1. Introduction to Data Analysis

2. Defining Terms  Population- the entire group of people or objects that you want information about  Sample- specific part of the population that you are testing and gathering data from  A reasonable sample is  Random  Representative of the population you want to know about  Large enough to provide accurate data

3. Practice  You are ordering pizza for Noble Academy’s students and you would like to know which toppings students like best. You don’t have time to ask about the opinion of every student, so you decide to take a reasonable sample. How should you collect data? a. Have all seventh grade students fill out a survey b. Interview four students from different grades about their preferences c. Pick three students from each grade level out of a hat and survey them d. Post a survey on your blog for visitors to vote on their favorite pizza topping

4. Defining Terms  Range: greatest data value - least data value  Mode: data value occurring most often  Mean: sum of data/ number of data values  Median: the mid-point of the data 10 7 th grade students bought presents for their secret valentines. Here are the amounts they spent: $5, $8, $15, $15, $20, $24, $26, $28, $29, $30.

5. Representing Data $5, $8, $15, $15, $20, $24, $26, $28, $29, $30. Displaying Data Stem and Leaf 0 1 2 3 4

6. Representing Data 0 5 10 15 20 25 30 Maximum: 30 Minimum:5 Range: 25 Mode: 15 Mean: 20 Median: 22

7. Omar has taken 4 quizzes and his average score so far is 85. If he gets 100, a perfect score, on the remaining 2 quizzes, what will the new mean of his scores be? 4 ⋅ 85+2 ⋅ 100=540. 540/6=90

8. During her first four days of work, Amy earned an average of $36.00 a day. What does she need to earn on the fifth day for her mean wage to be $40.00? $56.00

9. Data Collection: Skittles Lab Skittle ColorTallyFrequency Green Orange Purple Red Yellow Total

10. Box and whisker diagrams  Quartiles further separate data into four equal parts. Each of these parts contains one-fourth of the data.  1 st quartile- 25 th percentile  2 nd quartile- 50 th percentile (median)  3 rd quartile- 75 th percentile

11. Median  ½(n + 1) th piece of data (ordered) 28, 29, 31, 35, 35, 36, 37, 41, 42, 43, 44, 48, 50, 52, 63 15 items of data … n = 15 ½(n + 1) = ½(15 + 1) = 8 th item

12. Lower Quartile  ¼(n + 1) th piece of data (ordered) 28, 29, 31, 35, 35, 36, 37, 41, 42, 43, 44, 48, 50, 52, 63 15 items of data … n = 15 ¼(n + 1) = ¼(15 + 1) = 4 th item

13. Upper Quartile  ¾(n + 1) th piece of data (ordered) 28, 29, 31, 35, 35, 36, 37, 41, 42, 43, 44, 48, 50, 52, 63 15 items of data … n = 15 ¾(n + 1) = ¾(15 + 1) = 12 th item

14. Add that to our box and whisker plot!  min ($28), lower quartile = 35 max ($63), upper quartile = 48 median ($41) … Min Median Max LQ UQ

15. Some terminology UQ – LQ = Interquartile Range (IQR) Max – Min = Range

16. Interpreting the box plot  The ‘box’ middle 50% of people (the most ‘representative half’)  The ‘whiskers’ show the outliers- 25% lowest and 25% highest

17. Comparing groups Boys Girls Which is true about the data in the box and whisker plots? a. “A boy spent the most” b. “All girls within the interquartile range spent less than 75% of boys” c. “All boys spent more than 50% of girls”

18. Practice 23 boys and 11 girls were given a math test. Their scores are listed below: Boys: 7, 13, 15, 19, 35, 35, 37, 43, 44, 44, 45, 46, 47, 47, 49, 51, 52, 55, 55, 56, 78, 82, 91 Girls: 7, 18, 23, 47, 58, 63, 68, 72, 72, 75, 87 Use box plots to compare the differences between the boys and girls scores and comment on the differences.