- \n
- Data Analysis and Displays STEAM Video\/Performance Task<\/a><\/li>\n
- Data Analysis and Displays Getting Ready for Chapter 6<\/a><\/li>\n<\/ul>\n
Lesson: 1 Scatter Plots<\/strong><\/p>\n
- \n
- Lesson 6.1 Scatter Plots<\/a><\/li>\n
- Scatter Plots Homework & Practice 6.1<\/a><\/li>\n<\/ul>\n
Lesson: 2 Lines of Fit<\/strong><\/p>\n
- \n
- Lesson 6.2 Lines of Fit<\/a><\/li>\n
- Lines of Fit Homework & Practice 6.2<\/a><\/li>\n<\/ul>\n
Lesson: 3 Two-Way Tables<\/strong><\/p>\n
- \n
- Lesson 6.3 Two-Way Tables<\/a><\/li>\n
- Two-Way Tables Homework & Practice 6.3<\/a><\/li>\n<\/ul>\n
Lesson: 4 Choosing a Data Display<\/strong><\/p>\n
- \n
- Lesson 6.4 Choosing a Data Display<\/a><\/li>\n
- Choosing a Data Display Homework & Practice 6.4<\/a><\/li>\n<\/ul>\n
Chapter: 6 – Data Analysis and Displays\u00a0<\/strong><\/p>\n
- \n
- Data Analysis and Displays Connecting Concepts<\/a><\/li>\n
- Data Analysis and Displays Chapter Review<\/a><\/li>\n
- Data Analysis and Displays Practice Test<\/a><\/li>\n
- Data Analysis and Displays Cumulative Practice<\/a><\/li>\n<\/ul>\n
<\/a>Data Analysis and Displays STEAM Video\/Performance Task<\/h2>\n
STEAM Video<\/strong><\/p>\n
Fuel Economy
\nThe fuel economy of a vehicle is a measure of the effciency of the vehicle\u2019s engine. What are the benefits of using a car with high fuel economy?
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-1.png\")
\nWatch the STEAM Video \u201cFuel Economy.\u201d Then answer the following questions.
\n1. Tory says that the footprint of a vehicle is the area of the rectangle formed by the wheel base and the track width. What is the footprint of a car with a wheel base of 106 inches and a track width of 61 inches?
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-2.png\")
\n2. The graph shows the relationship between the fuel economy and the footprint for four vehicles.
\na. What happens to the fuel economy as the footprint increases?
\nb. Plot the point (50, 40) on the graph. What does this point represent? Does the point fit in with the other points? Explain.<\/p>\nAnswer:
\n1.The footprint of a car = 6,466 sq inches.<\/p>\nExplanation:
\nIn the above-given question,
\nTory says that the footprint of a vehicle is the area of the rectangle formed by the wheelbase and the track width.
\narea of rectangle = length\u00a0 x width
\nGiven that the footprint of a car = 106 inches.
\nwidth with 61 inches.
\narea = 106 x 61
\nfootprint = 6,466 sq inches.<\/p>\nAnswer:
\n2. a.The fuel economy increases when the footprint increases.<\/p>\nExplanation:
\nIn the above-shown video,
\ntory says that whenever the footprint increases the fuel economy also increases.
\nwhenever the footprint decreases the fuel economy decreases.<\/p>\nAnswer:
\n2.b.The point (50, 40) represents the outlier.<\/p>\nExplanation:
\nIn the above-given graph,
\nthe point (50, 40) lies in the graph.
\nit represents the outlier of the graph.
\n![\"Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6-1.png\")
<\/p>\nPerformance Task<\/strong><\/p>\n
Cost vs. Fuel Economy
\nAfter completing this chapter, you will be able to use the STEAM concepts you learned to answer the questions in the Video Performance Task. You will be given fuel economies and purchase prices of hybrid and non hybrid car models.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-3.png\")
\nYou will be asked to create graphs to compare car models. Why might you want to know the relationship between the fuel economy and the purchase price of a vehicle?<\/p>\nAnswer:
\nThe relationship between the fuel economy and the purchase price of a vehicle is proportional.<\/p>\nExplanation:
\nIn the above-given figure,
\nGiven that the city fuel Economy and the purchase price of the cars.
\nfor car A (21.8, 24)
\nfor car B(22.4, 22)
\nfor car C(40.1, 18)
\nif the fuel economy increases the purchase price also increases.
\nwhenever the economy decreases the purchase price also decreases.<\/p>\n<\/a>Data Analysis and Displays Getting Ready for Chapter 6<\/h3>\n
Chapter Exploration<\/strong>
\n1. Work with a partner. The table shows the number of absences and the final grade for each student in a sample.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-4.png\")
\na.Write the ordered pairs from the table. Then plot them in a coordinate plane.
\nb. Describe the relationship between absences and final grade.
\nc. MODELING A student has been absent6 days. Use the data to predict the student\u2019s final grade. Explain how you found your answer.<\/p>\nAnswer:
\na. (0, 95), (3, 88), (2, 90), (5, 83), (7, 79), (9, 70), (4, 85), (1, 94), (10, 65), (8, 75).
\nb. the relationships between the absences and the final grade is decreasing when the absences increases.
\nc. The student’s final grade is 80.<\/p>\nExplanation:
\na. From the above-given figure,
\nThe ordered pairs are:
\n(0, 95), (3, 88), (2, 90), (5, 83), (7, 79), (9, 70), (4, 85), (1, 94), (10, 65), (8, 75).
\n![\"Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6-2.png\")
<\/p>\nB. whenever the final grade is decreasing the absences also decrease.
\nwhenever the final grade increases the absence also increases.
\nc. Given that the student has been absent for 6 days.
\nThe student’s final grade is 80.<\/p>\n2. Work with a partner. Match the data sets with the most appropriate scatter plot. Explain your reasoning.
\na. month of birth and birth weight for infants at a day care
\nb. quiz score and test score of each student in a class
\nc. age and value of laptop computers
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-5.png\")
<\/p>\nVocabulary<\/strong>
\nThe following vocabulary terms are defined in this chapter. Think about what each term might mean and record your thoughts.
\nscatter plot
\ntwo-way table
\nline of fit
\njoint frequency<\/p>\nAnswer:
\nScatter plot = A scatter plot uses dots to represent values for two different numeric variables. The position of each dot on the horizontal and vertical axis indicates values for an individual data point.
\nTwo-way table = A two-way table is a way to display frequencies or relative frequencies for two categorical variables.
\nLine of fit = Line of fit refers to a line through a scatter plot of data points that best expresses the relationship between those points.
\nJoint frequency = Joint frequency is joining one variable from the row and one variable from the column.<\/p>\nExplanation:
\nScatter plot = A scatter plot uses dots to represent values for two different numeric variables. The position of each dot on the horizontal and vertical axis indicates values for an individual data point.
\nTwo-way table = A two-way table is a way to display frequencies or relative frequencies for two categorical variables.
\nLine of fit = Line of fit refers to a line through a scatter plot of data points that best expresses the relationship between those points.
\nJoint frequency = Joint frequency is joining one variable from the row and one variable from the column.<\/p>\n<\/a>Lesson 6.1 Scatter Plots<\/h3>\n
EXPLORATION 1<\/strong><\/p>\n
Work with a partner. The weights and circumferences of several sports balls are shown.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-1.png\")
\na. Represent the data in the coordinate plane. Explain your method.
\nb. Is there a relationship between the size and the weight of a sports ball? Explain your reasoning.
\nc. Is it reasonable to use the graph to predict the weights of the sports balls below? Explain your reasoning.
\nKickball : circumference = 26 in.
\nBowling ball : circumference = 27 in.
\nAnswer:
\na.(21, 30), (5, 9), (1.6, 5.3), (16, 28), (2, 8), (1.4, 7), (7, 12), (10, 26).<\/p>\nExplanation:
\n![\"Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-1-300x246.png\")
<\/p>\nAnswer:
\nb. The weight is measured in inches and size is measured in ounces.<\/p>\nExplanation:
\nIn the above-given figure,
\nthe size and the weight of the balls are given.
\nsize and weight of basketball = (21, 30).
\nsize and weight of baseball = (5, 9).
\nsize and weight of golfball = (1.6, 5.3).
\nsize and weight of soccerball = (16, 28).
\nsize and weight of tennis = (2, 8).
\nsize and weight of racquetball = (1.4, 7).
\nsize and weight of softball = (7, 12).
\nsize and weight of volleyball = (10, 26)<\/p>\nAnswer:
\nc. No, it is not reasonable to use the graph.<\/p>\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-2.png\")
<\/p>\nTry It<\/strong><\/p>\n
Question 1.
\nMake a scatter plot of the data. Identify any outliers, gaps, or clusters.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-3.png\")
<\/p>\nAnswer:
\noutliers = (120, 70)
\ngaps =(10, 62) to (45, 85)
\nclusters =(80, 95), (90, 97), (80, 91)<\/span><\/p>\nExplanation:
\noutliers =(120, 70)
\ngaps = (10, 62) to (45, 85)
\nclusters = (80, 95), (90, 97), (80, 91)<\/p>\n![\"Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-2.png\")
<\/p>\nQuestion 2.
\nDescribe the relationship between the data in Example 1.<\/p>\nAnswer:
\nLinear relationship.<\/p>\nExplanation:
\nIn the above-given graph,
\nthe relationship used is a linear relationship.<\/p>\nSelf-Assessment for Concepts & Skills<\/strong>
\nSolve each exercise. Then rate your understanding of the success criteria in your journal.<\/p>\nQuestion 3.
\nSCATTER PLOT<\/strong>
\nMake a scatter plot of the data. Identify any outliers, gaps, or clusters. Then describe the relationship between the data.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-4.png\")
\nAnswer:
\noutliers = (3,24)
\nclusters = 22 to 36
\ngaps = (4, 27), (8, 36)<\/p>\nExplanation:
\noutliers = (3,24)
\nclusters = 22 to 36
\ngaps = (4, 27), (8, 36)<\/p>\n![\"Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-3.png\")
<\/p>\nQuestion 4.
\nWHICH ONE DOESN\u2019T BELONG?<\/strong>
\nUsing the scatter plot, which point does not belong with the other three? Explain your reasoning.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-5.png\")
<\/p>\nAnswer:
\nThe point (3.5, 3) does not belong with the other three.<\/p>\nExplanation:
\nIn the above-given figure
\nThe points (1,8),\u00a0 (3, 6.5), and (8, 2) lies in the coordinate plane.
\nthe point (3.5, 3) does not belong with the other three.
\nthe point (3.5, 3) is an outlier.
\nSelf-Assessment for Problem Solving<\/strong>
\nSolve each exercise. Then rate your understanding of the success criteria in your journal.<\/p>\nQuestion 5.
\nThe table shows the high school and college grade point averages (GPAs) of 10 students. What college GPA do you expect for a high school student with a GPA of 2.7?
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-6.png\")
<\/p>\nAnswer:
\nThe college GPA I expect for a high school student with a GPA of 2.7 is 2.45.<\/p>\nExplanation:
\nIn the above-given points,
\ngiven that the college GPA for high school students.
\ncollege GPA for 2.4 = high school students of 2.6
\nso I am expecting the 2.45 for 2.7.<\/p>\nQuestion 6.
\nThe scatter plot shows the ages of 12 people and the numbers of pets each person owns. Identify any outliers, gaps, or clusters. Then describe the relationship between the data.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-7.png\")
<\/p>\nAnswer:
\noutliers = (40, 6)
\nclusters = (20, 2) to (70, 1)
\ngaps = (0, 30), (1, 35), (2, 50) and so on.<\/p>\nExplanation:
\nGiven that,
\nthe person’s age (years) in the x-axis.
\na number of pets owned in the y-axis.
\noutliers = (40, 6)
\nclusters = (20, 2) to (70, 1)
\ngaps = (0, 30), (1, 35), (2, 50) and so on.<\/p>\n<\/a>Scatter Plots Homework & Practice 6.1<\/h3>\n
Review & Refresh<\/strong><\/p>\n
Solve the system. Check your solution.<\/strong>
\nQuestion 1.
\ny = – 5x + 1
\ny = – 5x – 2<\/p>\nAnswer:
\nThere is no solution for the given equation.<\/p>\nExplanation:
\nGiven that y = – 5x + 1
\ny = – 5x – 2
\nso there is no solution for the given equation.<\/p>\nQuestion 2.
\n2x + 2y = 9
\nx = 4.5 – y<\/p>\nAnswer:
\n9 = 9<\/p>\nExplanation:
\nGiven that,
\n2x + 2y = 9
\nx = 4.5 – y
\n2(4.5 – y) + 2y = 9
\n9 – 2y + 2y = 9
\n-2y and + 2y get cancelled on both sides.
\n9 = 9<\/p>\nQuestion 3.
\ny = – x
\n6x + y = 4<\/p>\nAnswer:
\nx = (4\/5 , -4\/5)<\/p>\nExplanation:
\nGiven that y = -x
\n6x + y = 4
\n6x + (-x) = 4
\n6x – x = 4
\n5x = 4
\nx = (4\/5)<\/p>\nQuestion 4.
\nWhen graphing a proportional relationship represented by y = mx, which point is not on the graph?
\nA. (0, 0)
\nB. (0, m)
\nC. (1, m)
\nD. (2, 2m)<\/p>\nAnswer:
\nPoint A is not on the graph.<\/p>\nExplanation:
\nIn the above question,
\ngiven that the points are:
\n(0, 0)
\n(0, m)
\n(1, m)
\n(2, 2m)
\nthe point (0, 0) is not in the graph.<\/p>\nConcepts, Skills, &Problem Solving<\/strong><\/p>\n
USING A SCATTER PLOT<\/strong> The table shows the average prices (in dollars) of jeans sold at different stores and the numbers of pairs of jeans sold at each store in one month. (See Exploration 1, p. 237.)<\/p>\n
Question 5.
\nRepresent the data in a coordinate plane.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-8.png\")
<\/p>\nAnswer:
\nThe points are (22, 152), (40, 94), (28, 134), (35, 110), and (46, 81)<\/p>\nExplanation:
\nIn the above-given figure,
\nThe points are (22, 152), (40, 94), (28, 134), (35, 110), and (46, 81)
\n![\"Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-4.png\")
<\/p>\nQuestion 6.
\nIs there a relationship between the average price and the number sold? Explain your reasoning.<\/p>\nAnswer:
\nThe linear relationship.<\/p>\nExplanation:
\nIn the above-given figure,
\nthe relationship given is linear relationship.<\/p>\nMAKING A SCATTER PLOT<\/strong> Make a scatter plot of the data. Identify any outliers, gaps, or clusters.
\nQuestion 7.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-9.png\")
<\/p>\nAnswer:
\nOutliers = (102, 63)
\ngaps = x from 40 to 44
\nclusters = 82 to 89<\/p>\nExplanation:
\noutliers = (102, 63)
\ngaps = x from 40 to 44
\nclusters = 82 to 89
\n![\"Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-5.png\")
<\/p>\nQuestion 8.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-10.png\")
<\/p>\nAnswer:
\nOutliers = (0, 5.5)
\ngaps = x from 4.5 to 5.5
\nclusters = 1.5 to 2.5<\/p>\nExplanation:
\noutliers = (0, 5.5)
\ngaps = x from 4.5 to 5.5
\nclusters = 1.5 to 2.5
\n![\"Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-6.png\")
<\/p>\nIDENTIFYING RELATIONSHIPS<\/strong> Describe the relationship between the data. Identify any outliers, gaps, or clusters.
\nQuestion 9.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-11.png\")
<\/p>\nAnswer:
\nOutliers = (15, 10)
\ngaps = from x = 15 to x = 25
\nclusters = 0
\nNegative linear relationship.<\/p>\nExplanation:
\nOutliers = (15, 10)
\ngaps = from x = 15 to x = 25
\nclusters = 0
\nThere are no clusters.<\/p>\nQuestion 10.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-12.png\")
<\/p>\nAnswer:
\nThere are no clusters.
\ngaps = from x = 4 to x = 36
\noutliers.<\/p>\nExplanation:
\nIn the above-given figure,
\nthere are no clusters.
\ngaps = from x = 4 to x = 36
\nno outliers.<\/p>\nQuestion 11.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-13.png\")
<\/p>\nAnswer:
\nThere is no relationship.
\nthere are no clusters.
\nno gaps.
\nno outliers.<\/p>\nExplanation:
\nIn the above-given graph,
\nthere are no clusters.
\nno gaps.
\nno clusters.
\nthere is no relationship.<\/p>\nQuestion 12.
\nCRITICAL THINKING<\/strong>
\nThe table shows the average price per pound for honey at a store from 2014 to 2017. Describe the relationship between the data.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-14.png\")
<\/p>\nAnswer:
\nThe relationship is a positive linear relationship.<\/p>\nExplanation:
\nIn the above-figure,
\ngiven points are:
\n(2014, $4.65), (2015, $5.90), (2016, $6.50), and (2017, $7.70)
\nso the above given is a positive linear relationship.<\/p>\nQuestion 13.
\nMODELING REAL LIFE<\/strong>
\nThe scatter plot shows the amount of rainfall and the amount of corn produced by a farm over the last 10 years. Describe the relationship between the amount of rainfall and the amount of corn produced.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-15.png\")
<\/p>\nAnswer:
\nThe relationship is a positive linear relationship.<\/p>\nExplanation:
\nIn\u00a0 the above-given figure,
\noutliers = (49, 80)
\nclusters = from x = 190 to 220.<\/p>\nQuestion 14.
\nOPEN-ENDED<\/strong>
\nDescribe a set of real-life data that has a negative linear relationship.
\nAnswer:<\/p>\nQuestion 15.
\nMODELING REAL LIFE<\/strong>
\nThe scatter plot shows the total earnings (wages and tips) of a food server during one day.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-16.png\")
\na. About how many hours must the server work to earn $70?
\nb. About how much does the server earn for 5 hours of work?
\nc. Describe the relationship shown by the data.<\/p>\nAnswer:
\na. 3.5 h
\nb. 85 $
\nc. positive linear relationship.<\/p>\nExplanation:
\nIn the above-given graph,
\ngiven that,
\na. the hours must server work to earn $70 = 3.5 h
\nb. The server earns for 5 hours of work = $ 85.
\nc. the relationship is shown by the data = positive linear relationship.<\/p>\nQuestion 16.
\nPROBLEM SOLVING<\/strong>
\nThe table shows the memory capacities (in gigabytes) and prices (in dollars) of tablet computers. (a) Make a scatter plot of the data. Then describe the relationship between the data. (b) Identify any outliers, gaps, or clusters. Explain why they might exist.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-17.png\")
<\/p>\nAnswer:
\nOutliers =(16, 50)
\ngaps = 128 on x.
\nclusters = 64, 32, 64<\/p>\nExplanation:
\nOutliers =(16, 50)
\ngaps =128 on x.
\nclusters = 64, 32, 64.<\/p>\n![\"Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-7-300x226.png\")
<\/p>\nQuestion 17.
\nPATTERNS<\/strong>
\nThe scatter plot shows the numbers of drifting scooters sold by a company.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-18.png\")
\na. In what year were1000 scooters sold?
\nb. About how many scooters were sold in 2015?
\nc. Describe the relationship shown by the data.
\nd. Assuming this trend continues, in what year are about 500 drifting scooters sold?<\/p>\nAnswer:
\na. 2014
\nb. about 950 scooters.
\nc. negative linear relationship.
\nd. 2019.<\/p>\nExplanation:
\nIn the above-given figure,
\nGiven that the number of vehicles sold in the year.
\na. 2014
\nb. about 950 scooters.
\nc. negative linear relationship.
\nd. 2019<\/p>\nQuestion 18.
\nDIG DEEPER!<\/strong>
\nSales of sunglasses and beach towels at a store show a positive linear relationship in the summer. Does this mean that the sales of one item cause the sales of the other item to increase? Explain.<\/p>\nAnswer:
\nYes.<\/p>\nExplanation:
\nIn the above-figure,
\ngiven that the sales of the sunglasses and beach towels at a store show a positive linear relationship.
\nyes the sales of one item cause the sales of the other item to increase.<\/p>\n<\/a>Lesson 6.2 Lines of Fit<\/h3>\n
EXPLORATION 1<\/strong><\/p>\n
Representing Data by a Linear Equation
\nWork with a partner. You have been working on a science project for 8 months. Each month, you measured the length of a baby alligator.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-8th-Grade-Chapter-6-Data-Analysis-and-Displays-6.2-1.png\")
\na. Use a scatter plot to draw a line that you think best describes the relationship between the data.
\nb. Write an equation for your line in part(a).
\nc. MODELING Use your equation in part(b) to predict the length of the baby alligator next September.<\/p>\nAnswer:
\na. The relation is a linear relationship.<\/p>\nExplanation:
\n![\"Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.1-8.png\")
<\/p>\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-8th-Grade-Chapter-6-Data-Analysis-and-Displays-6.2-2.png\")
<\/p>\nTry It<\/strong><\/p>\n
Question 1.
\nThe table shows the numbers of people who attend a festival over an eight-year period. (a) Make a scatter plot of the data and draw a line of fit. (b) Write an equation of the line of fit. (c) Interpret the slope and the y-intercept of the line of fit.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-8th-Grade-Chapter-6-Data-Analysis-and-Displays-6.2-3.png\")
<\/p>\nAnswer:
\nThe order pairs (1, 420), (2, 500), (3, 650), (4, 900), (5, 1100), (6, 1500), (7, 1750), (8, 2400)<\/p>\nExplanation:
\n![\"Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.2-2.png\")
<\/p>\nQuestion 2.
\nFind an equation of the line of best \ufb01t for the data in Example 1. Identify and interpret the correlation coefficient.
\nAnswer:<\/p>\nSelf-Assessment for Concepts & Skills<\/strong>
\nSolve each exercise. Then rate your understanding of the success criteria in your journal.<\/p>\nQuestion 3.
\nFINDING A LINE OF FIT<\/strong>
\nThe table shows the numbers of days spent training and the race times for several people in a race.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-8th-Grade-Chapter-6-Data-Analysis-and-Displays-6.2-4.png\")
\na. Make a scatter plot of the data and draw a line of fit.
\nb. Write an equation of the line of fit.
\nc. Interpret the slope and the y-intercept of the line of fit.<\/p>\nAnswer:<\/p>\n
Question 4.
\nIDENTIFYING RELATIONSHIPS<\/strong>
\nFind an equation of the line of best fit for the data at the left. Identify and interpret the correlation coefficient
\nAnswer:<\/p>\nSelf-Assessment for Problem Solving<\/strong>
\nSolve each exercise. Then rate your understanding of the success criteria in your journal.<\/p>\nQuestion 5.
\nThe ordered pairs show amounts y (in inches) of rainfall equivalent x to inches of snow. About how many inches of rainfall are equivalent to 6 inches of snow? Justify your answer.
\n(16, 1.5) (12, 1.3) (18, 1.8) (15, 1.5) (20, 2.1) (23, 2.4)
\nAnswer:<\/p>\nQuestion 6.
\nThe table shows the heights (in feet) of a high jump bar and the number of people who successfully complete each jump. Identify and interpret the correlation coefficient.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-8th-Grade-Chapter-6-Data-Analysis-and-Displays-6.2-5.png\")
\nAnswer:<\/p>\n<\/a>Lines of Fit Homework & Practice 6.2<\/h3>\n
Review & Refresh<\/strong><\/p>\n
Describe the relationship between the data. Identify any outliers, gaps, or clusters.<\/strong>
\nQuestion 1.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-8th-Grade-Chapter-6-Data-Analysis-and-Displays-6.2-6.png\")
<\/p>\nAnswer:
\nNegative linear relationship.
\noutliers = (6, 10)
\nclusters = 0
\ngaps = 0<\/p>\nExplanation:
\nIn the above-given figure,
\nThe relationship is negative linear relationship.
\noutliers = (6, 10)
\ncluster = 0
\ngaps = 0
\nthere are no clusters and no gaps.<\/p>\nQuestion 2.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-8th-Grade-Chapter-6-Data-Analysis-and-Displays-6.2-7.png\")
<\/p>\nAnswer:<\/p>\n
Question 3.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-8th-Grade-Chapter-6-Data-Analysis-and-Displays-6.2-8.png\")
<\/p>\nAnswer:<\/p>\n
positive linear relationships.
\noutliers = 0
\ngaps = 0
\nclusters = x = 11 to x = 15<\/p>\nExplanation:
\nIn the above-given figure,
\ngiven that
\npositive linear relationship.
\noutliers = 0
\ngaps = 0
\nclusters = x = 11 to x = 15<\/p>\nWrite the fraction as a decimal and a percent.<\/strong>
\nQuestion 4.
\n\\(\\frac{29}{100}\\)<\/p>\nAnswer:
\nDecimal = 0.29
\npercent = 29 %<\/p>\nExplanation:
\nGiven that
\n(29\/100)
\n0.29
\npercent = 29%
\ndecimal = 0.29<\/p>\nQuestion 5.
\n\\(\\frac{7}{25}\\)<\/p>\nAnswer:
\nDecimal = 0.28
\npercent = 28%<\/p>\nExplanation:
\nGiven that
\n(7\/25) = 0.28
\ndecimal = 0.28
\npercent = 28<\/p>\nQuestion 6.
\n\\(\\frac{35}{50}\\)<\/p>\nAnswer:
\nDecimal = 0.7
\npercent = 0.007<\/p>\nExplanation:
\nGiven that
\n(35\/50) = 0.7
\ndecimal = 0.7
\npercent = 0.007<\/p>\nConcepts, Skills, &Problem Solving<\/strong>
\nREPRESENTING DATA BY A LINEAR EQUATION<\/strong> Use a scatter plot to draw a line that you think best describes the relationship between the data. (See Exploration 1, p. 243.)
\nQuestion 7.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-8th-Grade-Chapter-6-Data-Analysis-and-Displays-6.2-9.png\")
<\/p>\nAnswer:
\nThe points are (0,0), (1, 0.8), (2, 1.50), (3, 2.20), (4, 3.0), (5, 3.75)<\/p>\nExplanation:
\nIn the above-given figure,
\nGiven that :
\nthe points are (0, 0), (1, 0.8), (2, 1.50), (3, 2.20), (4, 3.0), (5, 3.75)
\nThe blue berries are in the x-axis.
\nweight is measured in pounds.
\nweight is shown in the y-axis.
\n![\"Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.2-3.png\")
\nQuestion 8.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-8th-Grade-Chapter-6-Data-Analysis-and-Displays-6.2-10.png\")
<\/p>\nAnswer:
\nThe given points are (0,91), (2, 82), (4, 74), (6, 65), (8, 55), (10, 43).<\/p>\nExplanation:
\nIn the above-given figure,
\nGiven that :
\nthe points are (0, 91, (2, 82), (4, 74), (6, 65), (8, 55), (10, 43)
\nThe Age is given on the x-axis.
\nvalue is measured in dollars.
\nvalue is given in the y-axis.
\n![\"Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.2-4.png\")
\nQuestion 9.
\nFINDING A LINE OF FIT<\/strong>
\nThe table shows the daily high temperatures (\u00b0F)and the numbers of hot chocolates sold at a coffee shop for eight randomly selected days.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-8th-Grade-Chapter-6-Data-Analysis-and-Displays-6.2-11.png\")
\na. Make a scatter plot of the data and draw a line of fit.
\nb.Write an equation of the line of fit.
\nc. Interpret the slope and the y-intercept of the line of fit.<\/p>\nAnswer:
\na.The given points are (30, 45), (36, 43), (44, 36), (51, 35), (60, 30), (68, 27), (75, 23), (82, 17).
\nb. y = -0.5x + 60
\nc. you could expect that 60 hot chocolates are sold when the temperature is 0 degree f, and the sales decrease by 1 hot chocolate for every 2 degrees f increase in temperature.<\/p>\nExplanation:
\na.The given points are (30, 45), (36, 43), (44, 36), (51, 35), (60, 30), (68, 27), (75, 23), (82, 17).
\nb. y = -0.5x + 60
\nc. you could expect that 60 hot chocolates are sold when the temperature is 0 degree f, and the sales decrease by 1 hot chocolate for every 2 degrees f increase in temperature.<\/p>\n![\"Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.2-5.png\")
<\/p>\nQuestion 10.
\nNUMBER SENSE<\/strong>
\nWhich correlation coefficient indicates a stronger relationship: – 0.98 or 0.91? Explain.<\/p>\nAnswer:
\n0.91 indicates a stronger correlation coefficient.<\/p>\nExplanation:
\nIn the above-given question,
\n-0.98 is a negative value and 0.91 is a positive value.
\nSo 0.91 indicates a stronger correlation coefficient.<\/p>\nQuestion 11.
\nIDENTIFYING RELATIONSHIPS<\/strong>
\nThe table shows the admission costs (in dollars) and the average number of daily visitors at an amusement park each year for the past 8 years. Find an equation of the line of best fit. Identify and interpret the correlation coefficient.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-8th-Grade-Chapter-6-Data-Analysis-and-Displays-6.2-12.png\")
<\/p>\nAnswer:
\nThe equation for the line of best fit is Y = -4.9x + 1042
\nabout -0.969.
\nstrong negative correlation.<\/p>\nExplanation:
\nIn the above-given figure,
\nThe given points are (20, 940), (21, 935), (22, 940), (24, 925), (25, 920), (27, 905), (28, 910), and (30, 890)
\nThe equation for the line of best fit is y = -4.9x + 1042.
\nabout -0.969.
\nstrong negative correlation.<\/p>\nQuestion 12.
\nREASONING<\/strong>
\nThe table shows the weights(in pounds) and the prescribed dosages (in milligrams) of medicine for six patients.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-8th-Grade-Chapter-6-Data-Analysis-and-Displays-6.2-13.png\")
\na. Find an equation of the line of best fit. Identify and interpret the correlation coefficient.
\nb. Interpret the slope of the line of best fit.
\nc. A patient who weighs 140 pounds is prescribed 135 milligrams of medicine. How does this affect the line of best fit?
\nAnswer:<\/p>\nQuestion 13.
\nMODELING REAL LIFE<\/strong>
\nThe table shows the populations (in millions) and the numbers of electoral votes assigned for eight states in the 2016 presidential election.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-8th-Grade-Chapter-6-Data-Analysis-and-Displays-6.2-14.png\")
\na. Find an equation of the line of best fit. Identify and interpret the correlation coefficient.
\nb. Interpret the slope of the line of best fit.
\nc. Interpret the y-intercept of the line of best fit.
\nd. RESEARCH Research the Electoral College to explain the meaning of your answer in part(c).<\/p>\nAnswer:
\na. y = 1.3 x + 2; about 0.9995; strong positive correlation.
\nb. The number of electoral votes increases by 1.3 for every increase of 1\u00a0 million people in the state.
\nc. A state with a population of 0 has 2 electoral votes.
\nd. The number of electoral votes a state has is based on the number of members that the state has in congress. Each state has 2 senators, plus a number of members of the House of Representatives based on its population. so, the y-intercept is 2 because a hypothetical state with no population would still have 2 senators.<\/p>\nExplanation:
\na. y = 1.3 x + 2; about 0.9995; strong positive correlation.
\nb. The number of electoral votes increases by 1.3 for every increase of 1\u00a0 million people in the state.
\nc. A state with a population of 0 has 2 electoral votes.
\nd. The number of electoral votes a state has is based on the number of members that the state has in congress. Each state has 2 senators, plus a number of members of the House of Representatives based on its population. so, the y-intercept is 2 because a hypothetical state with no population would still have 2 senators.<\/p>\nQuestion 14.
\nMODELING REAL LIFE<\/strong>
\nThe table shows the numbers (in millions) of active accounts for two social media websites over the past five years. Assuming this trend continues, how many active accounts will Website B have when Website A has 280 million active accounts? Justify your answer.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-8th-Grade-Chapter-6-Data-Analysis-and-Displays-6.2-15.png\")
<\/p>\nAnswer:<\/p>\n
Question 15.
\nDIG DEEPER!<\/strong>
\nThe table shows the heights y(in feet) of a baseball x seconds after it was hit.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-8th-Grade-Chapter-6-Data-Analysis-and-Displays-6.2-16.png\")
\na. Predict the height after 5 seconds.
\nb. The actual height after 5 seconds is about 3 feet. Why might this be different from your prediction?<\/p>\nAnswer:
\na. 251 ft.
\nb. The height of the baseball is not linear.<\/p>\nExplanation:
\na. The height after 5 seconds is 251 feet.
\nGiven that the seconds on the x-axis and height on the y-axis.
\nthe points are (0, 3), (0.5, 39), (1, 67), (1.5, 87), and (2, 99).
\nb. The actual height after 5 seconds is about 3 feet.<\/p>\n<\/a>Lesson 6.3 Two-Way Tables<\/h3>\n
EXPLORATION 1<\/strong><\/p>\n
Analyzing Data
\nWork with a partner. You are the manager of a sports shop. The table shows the numbers of soccer T-shirts that your shop has left in stock at the end of a soccer season.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.3-1.png\")
\na. Complete the table.
\nb. Are there any black-and-gold XL T-shirts in stock? Justify your answer.
\nc. The numbers of T-shirts you ordered at the beginning of the soccer season are shown below. Complete the table.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.3-2.png\")
\nd. REASONING How would you alter the numbers of T-shirts you order for the next soccer season?
\nAnswer:<\/p>\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.3-3.png\")
<\/p>\nTry It<\/strong><\/p>\n
Question 1.
\nHow many students in the survey above studied for the test and failed?
\nAnswer:<\/p>\nQuestion 2.
\nYou randomly survey students in a cafeteria about their plans for a football game and a school dance. The two-way table shows the results. Find and interpret the marginal frequencies for the survey.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.3-4.png\")
\nAnswer:<\/p>\nQuestion 3.
\nYou randomly survey students about whether they buy a school lunch or pack a lunch. The results are shown. Make a two-way table that includes the marginal frequencies.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.3-5.png\")
\nAnswer:<\/p>\nSelf-Assessment for Concepts & Skills<\/strong>
\nSolve each exercise. Then rate your understanding of the success criteria in your journal.<\/p>\nQuestion 4.
\nREADING A TWO-WAY TABLE<\/strong>
\nThe results of a music survey are shown in the two-way table. How many students dislike both country and jazz? How many students like country but dislike jazz?
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.3-6.png\")
\nAnswer:<\/p>\nQuestion 5.
\nMAKING A TWO-WAY TABLE<\/strong>
\nYou randomly survey students about their preference for a class field trip. The results are shown in the tally sheets. Make a two-way table that includes the marginal frequencies.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.3-7.png\")
\nAnswer:<\/p>\nSelf-Assessment for Problem Solving<\/strong>
\nSolve each exercise. Then rate your understanding of the success criteria in your journal.<\/p>\nQuestion 6.
\nThe results of a voting survey are shown in the two-way table. For each age group, what percent of voters prefer Candidate A? Candidate B? Determine whether there is a relationship between age and candidate preference.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.3-8.png\")
\nAnswer:<\/p>\nQuestion 7.
\nYou randomly survey 40 students about whether they play an instrument. You find that8 males play an instrument and 13 females do not play an instrument. A total of 17 students in the survey play an instrument. Make a two-way table that includes the marginal frequencies.
\nAnswer:<\/p>\nQuestion 8.
\nCollect data from each student in your math class about whether they like math and whether they like science. Is there a relationship between liking math and liking science? Justify your answer.
\nAnswer:<\/p>\n<\/a>Two-Way Tables Homework & Practice 6.3<\/h3>\n
Review & Refresh<\/strong><\/p>\n
Find an equation of the line of best fit for the data.<\/strong>
\nQuestion 1.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.3-9.png\")
<\/p>\nAnswer:
\nThe line y = 12.6x + 75.8 best fit for the data.<\/p>\nExplanation:
\nIn the above-given figure,
\nGiven that the points are (0,75), (1, 91), (2, 101), (3, 109) and (4, 129).
\nThe line y = 12.6x + 75.8 is the best fit for the data.<\/p>\nQuestion 2.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.3-10.png\")
\nAnswer:<\/p>\nThe vertices of a triangle are A (1, 2), B (3, 1), and C (1, – 1). Draw the figure and its image after the translation.
\nQuestion 3.
\n4 units left
\nAnswer:<\/p>\nQuestion 4.
\n2 units down
\nAnswer:<\/p>\nQuestion 5.
\n(x – 2, y + 3)
\nAnswer:<\/p>\nConcepts, Skills, &Problem Solving<\/strong><\/p>\n
ANALYZING DATA<\/strong> In Exploration 1, determine how many of the indicated T-shirt are in stock at the end of the soccer season. (See Exploration 1, p. 249.)
\nQuestion 6.
\nblack-and-white M<\/p>\nAnswer:
\n4 T-shirts are in stock at the end of the soccer season.<\/p>\nExplanation:
\nIn the above-given Exploration 1,
\nGiven that The T-shirts are in stock.
\n4 T-shirts are in stock at the end of the soccer season.<\/p>\nQuestion 7.
\nblue-and-gold XXL<\/p>\nAnswer:
\n0 shirts.<\/p>\nExplanation:
\nIn the above-given Exploration 1,
\nGiven that The T-shirts are in stock.
\n0 T-shirts are in stock at the end of the soccer season.<\/p>\nQuestion 8.
\nblue-and-white L<\/p>\nAnswer:
\n1 T-shirt.<\/p>\nExplanation:
\nIn the above-given Exploration 1,
\nGiven that the T-shirts are in stock.
\n1 T-shirt is in stock at the end of the soccer season.<\/p>\nREADING A TWO-WAY TABLE<\/strong> You randomly survey students about participating in a yearly fundraiser. The two-way table shows the results.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.3-11.png\")
\nQuestion 9.
\nHow many female students participateFundraiserin the fundraiser?<\/p>\nAnswer:
\n51 students participate.<\/p>\nExplanation:
\nIn the above-given table,
\nGiven that male and female students are participated in the fundraiser.
\nso 51 female students participate.<\/p>\nQuestion 10.
\nHow many male students do not participate in the fundraiser?<\/p>\nAnswer:
\n30 male students do not participate.<\/p>\nExplanation:
\nIn the above-given table,
\nGiven that male and female students are participated in the fundraiser.
\nso 30 male students do not participate.<\/p>\nFINDING MARGINAL FREQUENCIES<\/strong> Find and interpret the marginal frequencies.
\nQuestion 11.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.3-12.png\")
<\/p>\nAnswer:
\n71 students are juniors.
\n75 students are seniors.
\n93 students will attend the school play.
\n53 students will not attend the school play.
\n146 students were surveyed.<\/p>\nExplanation:
\nIn the above-given table,
\nGiven that students of the class participate in the school play.
\n71 students are juniors.
\n75 students are seniors.
\n93 students will attend the school play.
\n53 students will not attend the school play.
\n146 students were surveyed.<\/p>\nQuestion 12.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.3-13.png\")
<\/p>\nAnswer:
\nThe data plan of 78 people is limited for the cell phone company A.
\nThe data plan of\u00a0 94 people is limited for the cell phone company B.
\nThe data plan of 175 people is unlimited for the cell phone company A.
\nThe data plan of 135 people is unlimited for the cell phone company B.
\n482 people were surveyed.<\/p>\nExplanation:
\nIn the above-given table,
\nThe data plan of the cell phone company are given.
\nThe data plan of 78 people is limited for the cell phone company A.
\nThe data plan of\u00a0 94 people is limited for the cell phone company B.
\nThe data plan of 175 people is unlimited for the cell phone company A.
\nThe data plan of 135 people is unlimited for the cell phone company B.
\n482 people were surveyed.<\/p>\nQuestion 13.
\nMAKING A TWO-WAY TABLE<\/strong>
\nA researcher randomly surveys people with a medical condition about whether they received a treatment and whether their condition improved. The results are shown. Make a two-way table that includes the marginal frequencies.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.3-14.png\")
<\/p>\nAnswer:
\nThe people who improved with treatment = 34.
\nThe people who did not improve with treatment = 10
\nThe people who improved with no treatment = 12.
\nThe people who did not improve with no treatment = 29
\nTotally are about 85 people.<\/p>\nExplanation:
\nThe people who improved with treatment = 34.
\nThe people who did not improve with treatment = 10
\nThe people who improved with no treatment = 12.
\nThe people who did not improve with no treatment = 29
\nTotally are about 85 people.<\/p>\nQuestion 14.
\nMODELING REAL LIFE<\/strong>
\nYou randomly survey students in your school about the color of their eyes. The results are shown in the tables.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.3-15.png\")
\na. Make a two-way table.
\nb. Find and interpret the marginal frequencies for the survey.
\nc. For each eye color, what percent of the students in the survey are male? female? Organize the results in a two-way table.
\nAnswer:<\/p>\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.3-16.png\")
\nQuestion 15.
\nREASONING<\/strong>
\nUse the information from Exercise 14. For each gender, what percent of the students in the survey have green eyes? blue eyes? brown eyes? Organize the results in a two-way table.
\nAnswer:<\/p>\nQuestion 16.
\nCRITICAL THINKING<\/strong>
\nWhat percent of students in the survey in Exercise 14 are either female or have green eyes? What percent of students in the survey are males who do not have green eyes? Find and explain the sum of these two percents.
\nAnswer:<\/p>\nQuestion 17.
\nMODELING REAL LIFE<\/strong>
\nYou randomly survey people in your neighborhood about whether they have at least $1000 in savings. The results are shown in the tally sheets. For each age group, what percent of the people have at least $1000 in savings? do not have at least $1000 in savings? Determine whether there is a relationship between age and having at least $1000 in savings.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.3-17.png\")
\nAnswer:<\/p>\nQuestion 18.
\nDIG DEEPER!<\/strong>
\nThe three-dimensional bar graph shows information about the numbers of hours students at a high school work at part-time jobs during the school year.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answers-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.3-18.png\")
\na. Make a two-way table that represents the data. Use estimation to find the entries in your table.
\nb. A newspaper article claims that more males than females drop out of high school to work full-time. Do the data support this claim? Explain your reasoning.
\nAnswer:<\/p>\n<\/a>Lesson 6.4 Choosing a Data Display<\/h3>\n
EXPLORATION 1<\/strong><\/p>\n
Displaying Data
\nWork with a partner. Analyze and display each data set in a way that best describes the data. Explain your choice of display.<\/p>\na. NEW ENGLAND ROADKILL A group of schools in New England participated in a two-month study. They reported 3962 dead animals.
\nBirds: 307
\nMammals: 2746
\nAmphibiAnswer: 145
\nReptiles: 75
\nUnknown: 689
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.4-1.png\")
\nb. BLACK BEAR ROADKILL The data below show the numbers of black bears killed on a state\u2019s roads each year for 20 years.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.4-2.png\")
\nc. RACCOON ROADKILL A one-week study along a four-mile section of road found the following weights (in pounds) of raccoons that had been killed by vehicles.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.4-3.png\")
\nd. What can be done to minimize the number of animals killed by vehicles?
\nAnswer:<\/p>\nTry It<\/strong><\/p>\n
Choose an appropriate data display for the situation. Explain your reasoning.<\/strong>
\nQuestion 1.
\nthe population of the United States divided into age groups
\nAnswer:<\/p>\nQuestion 2.
\nthe number of students in your school who play basketball, football, soccer, or lacrosse
\nAnswer:<\/p>\nTell whether the data display is appropriate for representing the data in Example 2. Explain your reasoning.<\/strong>
\nQuestion 3.
\ndot plot
\nAnswer:<\/p>\nQuestion 4.
\ncircle graph
\nAnswer:<\/p>\nQuestion 5.
\nstem-and-leaf plot
\nAnswer:<\/p>\nQuestion 6.
\nWhich bar graph is misleading? Explain.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.4-4.png\")
\nAnswer:<\/p>\nSelf-Assessment for Concepts & Skills<\/strong>
\nSolve each exercise. Then rate your understanding of the success criteria in your journal.<\/p>\nCHOOSING A DATA DISPLAY<\/strong> Choose an appropriate data display for the situation. Explain your reasoning.
\nQuestion 7.
\nthe percent of band students playing each instrument
\nAnswer:<\/p>\nQuestion 8.
\na comparison of the amount of time spent using a tablet computer and the remaining battery life
\nAnswer:<\/p>\nQuestion 9.
\nIDENTIFYING A MISLEADING DISPLAY<\/strong>
\nIs the box-and-whisker plot misleading? Explain.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.4-5.png\")
\nAnswer:<\/p>\nSelf-Assessment for Problem Solving<\/strong>
\nSolve each exercise. Then rate your understanding of the success criteria in your journal.<\/p>\nQuestion 10.
\nAn employee at an animal shelter creates the histogram shown. A visitor concludes that the number of 7-year-old to 9-year-old dogs is triple the number of 1-year-old to 3-year-old dogs. Determine whether this conclusion is accurate. Explain.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.4-6.png\")
\nAnswer:<\/p>\nQuestion 11.
\nDIG DEEPER!<\/strong>
\nA business manager creates the line graph shown. (a) How do the data appear to change over time? Explain why this conclusion may not be accurate. (b) Why might the business manager want to use this line graph?
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.4-7.png\")
\nAnswer:<\/p>\n<\/a>Choosing a Data Display Homework & Practice 6.4<\/h3>\n
Review & Refresh<\/strong><\/p>\n
You randomly survey students about whether they recycle. The two-way table shows the results.<\/strong>
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.4-8.png\")
\nQuestion 1.
\nHow many male students recycle? How many female students do not recycle?
\nAnswer:<\/p>\nQuestion 2.
\nFind and interpret the marginal frequencies.
\nAnswer:<\/p>\nFind the slope and the y-intercept of the graph of the linear equation.<\/strong>
\nQuestion 3.
\ny = 4x + 10
\nAnswer:<\/p>\nQuestion 4.
\ny = – 3.5x – 2
\nAnswer:<\/p>\nQuestion 5.
\ny – 8 = – x
\nAnswer:<\/p>\nConcepts, Skills, & Problem Solving<\/strong><\/p>\n
Question 6.
\nDISPLAYING DATA<\/strong>
\nAnalyze and display the data in a way that best describes the data. Explain your choice of display. (See Exploration 1, p. 255.)
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.4-9.png\")
<\/p>\nAnswer:<\/p>\n
CHOOSING A DATA DISPLAY<\/strong> Choose an appropriate data display for the situation. Explain your reasoning.
\nQuestion 7.
\na student\u2019s test scores and how the scores are spread out<\/p>\nAnswer:
\nstem and leaf plot shows how data is distributed.<\/p>\nQuestion 8.
\nthe prices of different televisions and the numbers of televisions sold
\nAnswer:<\/p>\nQuestion 9.
\nthe outcome of rolling a number cube
\nAnswer:<\/p>\nQuestion 10.
\nthe distance a person drives each month
\nAnswer:<\/p>\nQuestion 11.
\nIDENTIFYING AN APPROPRIATE DISPLAY<\/strong>
\nA survey asked 800 students to choose their favorite school subject. The results are shown in the table. Tell whether each data display is appropriate for representing the portion of students who prefer math. Explain your reasoning.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.4-10.png\")
\nAnswer:<\/p>\nQuestion 12.
\nIDENTIFYING AN APPROPRIATE DISPLAY<\/strong>
\nThe table shows how many hours you worked as a lifeguard from May to August. Tell whether each data display is appropriate for representing how the number of hours worked changed during the 4 months. Explain your reasoning.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.4-11.png\")
\nAnswer:<\/p>\nQuestion 13.
\nWRITING<\/strong>
\nWhen should you use a histogram instead of a bar graph to display data? Use an example to support your answer.
\nAnswer:<\/p>\nIDENTIFYING MISLEADING DISPLAYS<\/strong> Which data display is misleading? Explain.
\nQuestion 14.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.4-12.png\")
\nAnswer:<\/p>\nQuestion 15.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.4-13.png\")
\nAnswer:<\/p>\nQuestion 16.
\nREASONING<\/strong>
\nWhat type of data display is appropriate for showing the mode of a data set?
\nAnswer:<\/p>\nQuestion 17.
\nCRITICAL THINKING<\/strong>
\nThe director of a music festival creates the data display shown. A customer concludes that the ticket price for Group C is more than double the ticket price for Group A. Determine whether this conclusion is accurate. Explain.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.4-14.png\")
\nAnswer:<\/p>\nQuestion 18.
\nPATTERNS<\/strong>
\nA scientist gathers data about a decaying chemical compound and creates the scatter plot shown.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.4-15.png\")
\na.The scientist concludes that there is a negative linear relationship between the data. Determine whether this conclusion is accurate. Explain.
\nb. Estimate the amount of the compound remaining after 1 hour, 3 hours, 5 hours, and 7 hours.
\nAnswer:<\/p>\nQuestion 19.
\nREASONING<\/strong>
\nA survey asks 100 students to choose their favorite sports. The results are shown in the circle graph.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.4-16.png\")
\na. Explain why the graph is misleading.
\nb. What type of data display is more appropriate for the data? Explain.
\nAnswer:<\/p>\nQuestion 20.
\nSTRUCTURE<\/strong>
\nWith the help of computers, mathematicians have computed and analyzed trillions of digits of the irrational number \u03c0. One of the things they analyze is the frequency of each of the numbers 0 through 9. The table shows the frequency of each number in the \ufb01rst 100,000 digits of \u03c0.
\na. Display the data in a bar graph.
\nb. Display the data in a circle graph.
\nc. Which data display is more appropriate? Explain.
\nd. Describe the distribution.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Solutions-Grade-8-Chapter-6-Data-Analysis-and-Displays-6.4-17.png\")
\nAnswer:<\/p>\n<\/a>Data Analysis and Displays Connecting Concepts<\/h3>\n
Using the Problem-Solving Plan<\/strong>
\nQuestion 1.
\nYou randomly survey middle school students about whether they prefer action, comedy, or animation movies. The two-way table shows the results. Estimate the probability that a randomly selected middle school student prefers action movies.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-cc-1.png\")
\nUnderstand the problem.
\nYou know the results of a survey about movie preference. You are asked to estimate the probability that a randomly selected middle school student prefers action movies.<\/p>\nMake a plan.
\nFind the marginal frequencies for the data. Then use the marginal frequencies to find the probability that a randomly selected middle school student prefers action movies.<\/p>\nSolve and check.
\nUse the plan to solve the problem. Then check your solution.
\nAnswer:<\/p>\nQuestion 2.
\nAn equation of the line of best fit for a data set is y = – 0.68x + 2.35. Describe what happens to the slope and the y-intercept of the line when each y-value in the data set increases by 7.
\nAnswer:<\/p>\nQuestion 3.
\nOn a school field trip, there must be 1 adult chaperone for every 16 students. There are 8 adults who are willing to be a chaperone for the trip, but only the number of chaperones that are necessary will attend. Ina class of 124 students, 80 attend the trip. Make a two-way table that represents the data.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-cc-2.png\")
\nAnswer:<\/p>\nPerformance Task<\/strong><\/p>\n
Cost vs. Fuel Economy
\nAt the beginning of this chapter, you watched a STEAM Video called \u201cFuel Economy.\u201d You are now ready to complete the performance task related to this video, available at BigIdeasMath.com. Be sure to use the problem-solving plan as you work through the performance task.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-cc-3.png\")
<\/p>\n<\/a>Data Analysis and Displays Chapter Review<\/h3>\n
Review Vocabulary<\/strong><\/p>\n
Write the definition and give an example of each vocabulary term.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-cr-1.png\")
<\/p>\nGraphic Organizers<\/strong><\/p>\n
You can use Information Frame an to help organize and remember a concept. Here is an example of an Information Frame for scatter plots.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-cr-2.png\")
<\/p>\nChoose and complete a graphic organizer to help you study the concept.
\n1. lines of fit
\n2. two-way tables
\n3. data displays
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-cr-3.png\")
<\/p>\nChapter Self-Assessment<\/strong><\/p>\n
As you complete the exercises, use the scale below to rate your understanding of the success criteria in your journal.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-cr-4.png\")
<\/p>\n6.1 Scatter Plots\u00a0 \u00a0(pp. 237\u2013242)<\/strong>
\nLearning Target: Use scatter plots to describe patterns and relationships between two quantities.<\/p>\nQuestion 1.
\nMake a scatter plot of the data. Identify any outliers, gaps, or clusters.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-cr-5.png\")
\nAnswer:<\/p>\nDescribe the relationship between the data. Identify any outliers, gaps, or clusters.<\/strong>
\nQuestion 2.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-cr-6.png\")
\nAnswer:<\/p>\nQuestion 3.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-cr-7.png\")
\nAnswer:<\/p>\nQuestion 4.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-cr-8.png\")
\nAnswer:<\/p>\nQuestion 5.
\nYour school is ordering custom T-shirts. The scatter plot shows the numbers of T-shirts ordered and the cost per shirt. Describe the relationship between the numbers of T-shirts ordered and the cost per T-shirt.
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-cr-9.1.png\")
\nAnswer:<\/p>\nQuestion 6.
\nDescribe a set of real-life data that has each relationship.
\na. positive linear relationship
\nb. no relationship
\nAnswer:<\/p>\nQuestion 7.
\nThe table shows the numbers of hours a waitress works and the amounts she earns in tips. How many hours do you expect the waitress to work when she earns $42 in tips?
\n![\"Big](\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2021\/01\/Big-Ideas-Math-Answer-Key-Grade-8-Chapter-6-Data-Analysis-and-Displays-cr-9.png\")
\nAnswer:<\/p>\n6.2 Lines of Fit\u00a0 \u00a0(pp. 243\u2013248)<\/strong>
\nLearning Target: Use lines of fit to model data.<\/p>\nQuestion 8.
- Data Analysis and Displays Chapter Review<\/a><\/li>\n
- Choosing a Data Display Homework & Practice 6.4<\/a><\/li>\n<\/ul>\n
- Two-Way Tables Homework & Practice 6.3<\/a><\/li>\n<\/ul>\n
- Lines of Fit Homework & Practice 6.2<\/a><\/li>\n<\/ul>\n
- Scatter Plots Homework & Practice 6.1<\/a><\/li>\n<\/ul>\n
- Data Analysis and Displays Getting Ready for Chapter 6<\/a><\/li>\n<\/ul>\n