Box Plots and Histograms
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The document provides instructions and questions for learning activities about histograms and box-and-whisker plots. It includes definitions of these graphical representations, instructions for creating them in Excel based on sample data, questions to interpret example graphs, and directions to analyze how the graphs change based on different data ranges or sets. The overall goal is to help students understand and be able to use histograms and box-and-whisker plots to represent, interpret, and analyze quantitative data.
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We conducted a survey of 77 students to analyze the distribution of their heights. [1] The mode was 155-159 cm with 29 students. [2] The median height was calculated to be 157.53 cm. [3] The mean height of all students was 160.63 cm.
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2. Identify whether these distributions are negatively skewed, positively skewed, or not skewed at all and explain why you describe them that way.
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c. On the most difficult spelling test of the year, the third graders wept as the scores were delivered and then their parents complained.
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4. For each of the followin.
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4: MEDIA LIBRARY
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2. Paper 4 instructions- this attachment is from the professor with the actual instructions on what she is looking for in the paper- PLEASE READ CAREFULLY as she is very particular and grades very very hard
This paper is a three-pageNO MORE NO LESS! results section of a report. You will be expected to use a scientific writing style and scientific data presentation (tables, graph).
In a file folder “paper #4” on Blackboard there are several resources:
· The assignment
· The survey with codebook
· SPSS dataset (n=248). These data were collected Spring 2016 in many CRD classes at ASU. The graduate student is German and wanted to understand U.S. student’s perceptions of select European countries.
· Writing, table and graph examples
The first step is to review the survey and familiarize yourself with the type of questions asked and the data types that are produced. Also note, the number of cases (a case per row) and how variables are recorded (in columns). The codebook will help you understand the organization of the SPSS file.
The second step is to create a “story.” Meaning what will your analysis and paper feature. This is also called a problem statement. You need to determine which variables you will analyze that tell a story. You don’t need to analyze the whole dataset, but two or three variables isn’t enough. You should probably select 10 to 15 variables (some might be single variables in a bank of many questions) and then also estimate demographic variables and/or past experience with a country. The purpose of the analysis is to describe the data. We are not looking for “significant” statistics as you might be in a graduate research course.
Once you select your variables that tell a story, then create a SPSS analysis plan. Using the data type and analysis table I have provided, decide which statistics you will estimate using SPSS. Use the handouts from labs to help you do the statistics you need and also the menu in SPSS. A good way of “framing” data analysis is to write questions from the survey like I have for those lab days, and then do the analysis that answers the questions.
Your final product is a three-page paper that includes two (2) tables and one (1) graph. You can either embed the tables and graph into the text or put tables 1 and 2 on a separate page and the graph on another separate page. You must have at least two (2) pages of text that is double-spaced. Your paper should have an introductory paragraph that provides some background on the survey or study and a problem statement (what your analysis covers). The next two to three paragraphs should feature only data from the survey and the SPSS analysis. These mi.
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1) The scale (level) of measurement determines which statistical techniques and graphs can be used with particular data. Interval and ratio data allow more options than nominal or ordinal data.
2) Different types of graphs (e.g., bar charts, pie charts, histograms) are best suited for displaying different types of data (e.g., categorical, continuous) in order to accurately portray patterns and relationships in the data without being misleading or confusing.
3) When creating graphs, it is important to clearly label axes and data, use appropriate scaling, include a title, and avoid "chart junk" that distracts from the intended message.
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This document provides an overview and lecture notes for chapters 3-5 of an introductory statistics course. It discusses preparing preliminary analyses of categorical and quantitative variables through graphs and descriptive statistics. For categorical variables, it describes frequency tables, contingency tables, bar charts, and pie charts. For quantitative variables, it introduces histograms, boxplots, dot plots, and stem-and-leaf displays. It emphasizes using graphs to understand the shape, center, and spread of variable distributions. The document also briefly discusses Simpson's paradox and performing preliminary analyses by hand.
Introduction to Statistics - Chapter 3-5 Notes.ppt
This document provides an overview and lecture notes for chapters 3-5 of an introductory statistics course. It discusses preparing preliminary analyses of categorical and quantitative variables through graphs and descriptive statistics. For categorical variables, it describes frequency tables, contingency tables, bar charts, and pie charts. For quantitative variables, it introduces histograms, boxplots, dot plots, and stem-and-leaf displays. It emphasizes using graphs to understand the shape, center, and spread of variable distributions. The lecture also warns of Simpson's Paradox and provides examples of analyzing real data.
Introduction to Statistics - Chapter 3-5 Notes.ppt
This document provides an overview and lecture notes for chapters 3-5 of an introductory statistics course. It discusses preparing preliminary analyses of categorical and quantitative variables through graphs and descriptive statistics. For categorical variables, it describes frequency tables, contingency tables, bar charts, and pie charts. For quantitative variables, it introduces histograms, boxplots, dot plots, and stem-and-leaf displays. It emphasizes using graphs to understand the shape, center, and spread of variable distributions. The lecture also warns of Simpson's Paradox and provides examples of analyzing real data.
Introduction to Statistics - Chapter 3-5 Notes.ppt
This document provides an overview and lecture notes for chapters 3-5 of an introductory statistics course. It discusses preparing preliminary analyses of categorical and quantitative variables through graphs and descriptive statistics. For categorical variables, it describes frequency tables, contingency tables, bar charts, and pie charts. For quantitative variables, it introduces histograms, boxplots, dot plots, and stem-and-leaf displays. It emphasizes using graphs to understand the shape, center, and spread of variable distributions. The lecture also warns of Simpson's Paradox and provides examples of analyzing real data.
Coder Name Rebecca Oquendo .docx
Coder Name: Rebecca Oquendo
Coding Categories:
Episode
Aggressive Behavior
Neutral Behavior
Virtuous Behavior
Aggressive Gaming
Neutral Gaming
Virtuous Gaming
An older peer began using slurs or derogatory language
An older peer suggested that the team should cheat
The child witnessed an older peer intentionally leave out another player
An older player suggested that they play a different game
The child lost the game with older players on their team
The child witnessed an older player curse every time a mistake was made
Index:
· In this case aggressive behavior would constitute as mimicking older members undesired behaviors or becoming especially angry or agitated in game. A neutral behavior would be playing as they usually would not mimicking older player’s behaviors or trying to fit in to their more aggressive styles. A virtuous behavior would be steering the game away from aggression, voicing an opinion about the excessive aggression, or finding a way to express their gaming experience in a positive way. The same can be applied for the similar categories in “gaming”.
· Each category can be scaled from 1-7 in which way the child’s dialogue tended to be behavior and gaming wise with a 1 indicating little to no effort in that direction and a 7 indicating extreme effort in that category.
1. What are the different types of attributes? Provide examples of each attribute.
2. Describe the components of a decision tree. Give an example problem and provide an example of each component in your decision making tree
3. Conduct research over the Internet and find an article on data mining. The article has to be less than 5 years old. Summarize the article in your own words. Make sure that you use APA formatting for this assignment.
Questions from attached files
1. Obtain one of the data sets available at the UCI Machine Learning Repository and apply as many of the different visualization techniques described in the chapter as possible. The bibliographic notes and book Web site provide pointers to visualization software.
2. Identify at least two advantages and two disadvantages of using color to visually represent information.
3. What are the arrangement issues that arise with respect to three-dimensional plots?
4. Discuss the advantages and disadvantages of using sampling to reduce the number of data objects that need to be displayed. Would simple random sampling (without replacement) be a good approach to sampling? Why or why not?
5. Describe how you would create visualizations to display information that describes the following types of systems.
a) Computer networks. Be sure to include both the static aspects of the network, such as connectivity, and the dynamic aspects, such as traffic.
b) The distribution of specific plant and animal species around the world fora specific moment in time.
c) The use of computer resources, such as processor time, main me.
De vry math 399 ilabs & discussions latest 2016
This document provides information and discussion questions for several weeks of a statistics course (MATH 399) at DeVry University. It includes discussion questions and assignments related to topics like descriptive statistics, regression, probability, confidence intervals, and hypothesis testing. For each week, it provides the discussion question, any relevant instructions, and sometimes a short summary of the statistical concept being covered. It also includes information about completing iLabs (interactive labs) and assignments in Excel to reinforce these statistical topics.
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Bar Graphs And Histograms
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This document provides information about interpreting histograms generated by hematology analyzers when performing complete blood count (CBC) tests. It includes histograms showing normal and abnormal patterns for red blood cells, white blood cells, and platelets. Abnormal indicators are described that may indicate issues like schistocytes, transfusion, autoagglutination, microcytosis, macrocytosis, nucleated red blood cells, atypical lymphocytes, and more. The document emphasizes the importance of correlating histogram findings with peripheral blood smear examination to make an accurate diagnosis.
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Here are my recommendations for graphs to use for each data set:
- Comparison of annual snowfall between resorts: Bar graph or line graph. Both would clearly show the snowfall amounts and how they compare each year.
- Time spent watching TV: Histogram. It can accommodate a large data set and show the distribution of hours watched.
- Wind speed over 3 weeks: Line graph. A line graph is best to show changes in a measurement over time.
- Favorite summer activity: Pie or bar graph. These are best for categorical data to compare proportions for each category.
Bba 2001
This document provides an overview of statistics concepts and tasks. It includes 5 tasks covering topics like data collection methods, graphing data, measures of central tendency, and variance. The document also defines key statistical terms and graphs. It aims to introduce students to fundamental statistical concepts and how statistics are used across various domains like weather, health, business and more.
Chapter 4 Problem 31. For problem three in chapter four, a teac.docx
Chapter 4: Problem 3
1. For problem three in chapter four, a teacher wants to display her students number of responses for each day of the week. And she wants to do that with a bar chart. Since she hasn't taken a stats class, she comes to you for help. You first enter her data into SPSS and the results look like this-- When you look at your data set, you'll see that it actually has the wrong level of measurement. Notice that there's a little Venn diagram at the top of each column, which indicates that your data has been entered as nominal. That would be correct if you were noting which day of the week a student participated, but since you're noting how often a given student participated, the correct level of measurement is a scale. Go ahead and change that. Watch how I do that. Under variable view, under measure, you just want to click each one and turn it into a scale. You can also cut and paste these, and I can show you that in another video. Once you have them changed, go back to data view, and you'll see that at the top it has changed in two little rulers. The next question is, how do I get SPSS to display the average score per day rather the total number of individual scores, which might look like a mess, and it's why this question is a toughie. To do that we go under graphs, and you'll see that you have two options, you can do a Chart Builder or a Legacy Dialog. For this question we want to use the Legacy Dialog. We go to Bar and when we click that, there are two questions-- one, what type of bar chart? We want a simple one. And then, how do you want the data in their area displayed? Do we want to summarize for the groups? We really don't. We want summary of separate variables where each day of the week is a variable. We click on Define and then here you'll see every day of the week. You want to bring that over and you see your bar charts are going to represent the mean for every day of the week. As a good habit you want to make sure you title it, I called it "Students' Engagement During Group Discussion." The second one is by day of week. We hit Continue, and then when we hit OK, you're going to see your output pop up. And here is our bar chart-- every day of the week showing the average student engagement. And this is how you answer problem 3 in chapter 4. Good luck.
2. Identify whether these distributions are negatively skewed, positively skewed, or not skewed at all and explain why you describe them that way.
a. This talented group of athletes scored very high on the vertical jump task.
b. On this incredibly crummy test, everyone received the same score.
c. On the most difficult spelling test of the year, the third graders wept as the scores were delivered and then their parents complained.
3. Use the data available as Chapter 4 Data Set 3 on pie preference to create a pie chart ☺ using SPSS.
4. For each of the followin.
Data Handling
Organizing and presenting data in a systematic manner allows for meaningful analysis and interpretation. Raw data can be grouped and displayed through methods like frequency distribution tables, histograms, pie charts, and other graphs. These graphical representations make it easier to understand relationships in data and identify trends. Probability is used to quantify chance and predict outcomes of random experiments where each result is equally likely. It is calculated by dividing the number of favorable outcomes by the total number of possible outcomes.
4 CREATING GRAPHS A PICTURE REALLY IS WORTH A THOUSAND WORDS4 M.docx
4 CREATING GRAPHS A PICTURE REALLY IS WORTH A THOUSAND WORDS
4: MEDIA LIBRARY
Premium Videos
Core Concepts in Stats Video
· Examining Data: Tables and Figures
Lightboard Lecture Video
· Creating a Simple Chart
Time to Practice Video
· Chapter 4: Problem 3
Difficulty Scale
(moderately easy but not a cinch)
WHAT YOU WILL LEARN IN THIS CHAPTER
· Understanding why a picture is really worth a thousand words
· Creating a histogram and a polygon
· Understanding the different shapes of different distributions
· Using SPSS to create incredibly cool charts
· Creating different types of charts and understanding their application and uses
WHY ILLUSTRATE DATA?
In the previous two chapters, you learned about the two most important types of descriptive statistics—measures of central tendency and measures of variability. Both of these provide you with the one best number for describing a group of data (central tendency) and a number reflecting how diverse, or different, scores are from one another (variability).
What we did not do, and what we will do here, is examine how differences in these two measures result in different-looking distributions. Numbers alone (such as M = 3 and s = 3) may be important, but a visual representation is a much more effective way of examining the characteristics of a distribution as well as the characteristics of any set of data.
So, in this chapter, we’ll learn how to visually represent a distribution of scores as well as how to use different types of graphs to represent different types of data.
CORE CONCEPTS IN STATS VIDEO
Examining Data: Tables and Figures
X-TIMESTAMP-MAP=LOCAL: Examining data helps find data entry errors, evaluate research methodology, identify outliers, and determine the shape of a distribution in a data set. Researchers typically examine collected data in two ways, by creating tables and figures. Imagine you asked a group of friends to rate a movie they've seen on a one to five scale. A table helps identify the variable and the possible values of the variable. The sample size, often referred to as n, is 14 because there are ratings reported from 14 people. This is how large the total sample is. From this, we can determine how many in the sample have each value of the variable. We can also determine the percentage that the sample has of each possible value. Figures display variables from the table. Nominal and ordinal variables can be depicted with bar charts, while interval and ratio variables can be depicted using histograms and frequency polygons. For this data set, we can use a bar chart. Distributions of data can be characterized along three aspects or dimensions, modality, symmetry, and variability. In a unimodal distribution, a small range of values has the greatest frequency or mode of the set. However, it's possible for a distribution to have more than one mode. For a bimodal distribution, we see two values that seem to occur w.
Original Survey.docx1. Original Survey Orginal Survey Front .docx
Original Survey.docx
1. Original Survey / Orginal Survey Front and Back-- this attachment is the ORIGINAL survey that was done at the school and where all the data came from- we were responsible to pick questions out of the survey to conduct a research paper. I chose to focus on questions 3, 5 9 and 10
2. Paper 4 instructions- this attachment is from the professor with the actual instructions on what she is looking for in the paper- PLEASE READ CAREFULLY as she is very particular and grades very very hard
This paper is a three-pageNO MORE NO LESS! results section of a report. You will be expected to use a scientific writing style and scientific data presentation (tables, graph).
In a file folder “paper #4” on Blackboard there are several resources:
· The assignment
· The survey with codebook
· SPSS dataset (n=248). These data were collected Spring 2016 in many CRD classes at ASU. The graduate student is German and wanted to understand U.S. student’s perceptions of select European countries.
· Writing, table and graph examples
The first step is to review the survey and familiarize yourself with the type of questions asked and the data types that are produced. Also note, the number of cases (a case per row) and how variables are recorded (in columns). The codebook will help you understand the organization of the SPSS file.
The second step is to create a “story.” Meaning what will your analysis and paper feature. This is also called a problem statement. You need to determine which variables you will analyze that tell a story. You don’t need to analyze the whole dataset, but two or three variables isn’t enough. You should probably select 10 to 15 variables (some might be single variables in a bank of many questions) and then also estimate demographic variables and/or past experience with a country. The purpose of the analysis is to describe the data. We are not looking for “significant” statistics as you might be in a graduate research course.
Once you select your variables that tell a story, then create a SPSS analysis plan. Using the data type and analysis table I have provided, decide which statistics you will estimate using SPSS. Use the handouts from labs to help you do the statistics you need and also the menu in SPSS. A good way of “framing” data analysis is to write questions from the survey like I have for those lab days, and then do the analysis that answers the questions.
Your final product is a three-page paper that includes two (2) tables and one (1) graph. You can either embed the tables and graph into the text or put tables 1 and 2 on a separate page and the graph on another separate page. You must have at least two (2) pages of text that is double-spaced. Your paper should have an introductory paragraph that provides some background on the survey or study and a problem statement (what your analysis covers). The next two to three paragraphs should feature only data from the survey and the SPSS analysis. These mi.
Descriptive statistics
1) The scale (level) of measurement determines which statistical techniques and graphs can be used with particular data. Interval and ratio data allow more options than nominal or ordinal data.
2) Different types of graphs (e.g., bar charts, pie charts, histograms) are best suited for displaying different types of data (e.g., categorical, continuous) in order to accurately portray patterns and relationships in the data without being misleading or confusing.
3) When creating graphs, it is important to clearly label axes and data, use appropriate scaling, include a title, and avoid "chart junk" that distracts from the intended message.
Unit 6
- The document discusses key concepts related to analyzing and operating on data including fractions, including constructing and interpreting stem-and-leaf plots, adding and subtracting fractions, understanding how sample size affects results, finding common denominators, and converting between fractions, decimals, and percents.
- It provides examples and instructions for creating stem-and-leaf plots to organize data, adding and subtracting fractions by finding common denominators, and how sample size can impact experimental versus theoretical probabilities.
- Additional concepts covered include finding data landmarks like maximum, minimum and range from a data set, and converting between fractions, decimals, and percentages.
Visualiation of quantitative information
This document discusses data visualization and graphing techniques. It covers levels of measurement, principles of graphing, and types of univariate graphs like bar charts, pie charts, histograms, and box plots. It emphasizes graphical integrity and avoiding distortion to clearly communicate the true story of the data.
Introduction to Statistics - Chapter 3-5 Notes.ppt
This document provides an overview and lecture notes for chapters 3-5 of an introductory statistics course. It discusses preparing preliminary analyses of categorical and quantitative variables through graphs and descriptive statistics. For categorical variables, it describes frequency tables, contingency tables, bar charts, and pie charts. For quantitative variables, it introduces histograms, boxplots, dot plots, and stem-and-leaf displays. It emphasizes using graphs to understand the shape, center, and spread of variable distributions. The document also briefly discusses Simpson's paradox and performing preliminary analyses by hand.
Introduction to Statistics - Chapter 3-5 Notes.ppt
This document provides an overview and lecture notes for chapters 3-5 of an introductory statistics course. It discusses preparing preliminary analyses of categorical and quantitative variables through graphs and descriptive statistics. For categorical variables, it describes frequency tables, contingency tables, bar charts, and pie charts. For quantitative variables, it introduces histograms, boxplots, dot plots, and stem-and-leaf displays. It emphasizes using graphs to understand the shape, center, and spread of variable distributions. The lecture also warns of Simpson's Paradox and provides examples of analyzing real data.
Introduction to Statistics - Chapter 3-5 Notes.ppt
This document provides an overview and lecture notes for chapters 3-5 of an introductory statistics course. It discusses preparing preliminary analyses of categorical and quantitative variables through graphs and descriptive statistics. For categorical variables, it describes frequency tables, contingency tables, bar charts, and pie charts. For quantitative variables, it introduces histograms, boxplots, dot plots, and stem-and-leaf displays. It emphasizes using graphs to understand the shape, center, and spread of variable distributions. The lecture also warns of Simpson's Paradox and provides examples of analyzing real data.
Introduction to Statistics - Chapter 3-5 Notes.ppt
This document provides an overview and lecture notes for chapters 3-5 of an introductory statistics course. It discusses preparing preliminary analyses of categorical and quantitative variables through graphs and descriptive statistics. For categorical variables, it describes frequency tables, contingency tables, bar charts, and pie charts. For quantitative variables, it introduces histograms, boxplots, dot plots, and stem-and-leaf displays. It emphasizes using graphs to understand the shape, center, and spread of variable distributions. The lecture also warns of Simpson's Paradox and provides examples of analyzing real data.
Coder Name Rebecca Oquendo .docx
Coder Name: Rebecca Oquendo
Coding Categories:
Episode
Aggressive Behavior
Neutral Behavior
Virtuous Behavior
Aggressive Gaming
Neutral Gaming
Virtuous Gaming
An older peer began using slurs or derogatory language
An older peer suggested that the team should cheat
The child witnessed an older peer intentionally leave out another player
An older player suggested that they play a different game
The child lost the game with older players on their team
The child witnessed an older player curse every time a mistake was made
Index:
· In this case aggressive behavior would constitute as mimicking older members undesired behaviors or becoming especially angry or agitated in game. A neutral behavior would be playing as they usually would not mimicking older player’s behaviors or trying to fit in to their more aggressive styles. A virtuous behavior would be steering the game away from aggression, voicing an opinion about the excessive aggression, or finding a way to express their gaming experience in a positive way. The same can be applied for the similar categories in “gaming”.
· Each category can be scaled from 1-7 in which way the child’s dialogue tended to be behavior and gaming wise with a 1 indicating little to no effort in that direction and a 7 indicating extreme effort in that category.
1. What are the different types of attributes? Provide examples of each attribute.
2. Describe the components of a decision tree. Give an example problem and provide an example of each component in your decision making tree
3. Conduct research over the Internet and find an article on data mining. The article has to be less than 5 years old. Summarize the article in your own words. Make sure that you use APA formatting for this assignment.
Questions from attached files
1. Obtain one of the data sets available at the UCI Machine Learning Repository and apply as many of the different visualization techniques described in the chapter as possible. The bibliographic notes and book Web site provide pointers to visualization software.
2. Identify at least two advantages and two disadvantages of using color to visually represent information.
3. What are the arrangement issues that arise with respect to three-dimensional plots?
4. Discuss the advantages and disadvantages of using sampling to reduce the number of data objects that need to be displayed. Would simple random sampling (without replacement) be a good approach to sampling? Why or why not?
5. Describe how you would create visualizations to display information that describes the following types of systems.
a) Computer networks. Be sure to include both the static aspects of the network, such as connectivity, and the dynamic aspects, such as traffic.
b) The distribution of specific plant and animal species around the world fora specific moment in time.
c) The use of computer resources, such as processor time, main me.
De vry math 399 ilabs & discussions latest 2016
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The document discusses various graphical methods for describing data, including bar charts, pie charts, stem-and-leaf diagrams, histograms, and cumulative relative frequency plots. It provides examples of each using sample student data on vision correction methods, weights, ages, and GPAs to illustrate how to construct and interpret the different graph types.
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The document discusses various graphical methods for describing data, including bar charts, pie charts, stem-and-leaf diagrams, histograms, and cumulative relative frequency plots. It provides examples of each using sample student data on vision correction, weights, ages, and GPAs to illustrate how to construct and interpret the different graph types.
De vry math 399 ilabs & discussions latest 2016 november
This document provides materials and instructions for several weekly discussions and iLabs for a DeVry University MATH 399 course. It includes discussion prompts and questions for weeks 1 through 7 on topics such as descriptive statistics, regression, probability, confidence intervals, and hypothesis testing. It also provides instructions and questions for iLabs on related statistical concepts involving Excel, probability distributions, descriptive statistics, and confidence intervals. Students are asked to perform calculations, create graphs and charts, interpret results, and answer questions demonstrating their understanding of the statistical content.
Coder Name Rebecca Oquendo
This document describes different types of data attributes and data sets. It discusses nominal, ordinal, interval, and ratio attribute types and gives examples of each. It also describes discrete and continuous attributes as well as asymmetric attributes. Finally, it outlines several types of data sets including data matrices, document data, transaction data, and temporal data.
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Box Plots and Histograms
- 1. Choose Your Goal Represent data using a box and whisker plot Represent data using a histogram Interpret data using a box and whisker plot Interpret data using a histogram Analyze data using a box and whisker plot Analyze data using a histogram What is a histogram? What is a box and whisker plot? Click here to get started!
- 2. What is a histogram? I don’t know A graph that is similar to a line plot A bar graph that represents a frequency distribution A graph that shows data over history A bar graph that represents a table of averages
- 3. Bee-utiful!!!!! Click here for the next question!
- 4. Look at the histogram on page 9. How much more frequently was the regular peanut butter rated in the 30-50 range than in the 10-20 range? I don’t know 10 times more frequently 3 times more frequently 12 times more frequently 5 times more frequently
- 5. You got it, honey!!!!! Click here for the next question!
- 6. How does changing the interval width affect the appearance of your histogram? I don’t know The larger the interval range, the more difficult it is to determine variability The smaller the interval range, the easier it is to see clusters of data The larger the interval range, the easier it is to determine variability The smaller the interval range, the easier it is to see large quantities of data
- 7. You are buzzing right along!!!!! Click here for the next question! Check in with Mrs. R.
- 8. What is a box and whisker plot? I don’t know A graph that is similar to a square pie chart A plot that indicates where half of the data are clustered A graph that shows how data changes over time A plot that represents a table of averages
- 9. Flying through!!!!! Click here for the next question!
- 10. Look at the box plot on page 13. What conclusion could you draw from the graph? I don’t know Natural peanut butter is better for you Most Regular peanut butter received a rating of 30-40 Most Natural peanut butter received a rating of 40-50 Natural peanut butter is ranked better than Regular
- 11. You really stung that one!!!!! Click here for the next question!
- 12. When comparing two or more box plots, why is it important to make sure that they all use the same interval range? I don’t know The larger the interval range, the more difficult it is to determine variability The smaller the interval range, the easier it is to see clusters of data The larger the interval range, the easier it is to determine variability The smaller the interval range, the easier it is to see large quantities of data
- 13. When comparing two or more box plots, why is it important to make sure that they all use the same interval range? I don’t know The larger the interval range, the more difficult it is to determine variability The smaller the interval range, the easier it is to see clusters of data The larger the interval range, the easier it is to determine variability The smaller the interval range, the easier it is to see large quantities of data
- 14. Way to bee!!!!! Click here to return to the main page Click here to choose an activity Check in with Mrs. R.
- 15. Choose Your Goal Represent data using a box and whisker plot Represent data using a histogram Interpret data using a box and whisker plot Interpret data using a histogram Analyze data using a box and whisker plot Analyze data using a histogram What is a histogram? What is a box and whisker plot? Choose activities Choose a goal or activity!
- 17. Making a Histogram Right Click and select “End Show”. Double click for the file to open as an Excel document. When you finish, print this slide and resume the slide show from this slide.
- 18. Bee-Utiful! Great Work! Remember, a histogram shows frequency! Click here to go to the next question!
- 23. Make a Box and Whisker Plot The following slides provide you with a tool to make a box and whisker plot. What is a Box and Whisker Plot? When is a Box and Whisker Plot Useful? Make a Box and Whisker Plot
- 25. Instructions Click here to create a box plot!
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- 27. Bee-Utiful work! Click here for the next question!
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