXCEPT:

Which statistical literacy activity below is appropriate for early elementary students?

Teaching Mathematics in the 21st Century

Exploring What It Means to Know and Do Mathematics

Teaching Through Problem Solving

Planning in the Problem-Based Classroom

Building Assessment Into Instruction

Teaching Mathematics Equitably to All Children

Using Technology Tools to Teach Mathematics

Developing Early Number Concepts and Number Sense

Developing Meanings for the Operations

Helping Students Master the Basic Facts

Developing Whole-Number Place-Value Concepts

Developing Strategies for Addition and Subtraction Computation

Developing Strategies for Multiplication and Division Computation

Algebraic Thinking, equations, and Functions

Developing Fraction Concepts

Developing Strategies for Fraction Computation

Developing Concepts of Fractions and Decimals

Proportional Reasoning

Developing Measurement Concepts

Geometric Thinking and Geometric Concepts

Exploring Concepts of Probability

Developing Concepts of Exponents, integers, and Real Numbers

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