G7 U5m10 Te PDF

Module At A Glance Module Essential Question: How can you use random samples
and populations to solve

real-world problems?
MODULE 10 Random Samples and Populations Domains: Statistics and Probability

Ratios and Proportional Relationships
Lessons at Lesson 10.1 Lesson 10.2 Lesson 10.3

A Glance Populations and Samples Making Inferences from a Generating Random Samples
Random Sample
7.SP.2,
Pg. T311A COMMON
Pg. T317A COMMON
7.RP.2, Pg. T323A COMMON
CORE 7.SP.1 CORE 7.RP.2c, CORE 7.SP.2
7.RP.3,
7.SP.1
Essential How can you use a sample to gain How can you use a random sample to How can you generate and use random
Question information about a population? make inferences about a population? samples to represent a population?
Objective Students will use a sample to gain Students will use a random sample to Students will generate and use random
information about a population. make inferences about a population. samples to represent a population.
Vocabulary biased sample, population,

random sample, sample
Go online 10.1 i Student Edition 10.2 i Student Edition 10.3 i Student Edition
for all your 10.1 i Teacher Edition 10.2 i Teacher Edition 10.3 i Teacher Edition
module resources
my.hrw.com 10.1 eStudent Edition 10.2 eStudent Edition 10.3 eStudent Edition
24/Mar/2017 NA CC G7 Personal Math Trainer Personal Math Trainer Personal Math Trainer
Math on the Spot Videos Math on the Spot Videos
Animated Math
Print 10.1 Student Edition: Lesson 10.2 Student Edition: Getting Ready 10.3 Student Edition: Lesson
10.2 Student Edition: Lesson
Resources Differentiated Instruction Differentiated Instruction
10.1 Practice and Problem Solving Differentiated Instruction 10.3 Practice and Problem Solving
A/B, C, and D 10.2 Practice and Problem Solving A/B, C, and D
10.1 Reteach A/B, C, and D 10.3 Reteach
10.1 Reading Strategies 10.2 Reteach 10.3 Reading Strategies
10.1 Success for English Learners 10.2 Reading Strategies 10.3 Success for English Learners
10.2 Success for English Learners
3 Before the Module During the Lesson After the Module

2
Are You Ready Guided/Independent Practice Ready to Go On?

1
Response to
• Prerequisite Skills Activities • Reteach • Reteach
Intervention • Personal Math Trainer • Personal Math Trainer • Personal Math Trainer
• Practice and Problem Solving D
T307A Module 10
Module Pacing Chart
Introduction Instruction Assessment Total
1 day 8 days 1 day 10 days
Teacher Notes
Math on the Spot Videos Animated Math
Out! One for every Example During

k It
Chec
in every Lesson Lesson 10.2
Random Samples and Populations T307B

10 Random Samples
10
module
MODULE
and Populations
Random Samples You can solve problems involving
?
LESSON 10.1
ESSENTIAL QUESTION large populations by modeling
and Populations How can you use random

them with smaller random
samples and then analyzing the
samples.
Populations and
Samples
samples and populations COMMON
CORE 7.SP.1
to solve real-world
problems? LESSON 10.2
Real-World Video Viewing Guide Making Inferences

from a Random
After students have watched the video, discuss the Sample
following: COMMON
CORE 7.RP.2c, 7.SP.1,
7.SP.2
• Why does the biologist in the video take a
sample that represents the number of frogs in LESSON 10.3
the population? Generating Random
Samples
• Why is the size of the sample important? COMMON
7.SP.2
CORE
Professional Development Video

Author Juli Dixon models successful teaching
practices as she explores random samples in an
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Michal Durinik/

actual seventh-grade classroom.
Real-World Video
Scientists study animals like dart frogs to learn more
about characteristics such as behavior, diet, and
communication.
my.hrw.com
Shutterstock
my.hrw.com my.hrw.com Math On the Spot Animated Math Personal Math Trainer
Go digital with your Scan with your smart Interactively explore Get immediate
write-in student phone to jump directly key concepts to see feedback and help as
edition, accessible on to the online edition, how math works. you work through
any device. video tutor, and more. practice sets.
307
7_MNLAESE761064_U5MO10.indd 307 28/02/17 11:00 PM
TEACHER ONLINE RESOURCES
Online Teacher Edition Access a full suite of my Smart Planner Easily plan your classes and access all
teaching resources online—plan, present, and manage your resources online.
classes and assignments.
Interactive Whiteboards Engage students with Personal Math Trainer: Online Assessment and
interactive whiteboard‑ready examples and a lesson quiz Intervention Assign automatically graded homework,
for each lesson. quizzes, tests, and intervention activities. Prepare your
students with updated practice tests aligned with
Common Core.
307 Module 10
Are YOU Ready? Are You Ready?
Complete these exercises to review skills you will need Personal Assess Readiness
for this module. Math Trainer Access Are You Ready? assessment online, and
Online
receive instant scoring, feedback, and customized
Solve Proportions my.hrw.com
Assessment and
Intervention
intervention or enrichment.
a ___30
EXAMPLE __=
1 1.5
a × 1.5 = 1 × 30 Write the cross products.
Personal Math Trainer
1.5a=30 Simplify.

1.5a ___
____
1.5
=
30
1.5
Divide both sides by 1.5. Online Assessment and
a=20 Intervention
Solve for x.
5 4
1. __x
16 45 18
= __
_
4
= 1.25 3. ___
2. _5x = _14 2.5 __x 12.5 4. _x = _2
= 3
_
40 10 50 6 9
Additional Resources
Find the Range 24/Mar/2017 NA CC G7
Digital Teacher Resources

EXAMPLE 29, 26, 21, 30, 32, 19 Order the data from least to greatest.
19, 21, 26, 29, 30, 32 Go online for module-level
range = 32 – 19 The range is the difference between the resources.
= 13 greatest and the least data items.
Find the range of the data.

13 9 my.hrw.com
5. 52, 48, 57, 47, 49, 60, 59, 51 6. 5, 9, 13, 6, 4, 5, 8, 12, 12, 6
20
7. 97, 106, 99, 97, 115, 95, 108, 100 59
8. 27, 13, 35, 19, 71, 12, 66, 47, 39
© Houghton Mifflin Harcourt Publishing Company

COMMON
Item Common Core Standards
Find the Mean
CORE
1–4 6.RP.3
EXAMPLE 21, 15, 26, 19, 25, 14
The mean is the sum of the 5–8 6.SP.5c
21 + 15 + 26 +19 +25 + 14
mean =_____________________ data items divided by the
120
6
number of items. 9–10 6.SP.5c
= ___
6
= 20
Find the mean of each set of data.

5.6
9. 3, 5, 7, 3, 6, 4, 8, 6, 9, 5 8.2
10. 8.1, 9.4, 11.3, 6.7, 6.2, 7.5
308 Unit 5
ARE YOU READY? Diagnostic Assessment 3

Response to
2
Intervention
Use to determine if students need intervention for the module’s prerequisite skills.
1
Intervene With Skills For Enrichment

Missed More
Skill Intervention worksheets Differentiated Instruction
Than . . .
(available online) (available in print and online)
Solve Proportions 1 question Skill 65 Solve Proportions Module 10 Challenge Extend-the-Math Lesson Activities in TE
Find the Range 1 question Skill 91 Find the Range Module 10 Challenge Extend-the-Math Lesson Activities in TE
Find the Mean 1 question Skill 93 Find the Mean Module 10 Challenge Extend-the-Math Lesson Activities in TE
Random Samples and Populations 308

Reading Start-Up
Visualize Vocabulary
The chart helps students review vocabulary
Reading Start-Up Vocabulary
Review Words
Visualize Vocabulary ✔ box plot (diagrama
associated with box plots. As a class, review the de caja)
Use the ✔ words to complete the right column of the chart. data (datos)
process for creating a box plot.
dot plot (diagrama de
Understand Vocabulary Box Plots to Display Data
puntos)
interquartile range
Use the following explanations to help students Definition Review Word (rango entre cuartiles)
learn the Preview Words. A display that uses values
✔ lower quartile
(cuartil inferior)
In statistics, a population is the entire group of from a data set to show how box plot ✔ median (mediana)
the values are spread out.
people about whom you want to know some- spread (dispersión)
The middle value of a
thing. A random sample of the population can be data set. median survey (estudio)
✔ upper quartile
used to represent the whole population. In a (cuartil superior)
The median of the lower
random sample, every person in the population half of the data. lower quartile
has the same chance of being part of the sample. The median of the upper
Preview Words
A biased sample does not accurately represent half of the data. upper quartile biased sample
(muestra sesgada)
the entire population. population (población)
Understand Vocabulary random sample
Active Reading (muestra aleatoria)
Complete each sentence, using the preview words. sample (muestra)
Integrating Language Arts
1. An entire group of objects, individuals, or events is a
Students can use these reading and note-taking
strategies to help them organize and understand population .
new concepts and vocabulary. 2. A sample is part of the population chosen to
COMMON represent the entire group.
ELA-Literacy.RST.6-8.7
CORE
Integrate quantitative or technical information 3. A sample that does not accurately represent the population is a
expressed in words in a text with a version of that biased sample .
information expressed visually (e.g., in a
flowchart, diagram, model, graph, or table).
Active Reading
Additional Resources Tri-Fold Before beginning the module, create a
Differentiated Instruction tri-fold to help you learn the concepts and vocabulary
in this module. Fold the paper into three sections.
• Reading Strategies ELL Label the columns “What I Know,” “What I Need to
Know,” and “What I Learned.” Complete the first
• Interactive multilingual glossary two columns before you read. After studying the
module, complete the third column.
Module 10 309
COMMON CORE Learning Progressions and Standards Across the Grades
Before In this Module After

Students understand: Students will learn how to: Students will connect:
• how to represent numeric data • use a sample to gain information about a • simulations and random
graphically, including box plots, population using random and non-random samples S-IC.4
stem-and-leaf plots, and histo- sampling 7.SP.2
• mean absolute deviation and
grams 6.SP.4 • make inferences from dot plots and box measures of variability S-ID.2
• how to interpret numeric data plots 7.SP.2
summarized in dot plots 6.SP.5 • use data about a sample and proportional
reasoning to make inferences or predictions about
a population 7.SP.2
309 Module 10
MODULE 10
Unpacking the Standards Unpacking the Standards

Understanding the standards and the vocabulary terms in the
standards will help you know exactly what you are expected to Use the Key Vocabulary and Unpacking Examples
learn in this module. on this page to help students make sense of the
standards in this module.
COMMON
CORE 7.SP.1
Understand that statistics can
What It Means to You
COMMON
CORE Content Areas
be used to gain information You will learn how a random sample can be representative of a
about a population by population. Statistics and Probability—7.SP Use random
examining a sample of the
UNPACKING EXAMPLE 7.SP.1 sampling to draw inferences about a
population; generalizations
about a population from a Avery wants to survey residents who live in an apartment building. population.
sample are valid only if the She writes down all of the apartment numbers on slips of paper,
sample is representative of and draws slips from a box without looking to decide who to
that population. Understand survey. Will this produce a random sample?
that random sampling tends to
The population is all of the residents or people who live in the
produce representative samples apartment building. The sample is a valid random sample because
and support valid inferences. every apartment number has the same chance of being selected.
COMMON
CORE 7.SP.2
Use data from a random sample What It Means to You
to draw inferences about a You will use data collected from a random sample to make
population with an unknown inferences about a population.
characteristic of interest.
Generate multiple samples (or UNPACKING EXAMPLE 7.SP.2
simulated samples) of the same Alexi surveys a random sample of 80 students at his school and finds
size to gauge the variation in that 22 of them usually walk to school. There are 1,760 students at the
estimates or predictions. school. Predict the number of students who usually walk to school.

number in sample who walk number in population who walk
Key Vocabulary
_____________________
size of sample
= _____________________
size of population
population (población) 22 ____x
The entire group of objects or
__
80
= 1,760
 
individuals considered for a 22
survey.
x = ___
80
· 1,760
sample (muestra) 38,720
           x = _____
80
= 484
A part of the population.
Approximately 484 students usually walk to school.
Visit my.hrw.com
to see all the
Common Core
Standards
unpacked.
my.hrw.com
310 Unit 5
COMMON CORE STANDARDS

Standards Lesson 10.1 Lesson 10.2 Lesson 10.3
7.RP.2c Represent proportional relationships by equations. COMMON
CORE
7.SP.1 Understand that statistics can be used to gain information about a population COMMON
CORE
COMMON
CORE
by examining a sample of the population; generalizations about a population
from a sample are valid only if the sample is representative of that population.
Understand that random sampling tends to produce representative samples
and support valid inferences.
7.SP.2 Use data from a random sample to draw inferences about a population with an COMMON
CORE
COMMON
CORE
unknown characteristic of interest. Generate multiple samples (or simulated
samples) of the same size to gauge the variation in estimates or predictions.

LESSON 10.1 Populations and Samples
Lesson Support
Content Objective Students will learn to use a sample to gain information about a population.
COMMON
CORE Mathematics Standards Professional Development
7.SP.1 U
nderstand that statistics can be used to gain COMMON
CORE Integrate Mathematical Practices MP.6
information about a population by examining a sample
of the population; generalizations about a population This lesson provides an opportunity to address this Mathematical
from a sample are valid only if the sample is Practice standard. It calls for students to explain mathematical
representative of that population. Understand that ideas and arguments using precise mathematical language in
random sampling tends to produce representative written or oral communication. Students use mathematical
samples and support valid inferences. definitions to explain whether a given sample is random or
biased. Then students explain whether survey questions could be
MP.6 Attend to precision. biased based on the language used in the questions.
Focus Coherence Rigor

Building Background Learning Progressions Cluster Connections
Connecting with Everyday Life Have In this lesson, students extend their This lesson provides an excellent
the class consider how to determine the understanding of representing numeric opportunity to connect ideas in this cluster:
most popular video game among students data by learning how to effectively use a
Use random sampling to draw inferences
at the school. Whom would students ask random sample to gain information about a
about a population.
about their game preferences? Everybody? population. Key understandings include the
Just game players? Just boys? Only girls? following: Give students the following prompt: “To
Have them discuss ways to make a fair • A population is the entire group of determine the favorite bicycle brand of
selection of respondents from the entire objects, individuals, or events students at her school, Rhonda surveys 25
school. about which information is being students as they leave a neighborhood bike
gathered. shop. Is Rhonda’s sample a random sample
or a biased sample? Explain.”
• A sample is a part of the
population. The size and way a Answer: Biased; most of the students at
sample is chosen can affect Rhonda’s school have no chance to be
whether or not the sample is surveyed.
representative of the population.
• In a random sample, every person,
object, or event has an equal
chance of being selected.
• A biased sample does not
accurately represent the
population.
Representing a population by selecting a
random sample prepares students to draw
inferences and to generate random samples
from populations in Lessons 10.2 and 10.3,
and to compare data samples taken from
populations in Module 11.
T311A
professional development
Language Support ELL
Language Objective Students will explain how to use a sample to gain information about a population.
Leveled Strategies for English Learners ELL

Emerging
An abstract topic like statistics can be very challenging for students at this
level of English proficiency because they are learning to read and interpret a
new language, as well as learning new content. Remind students of the
resources they have (glossary, Personal Math Trainer, etc.) to help them
understand and complete their assignments.
Expanding
Have students at this level of English proficiency grasp this topic by listing in
their math journals the new vocabulary words and their definitions. Then
help them answer the Your Turn exercise after Example 1.
Bridging
Have students discuss the new vocabulary words and their definitions. Then,
have them work with partners on the Guided Practice exercises.
To help English learners answer the questions in the Math

Math Talk Talk, provide a sentence frame.
Samples are used instead of surveying entire populations
because ______________.
Linguistic Support ELL

Academic/Content Vocabulary
This lesson introduces new concepts of populations and samples. Each of the new terms is
defined in the context of the sentence in which it is introduced. Have students find new terms
in the glossary—especially when the words are abstract, like population, sample, random
sample, and biased sample. For a glossary resource for thirteen world languages, including
Spanish, be sure to encourage students to use the Online Multilingual Glossary.
Image Credits: ©Monkey Business Images/Shutterstock
Building Background
Words such as population, sample, bias, and random may or may not have been introduced to
students in other content areas; however, when learning vocabulary in a new language,
students need many repetitions and supporting context to help them sort out and remember
the math meanings. Point out the math meanings of these words and let students know they
have other meanings as well. Be sure to point out the many charts and graphics that label
examples in the lesson.
Populations and Samples T311B

10.1
LESSON
Populations and
10.1
COMMON
CORE 7.SP.1
… Understand that random
LESSON
Samples
COMMON
7.SP.1, MP.6 sampling tends to produce
CORE
representative samples and
support valid inferences.
Populations ? EssEntial QuEstion

How can you use a sample to gain information
about a population?
and Samples
EXPLORE ACTIVITY
COMMON
CORE 7.SP.1
Engage
1 Random and Non-Random Sampling
When information is being gathered about a group, the entire group of objects,
?
? ESSENTIAL QUESTION individuals, or events is called the population. A sample is part of the population
that is chosen to represent the entire group. Row
How can you use a sample to gain information
about a population? Sample answer: Select a A vegetable garden has 36 tomato plants arranged in
8 9 13 18 24 15 1
a 6-by-6 array as shown. The number in a given cell
sample that represents the population, and survey tells how many tomatoes are on that plant. 34 42 46 20 13 41 2
the sample using an unbiased question.
The gardener decides to find the average number of
29 21 14 45 27 43 3
Motivate the Lesson tomatoes on the plants based on a randomly chosen
sample, because counting the number of tomatoes on 4
Ask: You wonder what currently popular movie is all of the plants is too time-consuming.
22 45 46 41 22 33
the favorite among students in your school. How 12 42 44 17 42 11 5

To simulate a random selection: roll two number
could you find out? Begin the lesson to find out. cubes a number of times. Let the first number cube 18 26 43 32 33 26 6
represent the row, and the second represent
Explore
2 the column. Record the number in each randomly
selected cell. Do not count any cell more than once.
Column 1 2 3 4 5 6
Explore activity Answers will vary.

A Find the average number of tomatoes on 6 randomly selected plants.
Focus on Critical Thinking B Find the average number of tomatoes on the plants in the first row. 14.5 tomatoes
Students may feel that the actual average of all C Find the average number of tomatoes on 12 randomly selected plants. Answers will vary.
the numbers will give the gardener a better D A representative sample has the same characteristics as the population.
answer. Discuss the differences between having a
In which part, A or B , is the sample more likely representative? Explain.
table of data like the one shown and randomly
Sample answer: The sample from Part A; any plant from
selecting plants from a garden where the number
of tomatoes on each plant is not known. the garden could have been included in the sample.
E The samples in Parts A and C were both chosen randomly, but one is
more likely to be representative. Which one is it? Explain.
Sample answer: The sample from Part C; it includes more
plants so it is more likely to reflect the variety in the garden.
Lesson 10.1 311
7_MNLAESE761064_U5M10L1.indd 311 20/12/16 12:56 PM
Differentiate Instruction Leveled Questions

Explore Activity
AL DOK 1 Recall The number of tomatoes from the sample plants varies
from 8 to 46. Is it likely that, if the farmer picks a single plant
Teacher to teacher as a sample, the number would be a good average? no
Critical Thinking Use bags containing 50
counters of one color and 50 of another. Have OL DOK 2 Skills/Concepts Why should no cell in the table be counted more than
students collect data by drawing (and once? For the sample to be random, each plant must have
replacing) a sample of 6 counters, and repeat the same chance of being selected. That won’t happen if a
this selection process 10 times. Then have cell is counted more than once.
students collect 10 samples of size 12, and then BL DOK 3 Strategic Thinking Based on your results in Parts A and C, how many tomatoes
10 samples of size 18. Discuss with students do you think are in the whole garden? Explain your reasoning.
how often their samples were close to being Answers will vary. Sample explanation: I doubled the mean in
50% of each color, and whether larger samples Part C, because it represents twice as many plants, and added
were more likely or less likely to be it to the mean in Part A. I divided the result by 3, and then
representative of the population. multiplied by 36, the number of plants in the garden.
311 Lesson 10.1 Leveled QuestionS: AL Approaching Level | OL On Level | BL Beyond Level
EXPLORE ACTIVITY (cont’d)
Reflect Explain
3
1. How do the averages you got with each sampling method compare to the
average for the entire population, which is 28.25? EXAMPLE 1
Sample answer: The average using the first row is farthest from
Connect Vocabulary ELL
28.25. The average for 12 randomly selected plants is closest. Students may use the word random in a nonmath
2. Why might selecting only the plants in the first row not give a close average?
context as a synonym for “unexpected.” Remind
students that random has a very specific
The plants in the first row seem to have fewer tomatoes than the
definition in mathematics, referring to the way in
plants in other rows, so it is not representative of the whole plot. which things are selected for a sample.
Engage with the Whiteboard

Cover up the answers, and have students
Random Samples and Biased Samples underline the part of each problem that
A sample in which every person, object, or event has an equal chance of being identifies the population and the part that
selected is called a random sample. A random sample is more likely to be identifies the sample. Have students compare the
representative of a population than a sample not chosen randomly. When a
Math On the Spot
sample does not accurately represent the population, it is called a biased sample.
sample to the population to decide whether the
my.hrw.com sample is biased.
EXAMPLE 1 COMMON
CORE 7.SP.1 ADDITIONAL EXAMPLE 1
Identify the population. Determine whether each sample is a random Identify the population. Determine whether
sample or a biased sample. Explain your reasoning. each sample is a random sample or a biased
A Roberto wants to know the favorite sport of adults in his hometown. sample. Explain your reasoning.
Math Talk
He surveys 50 adults at a baseball game.
Mathematical Practices Think: People who don’t A Gino wants to know how most people in his
The population is adults in Roberto’s hometown. like baseball will not neighborhood get to work. He surveys 100
Why do you think samples
be represented in this

are used? Why not survey
each member of the
The sample is biased. sample. people getting off the bus at a bus stop near
population?
B Paula wants to know the favorite type of music for students in her class. his house. The population is people in Gino’s
She puts the names of all students in a hat, draws 8 names, and surveys neighborhood. The sample is biased because
Samples save those students.
the time, Think: Each student has people at a bus stop are likely to say they take
expense, and The population is students in Paula’s class. an equal chance of being the bus to work.
selected.
difficulty of The sample is random. B Raylene wants to know the favorite ice cream
surveying flavor of the employees at her company. She
everyone Reflect
in a given surveys 150 employees chosen at random
3. What if? Suppose Paula draws 14 names for her random sample in
population. Part B . Predict how this will affect the likelihood that the sample is from a list of all employees. The population is
representative. employees at Raylene’s company. The sample
Sample answer: Using a larger random sample will increase is not biased because every employee has the
the likelihood that the sample is representative. same chance to be selected.
312 Unit 5
Interactive Whiteboard
Interactive example available online
EXAMPLE 1
AL DOK 1 Recall Roberto may repeat his survey at a local supermarket or a
local sporting goods store. Which sample is less likely to be
biased? the sample at the supermarket
OL DOK 2 Skills/Concepts Can a sample be random but not be representative of the
entire population? Give an example to justify your answer.
Yes; sample answer: a sample of the opinions of 5 voters
chosen at random from among 100,000 voters is probably
too small to be representative.
BL DOK 3 Strategic Thinking If Roberto used a landline phone directory to survey a
sample population, would this be representative of the
entire population? No; many people only have cell phones,
and using the landline phone directory would exclude
people with only cell phones.
Populations and Samples 312

YOUR TURN
YOUR TURN COMMON
CORE MP.6 4. For a survey, a company manager assigned a number to each of the
Personal
company’s 500 employees, and put the numbers in a bag. The manager
Talk About It chose 20 numbers and surveyed the employees with those numbers. Did
Math Trainer
Online Assessment
Check for Understanding the manager choose a random sample? and Intervention
my.hrw.com
Ask: If you want to know how often Yes; every employee had an equal chance of being
people in your town travel as part of their selected.
job, why will surveying people at the airport
produce a biased sample? People at the airport
might be more likely to travel as part of their job, Bias in Survey Questions
so they would not accurately represent the entire Once you have selected a representative sample of the population, be sure
that the data is gathered without bias. Make sure that the survey questions
town’s population. themselves do not sway people to respond a certain way.
Math On the Spot
EXAMPLE 2 EXAMPL 2
EXAMPLE COMMON
CORE 7.SP.1
my.hrw.com
ADDITIONAL EXAMPLE 2 In Madison County, residents were surveyed about a new skateboard park.
Local residents were surveyed about adding Determine whether each survey question may be biased. Explain.
stoplights at the corner of Main Street and A Would you like to waste the taxpayers’ money to build a frivolous
Perry Avenue. Determine whether each survey skateboard park?
question may be biased. Explain. This question is biased. It discourages residents from saying yes to a new
skateboard park by implying it is a waste of money.
A Are stoplights needed at the intersection of
© Houghton Mifflin Harcourt Publishing Company • Image Credits: PhotoSpin, Inc./

Main and Perry? Not biased; the question B Do you favor a new skateboard park?
does not lead people to give a particular This question is not biased. It does not include an opinion on the
answer. skateboard park.
C Studies have shown that having a safe place to go keeps kids out of trouble.
B Fewer accidents occur at intersections with
Would you like to invest taxpayers’ money to build a skateboard park?
stoplights than at intersections that do not
This question is biased. It leads people to say yes because it mentions
have them. Would you be in favor of having having a safe place for kids to go and to stay out of trouble.
stoplights installed to make the intersection
at Main and Perry safer? Biased; the question
YOUR TURN
encourages people to answer yes to the
Determine whether each question may be biased. Explain.
question by mentioning safety.
Alamy Limited
5. When it comes to pets, do you prefer cats?

C Installing a new stoplight will require detours
The question is biased since cats are suggested.
that will decrease traffic to local businesses for
up to a month. Should stoplights be installed 6. What is your favorite season?
at the corner of Main and Perry? Biased; the The question is not biased. It does not lead people to Personal
Math Trainer
question discourages people from answering pick a particular season. Online Assessment
and Intervention
yes to the question by mentioning a decrease my.hrw.com
in business customers.
D Should stoplights be installed at the corner of Lesson 10.1 313
Main and Perry? Not biased; the question
does not include an opinion on the stoplight. 7_MNLAESE761064_U5M10L1.indd 313 21/12/16 1:25 PM
Interactive example available online EXAMPLE 2
24/Mar/2017 NA CC G7
AL DOK 1 Recall How can you rephrase the question in Part A so it is not
Digital Teacher Resources biased? Sample answer: Would you like to have the county
Go online to access all your build a skateboard park?
lesson-level resources. OL DOK 2 Skills/Concepts Why could biased questions make survey results misleading?
Differentiated Instruction People being surveyed might be influenced by the bias in
• Reteach the questions to give answers that don’t reflect their actual
my.hrw.com • Reading Strategies
opinions, so the survey might not be truly representative.
• Success for English Learners
• Practice and Problem Solving BL DOK 3 Strategic Thinking Choose a topic and write three survey questions: one
A/B, C, D unbiased, one biased in favor of a positive outcome, and
Math on the Spot Videos one biased against a positive outcome. Sample answer: Do
you want the town to build a new library? Do you want the
town to replace the inadequate library? Do you want the
town to waste money to build a new library?
Guided Practice
COMMON
1. Follow each method described below to collect data to estimate the YOUR TURN CORE MP.6
average shoe size of seventh grade boys. (Explore Activity)
Focus on Communication
Method 1 In Exercise 5, make sure students understand why
A Randomly select 6 seventh grade boys the mention of cats makes the question biased. Be
Random Sample of Seventh
and ask each his shoe size. Record your Grade Male Students sure students understand that unbiased samples
results in a table like the one shown. Student Shoe Size and unbiased questions are both important when
Check students’ work. conducting a survey.
B Find the mean of this data. Mean:
Answers will vary. Elaborate
4
Method 2 Talk About It
A Find the 6 boys in your math class with the largest shoes and ask their Summarize the Lesson
shoe size. Record your results in a table like the one shown in Method 1. Ask: How can you make sure you are
Check students’ work. using unbiased samples and unbiased
Answers will vary. questions when surveying people? To have an
B Find the mean of this data. Mean:
unbiased sample, select people who are unlikely
2. Method 1 produces results that are more / less representative of the
to answer the survey with a certain response. To
write an unbiased question, make sure the words
entire student population because it is a random / biased sample. you choose do not make it more likely that people
(Example 1)
will respond with a certain answer.
3. Method 2 produces results that are more / less representative of the
Guided Practice
entire student population because it is a random / biased sample.
(Example 1) Engage with the Whiteboard
Have students display their data for both

4. Heidi decides to use a random sample to determine her classmates’
favorite color. She asks, “Is green your favorite color?” Is Heidi’s question Method 1 and Method 2 for Exercise 1.
biased? If so, give an example of an unbiased question that would serve
Heidi better. (Example 2)
Discuss with students how they chose their
random sample, and whether it could have better
Yes; Sample answer: What is your favorite color?
represented the population. Discuss with students
how they think sample size affects how
?
? ESSENTIAL QUESTION CHECK-IN
representative the sample is.
5. How can you select a sample so that the information gained represents
the entire population? Avoid Common Errors
Select a random sample of sufficient size that represents the Exercise 4 Some students may not consider the
question to be biased if green is their favorite
population and ask each participant unbiased questions.
color. Remind students that they must not include
information in the question that appears to lead
314 Unit 5
to any particular response.
DIFFERENTIATE INSTRUCTION Intervention and Additional Support

Reteach
Name ________________________________________ Date __________________ Class __________________ Reading Strategies
Name ________________________________________ Date __________________ Class __________________ Success for English Learners
Name ________________________________________ Date __________________ Class __________________
LESSON
Populations and Samples LESSON
Populations and Samples
10-1 10-1 10-1
Reteach Reading Strategies: Compare and Contrast Success for English Learners
To get information about issues, a survey is conducted. Surveys can
Survey topic: number of books read by seventh-graders
be done in two different ways. Problem 1
in Richmond
• Population The entire group is surveyed. You want to know how many hours members of your school track and field
A population is the whole group that is Population: all seventh-graders in • Sample Part of the entire group is surveyed. team train each week during the winter months.
being studied. Richmond
1. Compare the difference between collecting information from the Do you sample a few members of the track team, or do you ask
population and collecting information from a sample. all of the track team athletes?
A sample is a part of the population. Sample: all seventh graders at Jefferson
Middle School _________________________________________________________________________________________
There are two different types of samples. Think:

A random sample is a sample in which Random sample: Have a computer
select every tenth name from an Who do you ask?
each member of the population has a • Unbiased sample The sample represents the population.
alphabetical list of each seventh-grader Hurdlers, long-distance runners,
random chance of being chosen. A • Biased sample The sample does not represent the population.
in Richmond. sprinters? How many athletes?
random sample is a better
2. What is the difference between an unbiased sample and a
representation of a population than a
biased sample?
non-random sample. If there are 15 athletes on the track team, how many do you sample?
_________________________________________________________________________________________
A biased sample is a sample that does Biased sample: all of the seventh-
not truly represent a population. graders in Richmond who are Mrs. Jones wants to know which sport 7th graders in the district like Problem 2
enrolled in honors English classes. best. There are 7th graders in 6 different schools in the district. She A restaurant in your town wants to know the average size of families who
can collect data in one of the following ways:

eat at cafeterias across south Texas.
Tell if each sample is biased. Explain your answer. Population—Ask every 7th grade student at all 6 schools. How do you sample the families?
Unbiased sample—Ask every other 7th grader at 3 of the schools.
1. An airline surveys passengers from a flight that is on time to
Biased sample—Ask 7th grade boys at 3 of the schools.
Daily Intervention
determine if passengers on all flights are satisfied. Where do you sample?
Write “unbiased sample” or “biased sample” to describe each Think: Your town, towns within 30
_________________________________________________________________________________________ survey. miles of your town?
3. A survey conducted at an ice cream store asked only mothers
10.1 Homework
2. A newspaper randomly chooses 100 names from its subscriber
their favorite ice cream flavor.
database and then surveys those subscribers to find if they read If there are no cafeterias in your town, how does the restaurant find a
the restaurant reviews. _________________________________________________________________________________________ sample of families who eat at cafeterias?
_________________________________________________________________________________________
4. A reporter asked every tenth person coming out of a theater how 1. In Problem 1, what is the population?
well they liked the movie.
3. The manager of a bookstore sends a survey to 150 customers _________________________________________________________________________________________
who were randomly selected from a customer list. _________________________________________________________________________________________
2. What groups within the track team could you sample for Problem 1?
_________________________________________________________________________________________
5. A survey asked only girls to identify their favorite item on the Explain your choices.
school cafeteria menu.
Pages shown are from

4. A team of researchers surveys 200 people at a multiplex movie theater _________________________________________________________________________________________
to find out how much money state residents spend on entertainment. _________________________________________________________________________________________
3. In Problem 2, how could the restaurant find a sample of families who
_________________________________________________________________________________________ eat at cafeterias without leaving town?
_________________________________________________________________________________________
Differentiated Instruction.
Also available online.
223 224 225
Original content Copyright © by Houghton Mifflin Harcourt. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Houghton Mifflin Harcourt. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Houghton Mifflin Harcourt. Additions and changes to the original content are the responsibility of the instructor.
223 224 225

Name Class Date
Evaluate
5 10.1 Independent Practice Personal
Math Trainer
Independent Practice COMMON

CORE 7.SP.1
Online
Assessment and
my.hrw.com Intervention
COMMON
CORE 7.SP.1 6. A school cafeteria is considering new menu 10. To choose a sample for a survey of seventh
options. The manager puts a comment graders, the student council puts pieces
box in the cafeteria where students can of paper with the names of all the seventh
Pressed for Time anonymously submit their choices. Is this graders in a bag, and selects 20 names.
a representative sample? Explain why or
10.1 Differentiated Homework Assignments It is a random sample because all
why not.
AL Approaching Level 6–14 (even) No; The students who choose to seventh graders have an equal
respond may not represent the chance of being selected.
OL On Level 7–15 (odd)
school population. 11. Members of a polling organization survey
BL Beyond Level 6, 9, 12, 15, 16 700 of the 7,453 registered voters in a town
7. Nancy hears a report that the average by randomly choosing names from a list of
For Below Level students, assign Personal Math
price of gasoline is $2.82. She averages the all registered voters. Is their sample likely
Trainer, Daily Intervention 10.1 Homework. prices of stations near her home. She finds to be representative?
the average price of gas to be $3.03. Why
COMMON
Mathematical Practices Exercises Sample answer: Yes; the sample
CORE are the averages different?
Sample answer: Nancy sampled is random.
MP.1 Problem Solving 15
MP.3 Logic 14, 16 only stations near her, not in For 12–13, determine whether each question
may be biased. Explain.
MP.4 Modeling 6–7 other parts of the nation.
12. Joey wants to find out what sport seventh
MP.7 Using Structure 8–13 For 8–10, determine whether each sample is a grade girls like most. He asks girls, “Is
random sample or a biased sample. Explain. basketball your favorite sport?”
8. Carol wants to find out the favorite foods It is biased because basketball is
Focus on Higher Order Thinking of students at her middle school. She asks
mentioned.
the boys’ basketball team about their

Depth of Knowledge Exercises favorite foods.
2 Skills/Concepts 6–13 It is a biased sample. Students who
13. Jae wants to find out what type of art her
3 Strategic Thinking 14–16 aren’t on the team won’t be selected. fellow students enjoy most. She asks her
classmates, “What is your favorite type of
9. Dallas wants to know what elective art?”
subjects the students at his school like
Jae’s question is not biased since
best. He surveys students who are leaving
band class. it does not suggest a type of art
It is biased because students to students.
who aren’t in that class won’t be
selected.
Lesson 10.1 315
DIFFERENTIATE INSTRUCTION Leveled Homework/Practice

Practice and Problem Solving A/B
Name ________________________________________ Date __________________ Class __________________
Practice and Problem Solving C
Name ________________________________________ Date __________________ Class __________________ Practice and Problem Solving D
Name ________________________________________ Date __________________ Class __________________
LESSON
Populations and Samples
10-1 10-1 10-1
Practice and Problem Solving: A/B Practice and Problem Solving: C Practice and Problem Solving: D
Name the population and the sample in each exercise. Explain your Answer the questions about each problem. Explain your answers. Identify the population and the sample in each exercise. The first one
answer. 1. A manufacturing plant would like to locate in a town. The plant will is done for you.
1. The number of roadrunners born 2. The cars traveling at 75 kilometers per have openings for 125 new, full-time jobs. However, the plant will have 1. The number of home runs hit during 2. The amount of sap that is collected from
within a 50-mile radius of Lubbock. hour between Beaumont and Lufkin. an impact on the town’s water system and other infrastructure one week in July of the 2014–2015 six sugar maples from a 12-acre forest of
systems. Describe each proposed sampling of the town’s residents as baseball season. sugar maples that are being tapped.
____________________________ ____________________________ random, non-random, biased, or some combination of the three. Justify Population: Population:
your description.
Name the sampling method that will best represent the whole Sample A: Randomly survey residents in each of the town’s 15 voting Home runs hit in 2014–2015.
________________________________________ ____________________________
population in each situation. Explain your answer. precincts.
Sample: Sample:
3. Student satisfaction with the middle school cafeteria.
_________________________________________________________________________________________
Method A: Survey 40 students in two seventh-grade math classes. Home runs hit one week in July.
________________________________________ ____________________________
72 percent are satisfied with the food in the cafeteria. Sample B: Randomly survey all registered voters within the town’s
Method B: Survey 65 students from a list of all students in the school. boundaries without regard to precinct. Identify the best method of getting a random sample in Exercises 3

85 percent are satisfied with the food in the cafeteria. and 4. Explain your answer. The first one is done for you.
_________________________________________________________________________________________
3. The school board wants to study how middle school teachers use
Method _________ best represents the whole population of the
computers and the Internet in their classes.
school. Sample C: Randomly survey all residents in the voting precinct in
which the plant will be located and where it will have the greatest Sample A: all middle-school math-science teachers
• 10.1 Homework _________________________________________________________________________________________
4. Predicted winner in an election for town mayor.

impact on the town’s infrastructure systems, like electricity, sewer, and
water systems.
_________________________________________________________________________________________
Sample B: teachers whose last name begins with “N”
Sample C: every eighth teacher on a list of the school’s teachers
Method C: Telephone 100 randomly-chosen voters who live in the Sample C is the best method of getting a random sample.
_________________________________________________________________________________________
• Standards-Based
town. 54 percent plan to vote for the incumbent mayor.
2. Why is a telephone survey of 250 of a city’s residents based on their
Method D: Telephone 70 people who have lived in the town for more 4. A lawn service wants to find out how satisfied its customers are with its lawn services and
home addresses not necessarily a random sample?
than 25 years. 45 percent plan to vote for the incumbent mayor. pricing.
Sample X: the ten customers who spent the most money with the lawn
Intervention 7.SP.1
_________________________________________________________________________________________
Method _________ best represents the whole population of the town’s service over the past year.
voters. 3. The owner of a scooter-rental business in the city center would like to Sample Y: ten customers who only used the lawn service one time over
know more about his customers’ rental needs before buying more the past year
_________________________________________________________________________________________
scooters. He decides to sample employees in the office buildings near
his business. He also plans to sample residents of nearby apartment Sample Z: ten customers who used the lawn service at any time during
Which of these may be biased samples? Explain your answer. buildings in which some of his renters live. Answer the questions about the past year
5. A town official surveys 50 people in a library to decide if town residents his sampling plans.
_________________________________________________________________________________________
want the library services and facilities expanded. a. Are the scooter-rental owner’s sampling plans random? Explain.
Answer the question.

_________________________________________________________________________________________
_____________________________________________________________________________________
5. Why does the following question show bias in a survey of a town’s
6. A cable television company randomly calls 200 customers and asks b. In the sample questionnaires, the scooter-rental owner lists two citizens about a new professional sports stadium?
them if they are satisfied with their service. different rental pricing arrangements, one of which favors weekend “What are your feelings about a new stadium that will bring in a
scooter rental with lower daily and mileage rates. Describe any professional sports teams and the possibility of more business
_________________________________________________________________________________________
bias in the questionnaires. development by hotels and restaurants in our town?”
_____________________________________________________________________________________

_________________________________________________________________________________________
220 221 222

220 221 222
315 Lesson 10.1

FOCUS ON HIGHER ORDER THINKING Work Area
Quick Check
14. Draw Conclusions Determine which sampling method will better
COMMON
represent the entire population. Justify your answer. CORE 7.SP.1
Student Attendance at Football Games
Sampling Method Results of Survey
10.1 Lesson Quiz
Collin surveys 78 students by 63% attend football games. Determine whether each sample is a random
randomly choosing names from the
school directory. sample or a biased sample. Explain.
Karl surveys 25 students that were 84% attend football games.
sitting near him during lunch.
1. Carlos chooses 50 movies at random from a list
of all his movies to determine the average
Collin’s method better represents the entire student runtime of the movies in his collection.
population because he used a random sample. Karl’s Random; the movies were selected at random.
method picked people that could all be friends that go 2. Lisa asks 75 people at a neighborhood
fast-food restaurant about the last meal they
to football games together. The sample may not best
ate, in order to find out the eating habits of
represent the entire student population. people in her neighborhood. Biased; eating
15. Multistep Barbara surveyed students in her school by looking at an habits of people at a fast-food restaurant
alphabetical list of the 600 student names, dividing them into groups of 10, might not accurately represent the population.
and randomly choosing one from each group.
3. To determine the favorite subject of students at
a. How many students did she survey? What type of sample is this? his school, Jason surveys 30 students who ride
60; a random sample his bus about their favorite subject. Biased;
b. Barbara found that 35 of the survey participants had pets. About most of the students at his school have no
what percent of the students she surveyed had pets? Is it safe to chance to be surveyed.
believe that about the same percent of students in the school have
pets? Explain your thinking.
Determine whether each question may be
biased. Explain.

58%; it appears reasonable because Barbara used a
4. Would a theme park with expensive ticket
random sample and surveyed a significant percent prices be a good place for a field trip? Biased;
of the students. the use of the word expensive in the question
16. Communicating Mathematical Ideas Carlo is shown the results of two
discourages people from answering yes.
surveys about the preferred practice day of all players in a soccer league. 5. What is your favorite horror movie? Not
The surveys are based on two different samples, and the results are very
different. What information about the samples and surveys might help
biased; the question does not suggest a
Carlo decide which result is likely to be more accurate? certain answer.
Sample answer: It would help to know if the samples were
Differentiate Instruction
chosen randomly, if they were of a reasonable size, and if
If a student misses more than one question, THEN
there was any bias in the survey question.
Differentiate Instruction:
316 Unit 5 • 10.1 Reteach
• Personal Math Trainer 7.SP.1
DIFFERENTIATE INSTRUCTION Extend-the-Math Activity PRE-AP

Activity Have you ever wondered what the 10 most frequently used letters in the Interactive Lesson quiz available online
English language are? Use a book to select a random sample of English words. Open the
book to any page. Write the first complete word that appears on the page. Repeat the
process until you have a list of 200 words, some of which could be the same word. Find
the 10 letters that occur most often in your sample, and determine the percent of the
total sample for each of the 10 most frequent letters.
Check students’ work. The actual relative frequencies for the 10 most common letters in
the English language are as follows.
E, 12.70%; T, 9.06%; A, 8.17%; O, 7.51%; I, 6.97%; N, 6.75%; S, 6.33%; H, 6.09%; R, 5.99%;
D, 4.25%

Getting Ready 10.2
GETTING
10.2
COMMON
7.RP.3
Applying Proportional
CORE
COMMON
7.RP.3, 7.RP.2
R E A D Y Use proportional relationships
CORE
to solve multistep ratio and
Reasoning
percent problems.
Also 7.RP.2
Applying Proportional ? EssEntial QuEstion
Reasoning
How can you use proportional reasoning to
solve multistep ratio problems?
COMMON
EXPLORE ACTIVITY
CORE 7.RP.2, 7.RP.3
Engage
1 Proportional Reasoning in Recipes
Melinda uses 3 cups of salt for every 5 cups of flour to make modeling clay. How
?
? ESSENTIAL QUESTION much flour will she use when she uses 30 cups of salt?
A Explain how you know that the dependent variable in the proportional
How can you use proportional reasoning to solve relationship should represent the number of cups of salt.
multistep ratio problems? Sample answer: Be sure
The expression “for every 5 cups of flour” indicates that the
that you understand what are the dependent and
independent quantities. Find the constant of amount of salt depends on the amount of flour.
proportionality, represent the relationship with an
3 cup of salt to 1 cup of flour.
_
equation and/or graph, and use them to help you B The unit rate for the relationship is
5
solve the problem. Check your answers for
reasonableness by confirming that the units make C The graph helps you visualize the relationship. The 3 y 3
triangles represent the fact that for each 1 cup increase 1
sense and observing whether your answer 5
Salt (cups)
3
in the amount of flour, the amount of salt increases 2 1 5
represents a proportional increase or decrease as 1
3
5
it should. by 3 cup. For each triangle, the ratio of the
_ 1
1
3
5
5 1
3
5
x
Motivate the Lesson 3 , the constant of O 1 2 3 4 5

height to the base is _ Flour (cups)

5
Ask: How can you avoid errors in reasoning proportionality.
when you solve problems involving real-world
proportional situations? Begin the Explore Activity D An equation for the relationship is y = _35x . When y = 30, x = 50 .
to find out. When Melinda uses 30 cups of salt, she uses 50 cups of flour.
Explore
2 Reflect
1. Melinda models the situation with the proportion _35 = __
x
  . Explain her error.
30
Then show how to use the correct proportion to solve the problem.
Explore activity 3 cups salt 30 cups salt
Both ratios should compare salt to flour: _________ = _________ ;
Talk About It 5 cups flour x cups flour
Check for Understanding use proportional reasoning: 3 × 10 = 30, so 5 × 10 = x, or x = 50.
Ask: How do you use the equation for the
proportional relationship to find the Getting Ready 10.2 316A
amount of salt to use for a given number of cups
of flour? Sample answer: Substitute the number of
cups of flour for x in the equation y = _ 35  x and solve 7_MNLAESE761064_U5M10L2GR.indd 1 17/01/17 3:50 PM
DIFFERENTIATE INSTRUCTION Leveled Questions

for y.
EXPLORE ACTIVITY
AL DOK 1 Recall How is the constant of proportionality of the proportional
relationship related to the unit rate? It is the same as the
unit rate.
Teacher to teacher OL DOK 2 Skills/Concepts In Part D, how does the context tell you that (0, 0) and 1, __   35   (  )
Critical Thinking Write the equations on the are on the graph? For 0 cups of flour, she uses 0 cups of salt,
board. Have students determine whether each so (0, 0) is on the graph. The unit rate is _ 35 cup of salt to 1 cup
equation is a proportion. If an equation is not a
proportion, have students revise it so that it is.
(  )
of flour, so 1, __
  35    is on the graph.
1. ________
  4855minutes
miles
      2x hours
= _____ miles
 
55 mi
 _____
         x mi    
= ______
BL DOK 3 Strategic Thinking If Melinda used 4 cups of salt for every 5 cups of flour,
48 min 120 min would the graph in Part D be more or less steep? Why?
$446.25 $446.25 $x
2. ______
  35 hours  = ______
     42 hours
$x
      _______ 
  = _______
    
35 hours 42 hours
     Sample answer: more steep; the height of each triangle
16 servings 10.5 servings
would be  _45 unit, rather than _ 35 unit.
3.  ________
7 gallons
  = _________
    x gallons   
a proportion
 
316A Getting Ready 10.2 Leveled QuestionS: AL Approaching Level | OL On Level | BL Beyond Level
Practice
1. Celine mixes raisins and peanuts to make a snack. She uses 0.75 cup of raisins Explain
3
for every 0.5 cup of peanuts. Write a proportion and use it to find the number
of cups of raisins she uses if she uses 4.25 cups of peanuts. Engage with the Whiteboard
0.75 cup raisins x cup(s) raisins
____________
0.5 cup peanuts
= _____________
4.25 cups peanuts
; 6.375 cups raisins Display the graph in Part C. Ask some
students to identify the coordinates of the
2. Corey’s salsa recipe calls for 2_21 cups of onions for every 4 pounds of tomatoes. points on the line at the tips of the vertical arrows.
Corey plans to use 10 pounds of tomatoes and wonders how many cups of
(  )
Ask other students to interpret the coordinates in
onion he needs.
context. For instance 3, 1 __45    represents Melinda
a. Identify the quantities represented by the dependent and independent
variables in the proportional relationship.
using 1 __45 cup of salt for 3 cups of flour.
dependent: cups of onions; independent: pounds of tomatoes
b. Explain the Error Corey writes the equation y = _85x and finds that he
Elaborate
4
needs 16 cups of onions. Describe and correct his error. Talk About It
The independent variable is the amount of tomatoes, so k should Summarize the Lesson
be _58. The equation should be y = _58x. He needs 6_14 cups of onions. Ask: How can you be sure that you write
an equation for a real-world proportion
problem correctly? Sample answer: Read the
c. Focus on Reasoning Explain why Corey should have known without problem to be sure that you know whether the
calculating that the correct answer could not be 16 cups. quantity you are asked to find is represented by
According to the recipe, the number of cups of onions should be less the dependent or independent variable. Calculate
the constant of proportionality carefully and be
than the number of pounds of tomatoes, but 16 is more than 10.
sure it represents the rate or ratio of the
3. Neal makes a cleaning solution by mixing water and vinegar. He uses 7 cups of dependent quantity to the independent quantity.
water for every 3 cups of vinegar. Write and use an equation to find how many
more cups of vinegar he needs when he uses 7_12 cups of water than when he
Be sure the units match.
uses 4_12 cups of water. Define the variables.
Evaluate

y = _73x, x = cups of vinegar, y = cups of water; 1_27 cups more vinegar 5
Practice
4. Explain the Error In one middle school, there are 8 girls for every 7 boys. The
total number of students is 330. Mischa wrote the proportion _87 = ___
x
  to find
Avoid Common Errors
the number of girls in the school. Describe and correct her error.
330
Exercise 3 Students may overlook the fact that
The ratios are girls:boys and girls:total. The correct proportion is this exercise requires them to find the amount of
8 girls x girls vinegar for two different amounts of water and
______ = _______ ; x = 176; there are 176 girls in the school.
15 total 330 total then subtract. Remind them to read problems
carefully to be sure they know what is being
asked.
316B Unit 5
LESSON QUIZ
7_MNLAESE761064_U5M10L2GR.indd 2 17/01/17 3:50 PM
1. A recipe calls for 5.5 ounces of fruit juice
concentrate for every 16 ounces of sparkling
water. Write and solve a proportion to find
the number of cups of fruit juice concentrate
you need for 40 ounces of sparkling water.
x
 5.5
___
16
   = __
 40    ; x = 13.75; 13.75 ounces
2. Lucy volunteers at a pre-school. She gets a

20-minute break for every 3 hours she works.
Write and solve an equation to find the
number of minutes of break time if she
works for 10.5 hours. y = __  20
3
   x; y = 70; 70 min
3. You are told that, in a box of 150 red and
blue beads, there are 2 red beads for every
3 blue beads. Write and solve a proportion
to find the number of red beads.
x
 _25  = ___     ; x = 60; 60 red beads
 150
Applying Proportional Reasoning 316B

LESSON 10.2 Making Inferences from a Random Sample
Lesson Support
Content Objective Students will learn to use a sample to gain information about a population.
COMMON
7.SP.2 Use data from a random sample to draw inferences about COMMON
a population with an unknown characteristic of interest.
Generate multiple samples (or simulated samples) of the This lesson provides an opportunity to address this Mathematical
same size to gauge the variation in estimates or Practice standard. It calls for students to model with mathematics.
predictions. Students learn to model sets of data using dot plots and box plots,
and then use the representations to make inferences. They learn
7.RP.2c Represent proportional relationships by equations. to represent and solve real-world problems using proportions.
7.SP.1 Understand that statistics can be used to gain
information about a population by examining a sample
of the population; generalizations about a population
from a sample are valid only if the sample is
representative of that population. Understand that
random sampling tends to produce representative
samples and support valid inferences.
MP.4 Model with mathematics.

Eliciting Prior Knowledge Have students In this lesson, students learn how to make This lesson provides an excellent
discuss how they can prevent the types of inferences or predictions from population opportunity to connect ideas in this cluster:
bias shown in the table when conducting a data displayed in dot and box plots, and by
survey. Ask the class to present several applying proportional reasoning. Important
about a population.
examples of representative random samples understandings include the following:
and then to compare them with biased • Random samples can represent Tell students: “A baker selects 25 trays of
samples. entire populations and support cupcakes and finds 3 trays that have
valid inferences. cupcakes with too little icing. If the bakery
Characteristics Representative Biased made 125 trays of cupcakes, how many
• Dot plots and box plots can be used to
trays can the baker expect to have cupcakes
Insufficient
√
make inferences about a population.
population surveyed with too little icing on them? Explain how
• Inferences or predictions about a you found your answer.”
Random sample √ population can be made using data
based on a random sample, along 15 trays; sample answer: I wrote the
Question suggests
√ with proportional reasoning. proportion:  __
3
25
  =   ___
x
    and solved, x = 15.
125
certain answer
To solve real-world problems, students will
Survey location does
not represent √
draw inferences from random samples and
population use proportional reasoning to make
predictions. In Lesson 10.3, they will learn
how to generate random samples and, in
Module 11, to compare data samples taken
from populations.
T317A
Language Objective Students will summarize how to use a sample to gain information about a population.

Emerging
Have student pairs at this level of English proficiency repeat on paper the two steps in Explore
Activity 1: (1) put the numbers in order from least to greatest, and (2) create a dot plot with the
numbers.
Expanding
Have students at this level of English proficiency work in pairs to list the terms in Explore Activity 2
that are used to make inferences. Then have them repeat the steps on paper, marking the lower
and upper quartiles and median.
Bridging
Have students at this level of English proficiency work in pairs to do the Guided Practice exercises
together, discussing and explaining to each other how they got their answers.
To help English learners answer the question in the Math Talk in Explore
Math Talk Activity 2, provide a sentence frame.
I can see ________________________ from a box plot, neither of which is
readily apparent in a dot plot.
DO NOT EDIT--Changes must be made through “File info”

CorrectionKey=A

EXPLORE ACTIVITY 2
COMMON
CORE 7.SP.2
Using
Math On the SpotBox Plots to Make Inferences cognates Two of the key academic vocabulary words in this lesson are
Youmy.hrw.com
can also analyze box plots to make inferences about a population.
The number of pets owned by a random sample of students at Park

cognates with Spanish— quartile/cuartil and median/mediana. Point these out
Middle school is shown below. Use the data to make a box plot.
9, 2, 0, 4, 6, 3, 3, 2, 5
to English learners and have them add these to their word journals.
STEP 1 Order the data from least to greatest. Then find the least and box plots Take advantage of the visual support these plots provide English
greatest values, the median, and the lower and upper quartiles.
STEP 2 The lower and upper quartiles can be calculated by finding the learners. With minimal vocabulary, students can follow the complex concepts in
this lesson.
medians of each “half” of the number line that includes all the
data.
The lower quartile is
the mean of 2 and 2.
0 2 2 3 3 4 5 6 9 The upper quartile is
the mean of 5 and 6. Building Background
inference In this lesson, students are asked to make inferences from a random
Least Greatest
value Lower quartile Median Upper quartile value
sample. This requires a high level of English proficiency. In order to assure that
© Houghton Mifflin Harcourt Publishing Company • Image Credits: Sergey Galushko/
0 2

3
Draw a number line that includes all the data values.
5.5 9
English learners are challenged to make inferences, you may want to form mixed
Plot a point for each of the values found in Step 1. English proficiency level teams to solve problems, and to provide sentence
The median
value and the frames to support student responses.
0 5 10 interquartile
range
STEP 3 Draw a box from the lower to upper quartile. Inside the box, draw
a vertical line through the median. Finally, draw the whiskers by I can infer that most students have at least _____ book(s) in their backpacks.
connecting the least and greatest values to the box.
Math Talk
Reflect Mathematical Practices From the dot plot, I can infer that _____.
What can you see from
4. Draw Conclusions Complete each qualitative inference about the a box plot that is not
From the dot plot, I can infer that _____ because _____.
Alamy
population. readily apparent in a

dot plot?
A good measure for the most likely number of pets is 3 .
50% of the students have between 0 and 3 pets.
Almost every student in Parkview has at least 1 pet.
318 Unit 5
7_MNLAESE761064_U5M10L2.indd 318 22/10/16 5:45 AM
Making Inferences from a Random Sample T317B

10.2
LESSON
Making Inferences
10.2
COMMON
CORE 7.SP.2
Use data from a random
COMMON
7.SP.2, 7.RP.2c,
LESSON
from a Random sample to draw inferences
CORE
7.SP.1, MP.4 about a population with an
unknown characteristic of
Sample
interest ... Also 7.RP.2c,
7.SP.1
Making Inferences from

a Random Sample ? EssEntial QuEstion
How can you use a random sample to make
inferences about a population?
EXPLORE ACTIVITY 1
COMMON
CORE 7.SP.2, 7.SP.1
Engage
1
Using Dot Plots to Make Inferences
?
? ESSENTIAL QUESTION After obtaining a random sample of a population, you can make inferences
about the population. Random samples are usually representative and support
How can you use a random sample to make
valid inferences.
inferences about a population? Sample answer:
For a random sample, you can write a proportion Rosee asked students on the lunch line how many books they had in their Sample answer:
that relates the ratio of items in the sample with a backpacks. She recorded the data as a list: 2, 6, 1, 0, 4, 1, 4, 2, 2. Make a dot No, most of the
plot for the books carried by this sample of students.
certain trait to the ratio of items in the population students have
with the same trait. between 1 and
STEP 1 Order the data from least to greatest. Find the least and greatest 4 books, so
values in the data set. some would
Motivate the Lesson
STEP 2 Draw a number line from 0 to 6. Place a dot above each number likely have 3.
Ask: You survey the students in your class about on the number line for each time it appears in the data set.
the number of books they have in their backpacks.
How can you organize the data you collect and Notice that the dot
use it to make inferences? Begin the Explore plot puts the data Math Talk
0 1 2 3 4 5 6 values in order. Mathematical Practices
Activity to find out. No students in Rosee’s
sample carry 3 books. Do you

Reflect think this is true of all the
Explore
2 1. Critical Thinking How are the number of dots you plotted related to
the number of data values?
students at the school?
Explain.
Explore activity 1 They are the same. Each dot represents one data value.
Avoid Common Errors 2. Draw Conclusions Complete each qualitative inference about the population.
at least Sample answers are given.
Students sometimes leave a data value off a dot Most students have 1 book in their backpacks.
plot when the data set is not presented in Most students have fewer than 5 books in their backpacks.
numerical order. Have students cross out each 1 and 4
Most students have between books in their backpacks.
data value after they place the dot on the plot for
that value. Also encourage students to count the 3. Analyze Relationships What could Rosee do to improve the quality of her data?
data values in the set and the dots in their finished Rosee could increase the size of her sample.
dot plot to verify that the totals are the same.
Lesson 10.2 317

Explore Activity 1
AL DOK 1 Recall How many students did Rosie survey? How many different
answers did she get? How many dots should there be on
your dot plot? 9 students; 5 different answers; 9 dots
OL DOK 2 Skills/Concepts Which group includes more students: students who carry 1 to 4
books or students who carry 2 or more books? Explain.
Students who carry 1 to 4 books; the number of dots for the first
group is 7, and the number of dots for the second group is 6.
BL DOK 3 Strategic Thinking What would you say is the average number of books in the
students’ backpacks? Use measures of center based on the
dot plot to justify your answer. Sample answer: about 2
1(0) + 2(1) + 3(2) + 2(4) + 1(6)
books; mean: _______________________
       
9
  =   22
__    ≈ 2.4;
9
median: 2 (represented by the center, or fifth dot); mode: 2
(greatest number of dots)
EXPLORE ACTIVITY 2
COMMON
CORE 7.SP.2 Explain
3
Using
Math On the SpotBox Plots to Make Inferences
Explore activity 2
Youmy.hrw.com
can also analyze box plots to make inferences about a population.
Connect Vocabulary ELL
The number of pets owned by a random sample of students at Park Make a connection between the word quarter and
Middle school is shown below. Use the data to make a box plot. the vocabulary terms lower quartile and upper
9, 2, 0, 4, 6, 3, 3, 2, 5 quartile. Be sure students realize that the lower
STEP 1 Order the data from least to greatest. Then find the least and
quartile, upper quartile, and median divide the
greatest values, the median, and the lower and upper quartiles. data set into four sections that each contain the
STEP 2 The lower and upper quartiles can be calculated by finding the same number of data values.
medians of each “half” of the number line that includes all the
data. Engage with the Whiteboard
The lower quartile is For Steps 2 and 3, have students determine
the mean of 2 and 2. a scale for the number line, and then plot
0 2 2 3 3 4 5 6 9 The upper quartile is
the mean of 5 and 6. the median and the upper and lower quartiles.
Make sure students only draw vertical lines
through the upper and lower quartiles and
Least Greatest through the median.
value Lower quartile Median Upper quartile value
© Houghton Mifflin Harcourt Publishing Company • Image Credits: Sergey Galushko/

0 2
3 5.5 9
Draw a number line that includes all the data values.
Plot a point for each of the values found in Step 1.

The median
value and the
0 5 10 interquartile
range
STEP 3 Draw a box from the lower to upper quartile. Inside the box, draw
a vertical line through the median. Finally, draw the whiskers by
connecting the least and greatest values to the box.
Math Talk
Reflect Mathematical Practices
What can you see from
4. Draw Conclusions Complete each qualitative inference about the a box plot that is not Alamy
population. readily apparent in a
dot plot?
A good measure for the most likely number of pets is 3 .
50% of the students have between 0 and 3 pets.
Almost every student in Parkview has at least 1 pet.
318 Unit 5
EXPLORE ACTIVITY 2
AL DOK 1 Recall When you make a box plot, why do you order data from
least to greatest first? Sample answer: You need to know the
least and greatest values, and be able to divide the data into
quarters based on the position of the data values along the
number line.
OL DOK 2 Skills/Concepts Use the box plot to estimate the percent of the students
who have 2 or more pets. Explain your reasoning. about
75%; sample answer: The box and the right whisker together
represent about 50% + 25% = 75% of the data.
BL DOK 3 Strategic Thinking Can you infer the mean of a data set from a box plot? Can
you read the mean from the box plot? Explain. No; no; you
have to calculate the mean, and you need all the data
values.
Making Inferences from a Random Sample 318

Using Proportions to Make Inferences
EXAMPLE 1 If a sample is representative of the population, then the number of objects in
the population with a given characteristic is proportional to the number of
Focus on Communication objects in the sample with that characteristic.
Math On the Spot
Remind students that when solving proportions, You can use data based on a random sample, along with proportional my.hrw.com
they may want to write one of the ratios in reasoning, to make inferences or predictions about the population.
simplest terms to make calculations easier.
EXAMPL 1
EXAMPLE COMMON
CORE 7.SP.2, 7.RP.2c
ADDITIONAL EXAMPLE 1 A band has sold out a
concert with 4,200 seats. A random sample of A shipment to a warehouse consists of 3,500 MP3 players. The manager
chooses a random sample of 50 MP3 players and finds that 3 are defective.
120 ticket buyers is surveyed, and 28 buyers made How many MP3 players in the shipment are likely to be defective?
their purchase on the first day tickets were being
It is reasonable to make a prediction about the population
sold. How many of the 4,200 tickets are likely to because this sample is random.
have been purchased on the first day? 980 tickets
STEP 1 Set up a proportion.
Interactive example available online
defective MP3s in sample
___________________ defective MP3s in population
= _____________________
size of sample size of population
STEP 2 Substitute values into the proportion.

Animated Math
3 x Substitute known values. Let x be the number
Using Samples to Make __
50
= ____
 
3,500 of defective MP3 players in the population.
Generalizations 50 ∙ 70 = 3,500, so multiply the
3·70 x
Students build fluency by using _____
50·70
= ____ 
3,500 numerator and denominator by 70.
proportions to make predictions 210
____ x
= ____
 
Animated
3,500 3,500 Math
my.hrw.com about a population in this my.hrw.com
210 = x
engaging game.
Based on the sample, you can predict that 210 MP3 players in the
shipment would be defective.

COMMON
YOUR TURN CORE MP.4
YOUR TURN
Talk About It
5. What If? How many MP3 players in the shipment would you
Check for Understanding predict to be damaged if 6 MP3s in the sample had been damaged?
Ask: What proportion did you use for 420 damaged MP3s
6 x
Exercise 5? Sample answer: __   = ____
 50  3,500
    
Reflect
6. Check for Reasonableness How could you use estimation to check if
your answer is reasonable? Personal
Digital Teacher Resources Math Trainer
Sample answer: 6 is a little more than 10% of 50. 10% of Online Assessment
Go online to access all your and Intervention
3,500 is 350, and 420 is a little more than that. my.hrw.com

lesson-level resources.
Differentiated Instruction Lesson 10.2 319
• Reteach
my.hrw.com • Reading Strategies
• Success for English Learners Differentiate Instruction Leveled Questions
• Practice and Problem Solving
A/B, C, D EXAMPLE 1
Math on the Spot Videos AL DOK 1 Recall What division problem can you use to tell you which
number to multiply the numerator and denominator of the
fraction by in Step 2? 3,500 ÷ 50 = 70
OL DOK 2 Skills/Concepts Suppose another shipment to a warehouse consists of
9,000 MP3 players, and the manager finds that 4 out of a
Teacher to teacher random sample of 75 MP3 players are defective. Based on
Activity After Example 1, have students predict the sample, how many MP3 players would you predict to be
the number of girls in your school by determining defective? 480 MP3 players
the ratio of girls in the class to students in the BL DOK 3 Strategic Thinking Write an equation for the proportional relationship. Identify
class and writing and solving a proportion. the variables and explain how you found the constant of
Discuss whether the class is representative of the proportionality. y = 0.06x; x is the number of items in the
school population. If not, ask students how they sample and y is the predicted number of defective items in
might get a representative sample. 3
the sample; the constant of proportionality is k = __
 50
  or 0.06.
Guided Practice
Patrons in the children’s section of a local branch library were randomly Elaborate
4
selected and asked their ages. The librarian wants to use the data to infer the
ages of all patrons of the children’s section so he can select age appropriate Talk About It
activities. In 3–5, complete each inference. (Explore Activities 1 and 2)
Summarize the Lesson
7, 4, 7, 5, 4, 10, 11, 6, 7, 4
Ask: Can random samples and
1. Make a dot plot of the sample population data.
proportional reasoning be used to
determine precise information about a
population? Explain. No, random samples and
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
proportional reasoning can only be used to make
2. Make a box plot of the sample population data. predictions. While these predictions are likely to
be close to the actual value, it is possible for a
prediction to be inaccurate.
0 5 10 15
3. The most common ages of children that use the library are 4 and 7 .
Guided Practice
4. The range of ages of children that use the library is from 4 to 11 . Engage with the Whiteboard
5. The median age of children that use the library is 6.5 . For Exercise 1, have students decide on an
6. A manufacturer fills an order for 4,200 smart phones. The quality inspector
appropriate scale and then have
selects a random sample of 60 phones and finds that 4 are defective. How volunteers plot the points on the dot plot. For
many smart phones in the order are likely to be defective? (Example 1) Exercise 2, have the class discuss whether using
About 280 smart phones in the order are likely to be defective. the same scale for the box plot will make it easy to
compare both plots. Then have volunteers identify
7. Part of the population of 4,500 elk at a wildlife preserve is infected with
a parasite. A random sample of 50 elk shows that 8 of them are infected. the key values and use them to construct the
How many elk are likely to be infected? (Example 1) various parts of the box plot.
720 elk
Avoid Common Errors

?
? ESSENTIAL QUESTION CHECK-IN Exercise 1 Suggest students cross out each data
value as they add dots to the dot plot. This will
8. How can you use a random sample of a population to make predictions? help them be sure that none of the values in the
You can set up proportions using information obtained data set were overlooked as they constructed the
in a random sample of the population. For instance, dot plot.
the number of defective parts in a batch can be used
to predict how many parts will be defective in a
different-size batch.
320 Unit 5
7_MNLBESE761064_U5M10L2.indd 320 2/15/18 6:25 PM

Reteach
Name ________________________________________ Date __________________ Class __________________
LESSON
Making Inferences from a Random Sample LESSON
Making Inferences from a Random Sample
10-2 10-2 10-2
Reteach Reading Strategies: Analyze Information Success for English Learners
Sample data displayed in dot or box plots can provide a variety of
Once a random sample of a population has been selected, it can be
information about the sample itself and also about the population from Problem 1
used to make inferences about the population as a whole. Dot plots of
which it is taken. Birds at the birdbath between 9 A.M. and 10 A.M. on Monday:
the randomly selected data are useful in visualizing trends in a population.
Numerical results about the population can often be obtained from the Example 4 cardinals, 8 chickadees, 3 mockingbirds, and 2 thrashers
random sample using ratios or proportions as these examples show. Make five statements about the sample data shown in the dot plot. Include
one inference that can be made about the population from which the How many birds are at the birdbath between 9 A.M. on Monday and 9 A.M. on
Making inferences from a dot plot sample was taken. Tuesday?
The dot plot shows a random sample of 20 shipments of light bulbs. What will be
the median number of defective light bulbs in a population of 400 shipments? Solution The statements should make Think: One hour on Monday;
use of terms used to describe a 24 hours before Tuesday
distribution of data: median, mode,
number of data points, outliers, range,
skew, etc. The inference about the
general population should be based on Problem 2
the features of the sample that have the
most certainty. Think of a proportion:
Solution In this dot plot, the median number of defective light bulbs is 6. Set up 1. The data is skewed to the left or lower end, of the distribution. If six cardinals visit in one hour, how many will visit in 24 hours?
a proportion to find the median number of defective light bulbs predicted for
400 shipments: 2. The range of the data is 13 – 6 or 7.

th
3. There are 15 data points, so the median is the middle or 8 data point,
sample 20 which is 8. Even if the outlier data points, 13 otters tagged twice are
= 6 × 24 = 144 cardinals?
population 400 ignored, the median is still 8.
That’s a lot!
Daily Intervention
20 6 4. There are two modes, 7 and 8.
=
400 x 5. Since over half of the data are represented by the eight data points Can this be right?
1 6 representing 7 and 8 otters tagged, this information is probably the
=
10.2 Homework
20 x most reliable to use to make an inference about the entire population of 1. Suppose you have never seen more than nine cardinals at any one
x = 120 otters tagged by the wildlife conservation department. time in the yard near the birdbath. Why would this make you think your
estimate in Problem 2 is too large?
So, 120 defective light bulbs is the median number of defective light bulbs predicted for the Use the box plot to make four statements about the sample data
population. using the terms listed. _________________________________________________________________________________________
_________________________________________________________________________________________
1. In a random sample, 3 of 400 computer chips are defective. Based on
the sample, how many chips out of 100,000 would you expect to be _________________________________________________________________________________________
defective?
2. How could you get a better estimate of the number of cardinals that

_________________________________________________________________________________________
1. Skew: 2. Outlier: are visiting the birdbath in a day?
2. In a sample 5 of 800 T-shirts were defective. Based on this sample, in ________________________________ ________________________________ _________________________________________________________________________________________
a production run of 250,000 T-shirts, how many would you expect to
be defective? _________________________________________________________________________________________
3. Median, with and without outlier: 4. Population inference:
_________________________________________________________________________________________ _________________________________________________________________________________________
_________________________________ ________________________________

229 230 231
229 230 231

Name Class Date
Evaluate
Math Trainer

CORE 7.RP.2c, 7.SP.1, 7.SP.2
Online
Assessment and
COMMON
CORE 7.SP.2, 7.RP.2c, 7.SP.1 9. A manager samples the receipts of every 14. Greta collects the number of miles run
fifth person who goes through the line. each week from a random sample of
Out of 50 people, 4 had a mispriced item. female marathon runners. Her data are
Pressed for Time If 600 people go to this store each day, shown below. She made the qualitative
how many people would you expect to statement, “25% of female marathoners run
10.2 Differentiated Homework Assignments have a mispriced item? 13 or more miles a week.” Is her statement
reasonable? Explain. Data: 13, 14, 18, 13,
AL Approaching Level 9–13, 15, 17, 18 48 people
12, 17, 15, 12, 13, 19, 11, 14, 14, 18, 22, 12
OL On Level 11–18 10. Jerry randomly selects 20 boxes of crayons No. The statement should say
from the shelf and finds 2 boxes with at
BL Beyond Level 12, 14–16, 18–20 least one broken crayon. If the shelf holds that 75% of female marathoners
130 boxes, how many would you expect
For Below Level students, assign Personal Math to have at least one broken crayon?
run 13 or more miles a week.
Trainer, Daily Intervention 10.2 Homework. 13 boxes 15. A random sample of 20 of the 200 students
at Garland Elementary is asked how many
COMMON
CORE Mathematical Practices Exercises 11. A random sample of dogs at different siblings each has. The data are ordered as
animal shelters in a city shows that 12 of shown. Make a dot plot of the data. Then
MP.2 Reasoning 15–16, 20 the 60 dogs are puppies. The city’s animal make a qualitative statement about the
shelters collectively house 1,200 dogs each population. Data: 0, 1, 1, 1, 1, 1, 1, 2, 2, 2, 2,
MP.3 Logic 13–14, 17 year. About how many dogs in all of the 2, 3, 3, 3, 3, 4, 4, 4, 6
city’s animal shelters are puppies?
MP.4 Modeling 9–12, 19
240 puppies
MP.7 Using Structure 18
12. Part of the population of 10,800 hawks at a
national park are building a nest. A random
Focus on Higher Order Thinking sample of 72 hawks shows that 12 of them
0 1 2 3 4 5 6 7 8 9 10
are building a nest. Estimate the number of
Depth of Knowledge Exercises hawks building a nest in the population. Sample answer: Most students at
2 Skills/Concepts 9–12 1,800 hawks Garland have 2 or fewer siblings.
3 Strategic Thinking 13–20 13. In a wildlife preserve, a random sample of the 16. Linda collects a random sample of 12 of
population of 150 raccoons was caught and the 98 Wilderness Club members’ ages. She
weighed. The results, given in pounds, were makes an inference that most wilderness
17, 19, 20, 21, 23, 27, 28, 28, 28 and 32. Jean club members are between 20 and 40 years
made the qualitative statement, “The average old. Describe what a box plot that would
weight of the raccoon population is 25 confirm Linda’s inference should look like.
pounds.” Is her statement reasonable? Explain.
The box plot should show that at
Yes, this seems reasonable
least 50% of the ages are between
because 25 is the median of
20 and 40 years of age.
the data.
Lesson 10.2 321

Name ________________________________________ Date __________________ Class __________________
Name ________________________________________ Date __________________ Class __________________
LESSON
10-2 10-2 10-2
What can you infer about the population from each data set A package-delivery business wants to improve its hourly delivery Answer the questions about the dot plot. The first one is done
represented below? rate. The business collects the data shown from 12 of its delivery for you.
1. 2. staff members on a Wednesday afternoon. 1.
104 °F
a. What was the median high temperature? _____________
b. What high temperatures occurred on more than one day?
________________________________________ ________________________________________
1. Describe the distribution of delivery data in the sample.
102 °F (twice), 104 °F (3 times), and 105 °F (twice)
_____________________________________________________________________________________
_________________________________________________________________________________________
The box plots show the distribution of grade-level test scores of
20 students in an elementary school. Use the box plots for 2. The number of porpoises observed, in a one-hour period, by a random
2. Draw a box plot of the data on the number line below.

Exercises 3–5. sample of people was recorded. The data are represented by the box
plot below.
• 10.2 Homework 3. What were the high and low scores 4. The middle fifty percent of students
for the test? scored between what two values? a. What was the median number of porpoises observed?
• Standards-Based ____________________________ ____________________________

The delivery company would like to improve its hourly delivery so that
it looks like the box plot shown.
_____________________________________________________________________________________
b. Every observer saw at least how many porpoises?
Intervention 7.SP.2
5. Is 30 a typical test score? If so, explain your reasoning. If not,
what is a typical test score? _____________________________________________________________________________________
_________________________________________________________________________________________
c. About what percent of the people observed anywhere from 6 to 8
porpoises?
Solve.
3. List possible delivery data for this box plot for 12 delivery staff members. ____________________________________________________________________________________
6. A seventh-grade student chooses a random sample of 50 out of
400 students. He finds that 7 students have traveled outside the _________________________________________________________________________________________
United States. The student claims that over 50 of the 400 students have d. Use the graph to make an accurate observation about the data.
likely traveled outside the United States. Is the student correct? Explain. 4. If the delivery company achieves its improvement goal, by how much

_____________________________________________________________________________________
will the hourly delivery rate of the typical delivery staff member
_________________________________________________________________________________________
change? Explain.
7. A metal-fabricating company produces 150,000 souvenir tokens each _________________________________________________________________________________________
year. In a random sample of 400 tokens, 3 have stamping errors. Predict
the total number of coins that will have stamping errors in a year.
_________________________________________________________________________________________

226 227 228
226 227 228
321 Lesson 10.2

17. What’s the Error? Kudrey was making a box plot. He first plotted the
least and greatest data values. He then divided the distance into half, and
then did this again for each half. What did Kudrey do wrong and what did Quick Check
his box plot look like?
COMMON
Kudrey needs to find the median and the lower and CORE 7.SP.2, 7.RP.2c, 7.SP.1
upper quartiles and plot those points. He assumed all 10.2 Lesson Quiz
quartiles would be equally long when each quartile 1. A random sample of 25 of the 400 members of
represents an equal number of data values. the Bigtime Theater Company is surveyed
about how many plays each has acted in. Make
FOCUS ON HIGHER ORDER THINKING Work Area a box plot of the data. Then use the box plot to
make a qualitative inference about the
18. Communicating Mathematical Ideas A dot plot includes all of the
actual data values. Does a box plot include any of the actual data values?
population. 3, 5, 5, 3, 4, 4, 1, 3, 6, 10, 1, 3, 4, 5, 1,
2, 4, 2, 3, 2, 5, 5, 5, 5, 6 Sample answer:
Yes, the least and greatest data values. The median and
A reasonable inference is that 50% of the
quartiles may or may not be actual data values, population acted in between 1 and 4 plays.
depending on how many values are in the data.
0 1 2 3 4 5 6 7 8 9 10
19. Make a Conjecture Sammy counted the peanuts in several packages of
roasted peanuts. He found that the bags had 102, 114, 97, 85, 106, 120,
107, and 111 peanuts. Should he make a box plot or dot plot to represent 2. Gerald buys a bag of 7,500 assorted beads
the data? Explain your reasoning. online. A random sample of 150 beads
A box plot; Since every number is different, a dot contains 17 red beads. Predict the number of
plot would only have one dot over each value, which red beads in the bag of assorted beads that
doesn't give much information. The box plot would
Gerald bought. 850 red beads
3. A store manager selects 30 cartons of eggs
show the median, the range, and where data values are

and finds 4 cartons that have cracked eggs. If
concentrated if in fact they are. the store has 105 cartons of eggs, how many
cartons can she expect to have cracked eggs in
them? 14 cartons
20. Represent Real-World Problems The salaries for the eight employees at
a small company are $20,000, $20,000, $22,000, $24,000, $24,000, $29,000, 4. Jon finds a box of 350 postcards. He selects a
$34,000 and $79,000. Make a qualitative inference about a typical salary random sample of 75 postcards and finds that
at this company. Would an advertisement that stated that the average
salary earned at the company is $31,500 be misleading? Explain. 27 already have a stamp on them. Predict the
The typical salary at this company is $24,000, the median. total number of postcards in the box with
stamps on them. 126 postcards
Yes, it is misleading; the average is thrown off by the
outlier value of $79,000. Differentiate Instruction
322 Unit 5
Differentiate Instruction:
• 10.2 Reteach
• Personal Math Trainer 7.SP.2
DIFFERENTIATE INSTRUCTION Extend-the-Math Activity PRE-AP
Scientists often use random samples to estimate the size of an animal population. For Interactive Whiteboard
example, to estimate a deer population, scientists capture a random sample of 100 deer, Interactive Lesson quiz available online
tag each deer’s left ear, and then release the deer back into the wild. A month later,
another sample of 50 deer is captured. If 4 deer in this sample have already been tagged,
how large is the deer population? About 1,250 deer; to estimate the size of the
population, write a proportion.
tagged in first sample ___tagged in second sample 100

__
         =    
    , or  _x    =   4   .
_
total population total in second sample 50
Solving for x gives 1,250.

LESSON 10.3 Generating Random Samples
Lesson Support
Content Objective Students will learn to generate and use random samples to represent a population.
COMMON
7.SP.2 Use data from a random sample to draw inferences about COMMON
a population with an unknown characteristic of interest.
Generate multiple samples (or simulated samples) of the This lesson provides an opportunity to address this Mathematical
same size to gauge the variation in estimates or Practice standard. It calls for students to use appropriate tools
predictions. strategically. Students use graphing calculators to generate
random samples and then make predictions about an entire
MP.5 Use appropriate tools strategically. population. Students also simulate a random selection of
numbers without technology by using numbered pieces of paper
and a paper bag, and use the results to make predictions about a
population.

Connecting with Everyday Life In this lesson, students learn several ways to This lesson provides an excellent
A community center holds a raffle to raise generate random numbers that they can opportunity to connect ideas in this cluster:
money for a new building. Two cars are use to make inferences and predictions
donated as prizes and 1,500 tickets are sold. about populations. Some key
about a population.
Have students discuss several different ways understandings are the following:
that two tickets could be selected to win • Random samples can be generated Give students the following prompt: “A
the prizes and whether the methods are to simulate problems by rolling restaurant owner orders 100 water glasses
random. number cubes or using a graphing online without knowing that 12 are broken.
calculator’s randInt function. He decides to test a random sample of 15
Selection Methods Random? glasses to predict the number of broken
• A calculator can generate multiple
water glasses in the order. What graphing
Pick two tickets from hat. yes random samples to see how much
calculator function could be used to
statistical measures vary for
Choose two art students. no simulate this problem? Explain which
different samples of a given size.
randomly generated numbers should
Use randInt calculator function. yes • Picking numbered pieces of paper represent broken water glasses and which
Choose last name beginning from a hat can simulate random randomly generated numbers should
no samples.
with letters A–M. represent unbroken water glasses.”
Generating and using random samples to
represent populations, students will Answers: randInt (1, 100); 15; Sample
continue to draw inferences and make answer: Numbers from 1 to 12 could
predictions. In Module 11, they will represent broken water glasses, and 13 to
compare data samples taken from 100 could represent unbroken water
populations and, in Grade 8, further glasses.
investigate patterns of association in
bivariate data.
T323A
Language Objective Students will demonstrate how to generate and use random samples to represent a population.

Emerging
When proficiency in English is limited, having students use their primary language in peer-to-peer
discussion encourages higher-level thinking. Have students explain how random samples can be
generated.
Expanding
Working in small groups is an excellent way for English learners to deepen concept knowledge.
Have students list the ways random samples can be generated. Have students of mixed language
proficiency work together.
Bridging
To make sure that the nuances of language have not prevented students from understanding the
concepts, have them discuss how to generate random samples with and without technology.
To help English learners discuss math concepts, provide sentence frames for
Math Talk them when possible.

This lesson contains some vocabulary words not found in the student glossary
that may be new to English Learners: graphing calculator, database, and survey.
Provide sentence frames to support student understanding of these words.
A graphing _______ can plot graphs.
A _______ is a collection of data that is stored in a computer.
A _______ is used to collect information, often by asking people questions.
Building Background
The following words appear throughout the student text, so they may be
familiar to students at the expanding and bridging levels of English proficiency:
infer, predict, guess, conjecture. The challenge for all students, but especially for
English learners, is that there is overlap in the meanings of these words, which
makes it difficult for students to grasp the differences among them. Words like
these with similar meanings are called synonyms. Have English learners add
these words to their word journals.
Generating Random Samples T323B

10.3
LESSON
Generating Random
10.3
COMMON
CORE 7.SP.2
Use data from a random
LESSON
Samples
sample ... Generate multiple
COMMON
CORE 7.SP.2, MP.5 samples (or simulated
samples) of the same size
to gauge the variation in
estimates or predictions.
Generating Random ? EssEntial QuEstion

How can you generate and use random samples to represent
a population?
Samples
EXPLORE ACTIVITY 1
COMMON
CORE 7.SP.2
Engage
1 Generating a Random Sample
?
Using Technology
? ESSENTIAL QUESTION In an earlier lesson, you generated random samples by rolling number
How can you generate and use random samples cubes. You can also generate random samples by using technology.
In Explore Activity 1, you will generate samples using a graphing
to represent a population? Sample answer: calculator.
Generate random samples using a calculator or
other technique for producing random numbers. Each of the 200 students in a school will have a chance to vote on
Use random samples as representative one of two names, Tigers or Bears, for the school’s athletic teams. A
group of students decides to select a random sample of 20 students
populations to make predictions. and ask them for which name they intend to vote. How can the group
choose a random sample to represent the entire population of 200 students?
Motivating the Lesson A One way to identify a random sample is to use a graphing calculator to
Ask: A class of 30 students is assigned a writing generate random integers.
project. How can the teacher pick five students at © Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Richard To simulate choosing 20 students at random from among 200 students:
random to give their reports first, if each student is
• Press , scroll right and select PRB, then select 5: randInt(.
to have the same likelihood of being chosen?
MATH
randlnt (1, 200)

Begin the Explore Activity to find out. • Enter the least value, comma, greatest possible value.
(  1
43
Explore
2
In this specific case, the students will enter randInt , 200 ) 93
75
178
because there are 200 students in school.
Explore activity 1 20 20
Bingham II/Alamy Images
• Hit ENTER times to generate random numbers.
The group gets a list of all the students in the school and assigns a number
Focus on Communication to each one. The group surveys the students with the given numbers.
Students may expect a series of random numbers to
be somewhat evenly distributed or to not include Of the 20 students surveyed, 9 chose Tigers. The percent choosing
the lower or upper limit of the range (1 or 200 in this Tigers was 45% . What might the group infer?
case). Students should understand that randomly The group might infer that the name Bears will probably
generated numbers may or may not be distributed
win, or that both names are almost equally likely to win.
evenly within the given range, can repeat, and can
include any number in the given range.
Lesson 10.3 323
Focus on Technology
Another possible syntax for the randInt command 7_MNLAESE761064_U5M10L3.indd 323 25/01/17 4:04 AM
is randInt (x, y, z), where x is the smallest value, y is Differentiate Instruction Leveled Questions
the largest value, and z is the number of random
integers generated. Explore Activity 1
AL DOK 1 Recall How many integers do you need to represent the sample
Avoid Common Errors
for the situation? 20 integers
Several graphing calculator functions have similar
names to the randInt function. Students must OL DOK 2 Skills/Concepts When a calculator generates random numbers, can the
choose the randInt function to produce a usable same number appear more than once? Explain. Yes; every
random sample. number in the selected range of values has the same
chance of appearing every time a number is generated.
BL DOK 3 Strategic Thinking Is it likely that each student in a class of 25 would get the
same percent choosing “Tigers” from their simulations? Why
or why not? No; sample answer: It is likely that the students
would generate different numbers and survey different
students. There would be overlap, but not enough to
produce the same percentages for the 25 different
simulations.
EXPLORE ACTIVITY 1 (cont’d)
B
You can simulate multiple random samples to see how much statistical
measures vary for different samples of size 20.
Focus on Critical Thinking
Students may feel that a larger sample will always
Assume that the 200 students are evenly divided among those voting
for Tigers and those voting for Bears. You can generate random
give more accurate results than a smaller sample.
numbers and let each number represent a vote. Let numbers from 1 to Discuss with students how a larger sample is more
100 represent votes for Tigers, and numbers from 101 to 200 represent likely to be representative of the population than
votes for Bears. For each simulated sample, use randInt(1, 200) and
generate 20 numbers.
a smaller sample, but there will still be cases
where a smaller sample can produce the more
Perform the simulation 10 times and record how many numbers from
1 to 100 are generated. How many of the samples indicated that there
accurate results.
were 9 or fewer votes for Tigers?
Check students’ results.
Combine your results with those of your classmates. Make a dot plot
showing the number of numbers from 1 to 100 generated in each
simulation.
Reflect
1. Communicate Mathematical Reasoning Assume that it was accurate
to say that the 200 students are evenly divided among those voting for
Tigers and those voting for Bears. Based on your results, does it seem likely
that in a sample of size 20, there would be 9 or fewer votes for Tigers?
2. Make a Prediction Based on your answers, do you think it is likely
that Tigers will win? Explain.
3. Multiple Representations Suppose you wanted to simulate a

random sample for the situation in Explore Activity 1 without using
technology. One way would be to use marbles of two different colors
to represent students choosing the different names. Describe how you
could perform a simulation.
Let white represent a vote for Tigers and black
represent a vote for Bears. Place 100 white marbles
and 100 black marbles in a bag. Draw one without
looking, record the color, replace the marble and
repeat till you’ve drawn 20 marbles.
324 Unit 5
Generating Random Samples 324

EXPLORE ACTIVITY 2
COMMON
CORE 7.SP.2
Explain
3
Generating a Random Sample
Explore activity 2
without Technology
Focus on Communication A tree farm has a 100 acre square field arranged in a 10-by-10
The randomness of the sample is dependent on array. The farmer wants to know the average number of trees per
acre. Each cell in the table represents an acre. The number in each
using objects that can easily simulate randomness. cell represents the number of trees on that acre.
A flipped coin results in unpredictable movement
when it lands, but a heavier object might not. 22 24 27 29 31 24 27 29 30 25
Discuss with students what objects seem likely to
37 22 60 53 62 42 64 53 41 62
produce a random sample.
61 54 57 34 44 66 39 60 65 40
Engage with the Whiteboard
45 33 64 36 33 51 62 66 42 42
Before performing the experiment, have a
student circle 10 numbers in the array, 37 34 57 33 47 43 66 33 61 66
attempting to choose cells at random. Compare
66 45 46 67 60 59 51 46 67 48
the outcome of the experiment to the student’s
circled numbers. Discuss whether the student’s 53 46 35 35 55 56 61 46 38 64
selection seems random compared to the actually 55 51 54 62 55 58 51 45 41 53
random selection. How are they different?
61 38 48 48 43 59 64 48 49 47
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Photodisc/

Digital Teacher Resources 41 53 53 59 58 48 62 53 45 59
Go online to access all your The farmer decides to choose a random sample of 10 of the acres.
lesson-level resources. A To simulate the random selection, number the table columns 1–10 from left to right,
Differentiated Instruction and the rows 1–10 from top to bottom. Write the numbers 1–10 on identical pieces of
paper. Place the pieces into a bag. Draw one at random, replace it, and draw another.
• Reteach Let the first number represent a table column, and the second represent a row. For
my.hrw.com • Reading Strategies instance, a draw of 2 and then 3 represents the cell in the second column and third
• Success for English Learners row of the table, an acre containing 54 trees. Repeat this process 9 more times.
• Practice and Problem Solving B Based on your sample, predict the average number of trees per acre. How does your
A/B, C, D answer compare with the actual mean number, 48.4?
Getty Images
Math on the Spot Videos Check students’ answers. They may not be very close to the
actual mean because the sample was so small.
C Compare your answer to B with several of your classmates’ answers. Do they vary
a lot? Is it likely that you can make a valid prediction about the average number of
trees per acre? Explain.
Check students’ answers.
Lesson 10.3 325

Explore Activity 2
AL DOK 1 Recall In Part A, suppose you draw a 5, then a 3. What number would that
represent? Explain. 44, the number in the fifth column, third row
OL DOK 2 Skills/ Could you perform the simulation by writing the number in each cell
Teacher to teacher Concepts on a small piece of paper, then putting the papers into a bag and
Manipulatives Students can use playing cards drawing 10 pieces? What would be any disadvantages compared to the
to generate sets of random numbers. given method? Yes; sample answer: The method would take much more
• To generate numbers from 1 to 10, use the work be and be much more time-consuming.
cards 2 to 10 from any suit, and the ace for 1.
• To generate multidigit numbers, randomly
BL DOK 3 Strategic How could you use technology to generate a random sample for this
select each digit. Pick any suit, and use the Thinking activity? Give specific information. Sample answer: Use a graphing
jack for 0, the ace for 1, and the cards 2 to 9. calculator. Number the table cells from 1–100. On the probability
menu, select 5:randInt and enter (1, 100). Hit the enter button
Remind students to replace the chosen card 10 times. Your sample consists of the numbers in the 10 cells
and reshuffle after each draw. identified by the generated numbers.
EXPLORE ACTIVITY 2 (cont’d)
Reflect
4. Communicate Mathematical Ideas Suppose that you use the method
Elaborate
4
in to collect a random sample of 25 acres. Do you think any resulting
A
Talk About It
prediction would be more or less reliable than your original one? Explain.
Sample answer: More reliable; the larger sample should be Summarize the Lesson
Ask: Compare and contrast generating a
more representative of the population.
random sample using a calculator, and
5. Multiple Representations How could you use technology to select the generating a random sample by performing an
acres for your sample? experiment. With both methods, it is important to
Number the acres in the grid from 1 to 100. Use the formula randInt (1, 100) select a large enough sample to accurately
to generate numbers. Sample the acres with those numbers.
represent the population. When generating a
random sample by performing an experiment, it is
important to make sure the experiment involves
random selection.
Guided Practice Guided Practice
A manufacturer gets a shipment of 600 batteries of which 50 are defective. Engage with the Whiteboard
The store manager wants to be able to test random samples in future
shipments. She tests a random sample of 20 batteries in this shipment to For Exercises 2–3, have a volunteer generate
see whether a sample of that size produces a reasonable inference about a list of 20 random numbers and write them
the entire shipment. (Explore Activities 1 and 2) on the whiteboard. Have another student analyze
1. The manager selects a random sample using the formula the list. Is the sample reasonable in this case?
randInt (  1 20 )
, 600 to generate random numbers.
Avoid Common Errors
50
2. She lets numbers from 1 to represent defective batteries, and
Exercise 2 Encourage students to go through the
51 600
to represent working batteries. She generates this list: 120, list carefully and circle the numbers that represent

413, 472, 564, 38, 266, 344, 476, 486, 177, 26, 331, 358, 131, 352, 227, 31,
253, 31, 277. defective batteries as they go. Missing even one or
two numbers makes a large difference to the final
3. Does the sample produce a reasonable inference?
50
No, it has 4 defective batteries, or 20%. For the shipment, ___ , or
calculation.
600
about 8% of the batteries are defective.
?
? ESSENTIAL QUESTION CHECK-IN
4. What can happen if a sample is too small or is not random?

Sample answer: A too-small or non-random sample is
likely to pick unrepresentative data values.
326 Unit 5

Reteach
Name ________________________________________ Date __________________ Class __________________
LESSON
Generating Random Samples LESSON
Generating Random Samples
10-3 10-3 10-3
Reteach Reading Strategies: Read a Table Success for English Learners
When you are generating or reading about random samples, you will often
A random sample of equally-likely events can be generated with
find the details about the sampling and its results in a table. This lesson Problem 1
random-number programs on computers or by reading random
presents two different uses of tables for random sampling. How many free throws are made out of 10 attempts by each eighth-grade
numbers from random-number tables in mathematics textbooks that
are used in the study of statistics and probability. Random Sampling Results physical education class team?
In your math class, random samples can be modeled using coins or This type of table simply presents the sampling categories and the results “Good” free throws by eighth-grade teams:
number cubes. For example, consider the random sample that consists of a random sampling activity.
of the sum of the numbers on two number cubes. 5 1 10 9 5 1 9
Rose bushes, 1st sample 24 9 9 4 8 8 9 1
Example 1 Solution Rose bushes, 2nd sample 15 7 10 7 9 7 4 1
Generate 10 random samples of the sum Rolling the number cubes gives these Rose bushes, 3rd sample 20 4 1 5 6 2 4 3
of the numbers on the faces of two number random samples:
Rose bushes, 4th sample 11 4 6 6 5 4 7 2
cubes. 2, 6, 6, 4, 3, 11, 11, 8, 7, and 10
Rose bushes, 5th sample 23 6 3 9 9 5 4 2
Example 2 Solution Random Sampling Grid
What are the different possible outcomes from List the outcomes as ordered pairs: The random sampling grid is used as a means of generating random
rolling the two number cubes in Example 1? (1, 1), (1, 2), (1, 3), (1, 4), (1, 5), (1, 6), samples from a population. This grid shows a professional golfer’s scores
Write the outcomes as sums. (2, 1), (2, 2), (2, 3), (2, 4), (2, 5), (2, 6), Label the teams
on each hole after playing 36 holes or two rounds of golf. A random Find 3 random samples.

(3, 1), (3, 2), (3, 3), (3, 4), (3, 5), (3, 6), from 1 to 42 on slips
sample of the golfer’s scores on each hole can be estimated by taking How?
(4, 1), (4, 2), (4, 3), (4, 4), (4, 5), (4, 6), of paper.
a sample of the holes using a pair of number cubes. Calculator? Number
(5, 1), (5, 2), (5, 3), (5, 4), (5, 5), (5, 6), 1st row: 1 − 7, 2nd
cubes? Spinners?
(6, 1), (6, 2), (6, 3), (6, 4), (6, 5), (6, 6) First round: Second round row: 8 − 14, etc.
Then, write the sums of the ordered pairs:
2, 3, 4, 5, 6, 7, 3, 4, 5, 6, 7, 8, 4, 5, 6, 7, 8,
9, 5, 6, 7, 8, 9, 10, 6, 7, 8, 9, 10, 11, 7, 8, 9,
4
4
3
4
5
5
3
3
3
3
2
4
4
3
3
4
4
2
5
3
3
4
3
3
Results of drawing three of the slips of paper: Teams 20, 29, and 12
Daily Intervention
10.3 Homework
5 6 3 3 2 2 3 3 3 4 5 3
10, 11, and 12 Free throws by team in the samples:
Sample scores per round: 3, 5, 4 (first round); 4, 2, 5 (second round)
Team 20 4 goals
Example 3 Solution
Answer the questions. Team 29 4 goals
How do the frequency of the outcomes of In Example 1, there is one each of 2, 3, 4, 7, 1. A farmer expects to harvest 600 apricots 2. The table shows the number of female
8, and 10, two 6’s, and two 11’s. In Example Team 12 8 goals
the 10 random samples in Example 1 per tree this growing season. The table beagle puppies in 18 litters. A number
compare with the frequency of their sums in 3, there is one 2, two 3’s, three 4’s, four 5’s, 1. How many teams got 4 goals? 2. How many teams got 8 goals?
shows the results of three sample pickings. cube is rolled three times to give samples
Example 2? five 6’s, six 7’s, five 8’s, four 9’s, three 10’s, Will the farmer get the yield he wants? of 1, 5, and 3 female puppies. Are these
two 11’s, and one 12. ________________________________________ ________________________________________
representative samples? Explain.
3. What number of goals appears most? 4. What number of goals appears least?

Apricots, 1st sample 559 1 2 4 5 3 2
Answer the questions about the examples. 2 1 5 1 4 2
Apricots, 2nd sample 590 2 2 3 4 1 3
________________________________________ ________________________________________
1. How do the random samples compare 2. How do you think the outcomes in 100
with the predicted number of outcomes? random samples would compare with Apricots, 3rd sample 578
________________________________________
the expected results?
________________________________________
________________________________________ ________________________________________ Differentiated Instruction.
________________________________________ ________________________________________

235 236 237
235 236 237

Name Class Date
Evaluate
Math Trainer

CORE 7.SP.2
Online
Assessment and
COMMON
CORE 7.SP.2 Maureen owns three bagel shops. Each shop sells 500 bagels per day.
Maureen asks her store managers to use a random sample to see how many
whole-wheat bagels are sold at each store each day. The results are shown
Pressed for Time in the table. Use the table for 5–7.
10.3 Differentiated Homework Assignments Total bagels in sample Whole-wheat bagels

Shop A 50 10
AL Approaching Level 5–9, 12 Shop B 100 23
Shop C 25 7
OL On Level 5–9, 11
BL Beyond Level 5–9, 10 5. If you assume the samples are representative, how many whole-wheat
bagels might you infer are sold at each store?
For Below Level students, assign Personal Math Shop A sells 100; Shop B sells 115; Shop C sells 140.
Trainer, Daily Intervention 10.3 Homework.
6. Rank the samples for the shops in terms of how representative they are
COMMON
Mathematical Practices Exercises likely to be. Explain your rankings.
CORE
From most to least likely: B, A, C; Shop B’s sample would be the
MP.2 Reasoning 11
most representative because it contained the most bagels.
MP.3 Logic 5–7, 12
7. Which sample or samples should Maureen use to tell her managers how
MP.4 Modeling 8–10 many whole-wheat bagels to make each day? Explain.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©saddako/

Shop A or Shop B; Both samples are large enough to
Focus on Higher Order Thinking
produce a reasonably valid inference. Shop C’s sample is
Depth of Knowledge Exercises too small.
2 Skills/Concepts 5–9
8. In a shipment of 1,000 T-shirts, 75 do not meet quality standards. The table
3 Strategic Thinking 10–12 below simulates a manager’s random sample of 20 T-shirts to inspect. For
the simulation, the integers 1 to 75 represent the below-standard shirts.
124 876 76 79 12 878 86 912 435 91

340 213 45 678 544 271 714 777 812 80
Shutterstock
In the sample, how many of the shirts are below quality standards? 2
If someone used the sample to predict the number of below standard
shirts in the shipment, how far off would the prediction be?
The prediction would be that 100 of the shirts are below-
standard. That is 1_13 times the actual count of 75.
Lesson 10.3 327

Name ________________________________________ Date __________________ Class __________________
Name ________________________________________ Date __________________ Class __________________
LESSON
10-3 10-3 10-3
Use the description below to complete Exercises 1–3. Use the situation below to complete Exercises 1–3. Answer the questions below. Part of the first one is done for you.
In a set of 1,000 integers from 1 to 1,000, an integer chosen at random on A national conservation organization plans to award grants to fish 1. A rancher’s herd of 250 cattle grazes over a 40-acre
a single trial should be an integer from 1 to 25 about 25 out of every 1,000 hatcheries that produce populations of 1,000 or more individuals of pasture. He would like to find out how many cattle are Sample 1 4
trials, or one out of every 40 integers selected. endangered species during a seasonal breeding period. The number grazing on each acre of the pasture at any given time,
so he has some images of the pasture taken by the state Sample 2 1
of fish born at each of the hatcheries that enter the grant competition is
1. A sample of 5 integers selected is shown. Does this Trial 1 406 12,000 fish. Three hatcheries sampled broods of 240 new-born fish and department of agriculture’s aerial photography division. Here Sample 3 9
sample represent the general rule for picking an reported these results of the number of endangered species born. are the number of cattle found in three one-acre sections.
integer from 1 to 25 in the population of integers from Trial 2 734
a. What can the rancher conclude from these samples about how
1 to 1,000? Explain. Trial 3 44 Hatchery A Hatchery B Hatchery C many cattle graze on each acre of the 40-acre pasture?
________________________________________ Trial 4 340 Sample 1 3 Sample 1 10 Sample 1 4 Sample answer: There could be as few as one or as many as 9 cattle
_____________________________________________________________________________________
Trial 5 996 Sample 2 19
2. How many integers between 1 and 25 would you Sample 2 12 Sample 2 3 grazing on an acre, or an average of about 5 cattle grazing per acre.
_____________________________________________________________________________________
expect to appear in a sample of 80 trials? Explain. Sample 3 2 Sample 3 9 Sample 3 1

b. If the cattle were equally “spread out” across all of the 40 acres,
________________________________ 1. How many individual endangered fish would need to be in each how many cattle would you expect to find on each acre?
sample to qualify for the grant prize? Explain your reasoning.
3. The following integers from 1 to 25 appeared when a sample of _____________________________________________________________________________________
50 integers was taken from the list of the integers from 1 to 1,000. _________________________________________________________________________________________
• 10.3 Homework 12, 21, and 16

Is this sample of 50 trials more or less than what was expected
for the population as a whole? Explain.
2. Why do these samples imply that none of the three hatcheries have
enough endangered species individuals to qualify for the grant?
_____________________________________________________________________________________
c. Why could the sample collected above differ from the number you
would expect on each acre of pasture land?
• Standards-Based
_________________________________________________________________________________________
_________________________________________________________________________________________ _____________________________________________________________________________________
3. What would be a reasonable guess for the number of endangered
Use the description below to complete Exercises 4–5. individuals in the whole population of each hatchery? Show the _____________________________________________________________________________________
Intervention 7.SP.2
A manufacturer of flea collars for animals that weigh less than 5 kilograms calculations that support your answers.
2. The manager of a warehouse would like to know how many errors are
injects the collars with 15 milligrams of a biocide that only acts on fleas. made when a product’s serial number is read by a bar-code reader.
_________________________________________________________________________________________
The manufacturer will release a collar that has no less than 14 milligrams Six samples of 1,000 scans each are collected. The number of
and no more than 16 milligrams of insecticide. The following list shows the scanning errors in each sample of 1,000 scans is recorded:
result of sampling 36 collars from an actual production run of 720 collars. Solve.
36, 14, 21, 39, 11, and 2 errors
4. The six-by-six grid shows 36 consecutive
17, 14, 14, 16, 14, 15, 15, 15, 16, 14, 16, 14, 15, 15, 15, 16, 13, 13, 30 17 20 24 23 30 a. Find the mean and the median number of errors per 1,000 scans
nightly samples of the sky and the number
13, 13, 13, 14, 14, 13, 17, 14, 15, 13, 14, 15, 16, 17, 14, 17, 14, 15 of galaxies that can be seen on each night 16 27 13 3 30 25 based on these six samples.
4. How many flea collars out of a production run of 720 collars would be with a small refracting telescope. 3 25 16 28 9 11
2 6 29 27 1 27 _____________________________________________________________________________________

acceptable to ship according to this sample? Explain your reasoning. What range of numbers would you give for
the number of galaxies visible on any one of 6 21 7 8 13 19
Just to be sure, the manager collects six more 1,000-scan
_________________________________________________________________________________________ the 36 nights? Justify your answer. 2 21 7 5 30 13
samples with these results:
5. How many flea collars out of a production run of 720 flea collars would 33, 45, 34, 17, 1, and 29 errors
_______________________________________________________________________
have too much biocide and could not be shipped? Explain your
reasoning. b. Find the mean and the median number of errors based on all 12
samples. How do your answers compare to your answers in part a?

_________________________________________________________________________________________
_____________________________________________________________________________________
232 233 234

232 233 234
327 Lesson 10.3

9. Multistep A 64-acre coconut farm is arranged in an
56 54 40 34 44 66 43 65
8-by-8 array. Mika wants to know the average number
of coconut palms on each acre. Each cell in the table 66 33 42 36 33 51 62 63 Quick Check
represents an acre of land. The number in each cell tells
33 34 66 33 47 43 66 61 COMMON
how many coconut palms grow on that particular acre. CORE 7.SP.2
46 35 48 67 60 59 52 67
a. The numbers in green represent Mika’s random
sample of 10 acres. What is the average number of 46 32 64 35 55 47 61 38 10.3 Lesson Quiz
coconut palms on the randomly selected acres?
45 51 53 62 55 58 51 41 Carter orders 120 glass ornaments online. He
49.8 palms 48 38 47 48 43 59 64 54 decides to test a random sample of 20
b. Project the number of palms on the entire farm. 53 67 59 59 58 48 62 45 ornaments to predict the number of cracked
about 3,187 palms ornaments in the order.
1. What graphing calculator function could be
FOCUS ON HIGHER ORDER THINKING Work Area used to generate random numbers to simulate
this problem? randInt(1,120).
10. Draw Conclusions A random sample of 15 of the 78 competitors at a
middle school gymnastics competition are asked their height. The data 2. How many random numbers should be
set lists the heights in inches: 55, 57, 57, 58, 59, 59, 59, 59, 59, 61, 62, 62,
generated to simulate this problem? 20
63, 64, 66. What is the mean height of the sample? Do you think this is a
reasonable prediction of the mean height of all competitors? Explain.
Suppose Carter discovered that 16 of the
60 inches; Sample answer: yes; the sample is random and of ornaments in the shipment of 120 ornaments
a good size. But taking more samples to gauge the variability were broken. He tested a random sample of 20
among the samples would make for a more valid estimate. ornaments from another shipment of 120 and
assumed that the ratio of broken to unbroken
11. Critical Thinking The six-by-six grid 12 15 16 9 21 11 ornaments was the same.
contains the ages of actors in a youth
Shakespeare festival. Describe a method 9 10 14 10 13 12 3. Explain which randomly generated numbers
for randomly selecting 8 cells by using
16 21 14 12 8 14 could represent cracked ornaments, and which
number cubes. Then calculate the
average of the 8 values you found. 16 20 9 16 19 18 randomly generated numbers could represent

Sample answer: Roll two six- 17 14 12 15 10 15
noncracked ornaments. Sample answer:
Numbers from 1 to 16 could represent cracked
sided number cubes, with one 12 20 14 10 12 9
ornaments, and numbers 17 to 120 could
cube representing the row and represent intact ornaments.
the other representing the column. Select the cell represented 4. How many cracked ornaments would Carter
by the row and column shown on the cubes. Answers will vary expect to find in the order based on this
sample: 60, 5, 99, 88, 61, 19, 57, 50, 21, 49, 78,
based on each student’s results but should be about 13 or 14.
94, 80, 2, 109, 14, 79, 41, 90, 114? Explain.
12. Communicating Mathematical Ideas Describe how the size of a random 18 cracked ornaments; __   3   of the sample is
sample affects how well it represents a population as a whole. 320
__
between 1 and 16, so   20    of the sample
Sample answer: The larger a random sample is, the more represents cracked ornaments. __ 3
  20
    of 120 gives
likely it is to represent the population accurately. 18 cracked ornaments in the entire shipment.

328 Unit 5
Differentiate Instruction
DIFFERENTIATE INSTRUCTION Extend-the-Math Activity PRE-AP Differentiate Instruction:

Ana buys 1,000 hair clips for $275 without • 10.3 Reteach
925 224 278 884 273 246 442 761 882 267 • Personal Math Trainer 7.SP.2
knowing that 160 of the clips are broken.
She selects a random sample of 50 clips to 317 95 364 853 282 46 741 591 662 18
predict how many are broken in all. The 986 638 395 275 269 583 357 411 58 614 Interactive Whiteboard
random numbers in the chart represent her 285 254 294 194 952 740 143 334 349 275 Interactive Lesson quiz available online
sample. If Ana wants to make a profit of at
least $225 selling all the unbroken clips, 316 422 271 79 552 784 759 879 134 645
what is the lowest price she can charge per clip?
Justify your answer.
$0.59; there are 7 values between 1 and 160, so 14% of the sample is broken. She
can estimate that 140 clips are broken and 860 are not. She must earn at least
500
275 + 225 = $500. She should charge ___ 860   ≈ $0.59 each.

Module Quiz
Ready to Go On?
Assess Mastery
Ready Personal
Math Trainer
Access Ready to Go On? assessment online, and 5.1
10.1 Percent Increase and Decrease
Populations and Samples Online Assessment
and Intervention
receive instant scoring, feedback, and customized Find the

1. Apercent
companychange
uses afrom the first
computer value totheir
to identify the600
second.
most loyal customers my.hrw.com
intervention or enrichment. from its database

1. 36; 63 75% and then surveys those customers to find30%
increase 2. 50; 35
out how
decrease
they like their service. Identify the population and determine whether
3. the
40;sample
72 is 80%
random increase
or biased. 4. 92; 69 25% decrease
Personal Math Trainer Customers in the company’s database; biased; loyal customers
5.2 Markup and Markdown
Online Assessment are likely to value their service.
Use the original price and the markdown or markup to find the retail price.
and Intervention $69
10.2 5.
Original price: $60; Markup: 15%; Retail price:
• Module 10 Posttest
2.
6. AOriginal
university has $32;
price: 30,330 students.
Markup: In a random
12.5%; $36
sample of 270 students,
Retail price:
18 speak three or more languages. Predict the number of students
7. atOriginal
the university whoMarkdown:
price: $50; speak three22%;
or more languages.
Retail price: $39
Additional Resources
2,022 students
8. Original price: $125; Markdown: 30%; Retail price: $87.50
Digital Teacher Resources
5.3
10.3 Applications of Percent
Go online for module-level 9. Mae Ling earns a weekly salary of $325 plus a 6.5% commission
Astorereceivesashipmentof5,000MP3players.Inapreviousshipment
resources. of5,000MP3players,300weredefective.Astoreclerkgeneratesrandom
on sales at a gift shop. How much would she make in a work
numberstosimulatearandomsampleofthisshipment.Theclerkletsthe
week if she sold $4,800 worth of merchandise? $637
Assessment Resources numbers1through300representdefectiveMP3players,andthenumbers
• Module 10 Quiz: B, p.51 10. Ramon earns $1,735 each month and pays $53.10 for electricity.
301through5,000representworkingMP3players.Theresultsaregiven.
my.hrw.com • Module 10 Quiz: D, p.53 To the nearest tenth of a percent, what percent of Ramon’s
13 2,195 3,873 525 900 167 1,094 1,472 709 5,000
earnings are spent on electricity each month? 3.1%
3. Based on the sample, how many of the MP3 players might the clerk
11. predict
James,would
Priya, and Siobhan work in a grocery store. James makes
be defective?
$7.00 per hour. Priya makes 20% more than James, and Siobhan
1000
makesMP3 players
than Priya. How much does Siobhan make per hour? $7.98 per hour
5% less
12.
4. Can
Thethe
Humanufacturer
family goes out for lunch,
assume and the price
the prediction of the
is valid? meal is $45.
Explain.
No; The
thesales tax on the meal is 6%, and the family also leaves a 20%
sample is too small compared to the size of the shipment.
$56.70
tip on the pre-tax amount. What is the total cost of the meal?
? ESSENTIAL QUESTION
ESSENTIAL QUESTION
5. How
13. Givecan youexamples
three use random samples
of how to solve
percents real-world
are used in theproblems?
real-world. Tell
whether each
Sample situation
answer: Yourepresents
can makea percent increase or
predictions a percent
about
decrease.
populations that are
Sample answer: too
sales large
tax: to survey.
increase; discount: decrease;
tip: increase
Module
Module10
5 159
329
7_MNLAESE761064_U2M05RT.indd 329
7_MNLAESE761064_U5M10RT.indd 159 21/10/16 5:45
22/10/16 8:24 AM
PM
READY TO GO ON? Diagnostic Assessment 3

Response to
2
Intervention
Use to determine if students have mastered the concepts and standards covered in this module.
1
Lesson Exercises Content Focus Personal Math Trainer Review with Differentiated Instruction
10.1 1 Populations and Samples 7.SP.1 10.1 Reteach
10.1 Reading Strategies
10.2 2 Making Inferences from a Random 7.SP.2 10.2 Reteach
Sample 10.2 Reading Strategies
10.3 3–4 Generating Random Samples 7.SP.2 10.3 Reteach
10.3 Reading Strategies
329 Unit 5 Module 10

Module 10
5 MIXed
MIXedReVIeW
ReVIeW Personal
Math Trainer
Assessment Online
Preparing for
Readiness
Assessment and
my.hrw.com
High Stakes Tests

Intervention
Selected Response 4.
7. Which
Dustin of the following
makes is a random
$2,330 each month and sample? Assessment Readiness Tip
pays $840 for rent. To the nearest tenth Students can use estimation to eliminate answer
1. A farmerwalks
Zalmon _3 ofa arandom
is using 3
__
mile in sample
of anto
hour. A A radio DJ asks the first 10 listeners
predict
4 10 of a percent, what percent of Dustin’s
who call in if they liked the last song. choices.
What is the number
his speed in of broken
miles per eggs
hour?in a earnings are spent on rent?
shipment of 3,000 eggs. Using a calculator,
A 0.225 miles per hour
B 20 customers at a chicken restaurant • Item 2 24 is a little less than half of 60, so the
the farmer generates the following random A 84.0% C 56.4%
numbers. Theper
B 2.3 miles numbers
hour 1–250 represent
are surveyed on their favorite food. answer should be a little less than half of 490.
B 63.9% D 36.1%
broken eggs.
C 2.5 miles per hour
C A polling organization numbers all Choice A is too small, choice C is exactly half of
registered voters, at -30 feet.
then generates
8. A scuba diver is positioned 490, and choice D is too large. The correct answer
477 2,116per1,044
D 2.6 miles hour 81 619 755 How800manyrandom integers.
feet will Theto
she have polling
rise to
2,704 900 238 1,672 187 1,509 organization
change to -12 the
interviews
her position 800 voters
feet? choice is B.
2. Find the percent change from 70 to 56.
Based on this sample, how many broken assigned those numbers.
A -42 ft C 18 ft • Item 3 The price of the sneakers has decreased
A 20% decrease 25% decrease
C expect?
eggs might the farmer D Rebecca used an email poll to survey
B -18 ft D 42 ft by $20. Because the original price is less than
B 20% increase D 25% increase 100 students about how often they use
A 250 broken eggs $100, the percent decrease must be greater than
9. A bank
the offers
internet.
an annual simple interest
3. The
B 375 broken eggs year was 10.2 inches,
rainfall total this
rate of 8% on home improvement loans. 20%, so choice A can be eliminated. Also, $20 is
which is 20% less than last year’s rainfall
C 750 broken eggs
total. What was last year’s rainfall total? Mini-Task
Tobias borrowed $17,000 over a period much less than half of the original price, so
D 900 broken eggs
of 2 years. How much did he repay choice D can be eliminated.
A 8.16 inches C 12.75 inches 5. Each cell in the table represents the
altogether?
2. ABmiddle number of people who work in one
12.24school
incheshas 490 students. Mae
D 20.4 inches A $1,360
25-square-block C $18,360
section of the town of Avoid Common Errors
surveys a random sample of 60 students and
Middleton.
B $2,720 The mayorDuses a random
4. finds
A pairthat 24 of themshoes
of basketball have pet
wasdogs. How
originally $19,720
sample to estimate the average number
• Item 4 Students may choose answer choice D
many
pricedstudents are likely
at $80, but to have up
was marked pet37.5%.
dogs?
What was the retail price of the shoes? of workers per block. because it has a large number of people, but
A 98 Mini-Task surveying by email about using the Internet
A $50 C $110
B 196 10. The47granola61
Summer 56buys used
48 to cost
56
would be biased. The correct answer choice is C
$83
CB 245 D $130 $6.00
60 per pound, but
63it has been
60 marked
up 15%.
39 46 because they are choosing randomly from a very
Company
Publishing Company
5. The sales tax rate in Jan’s town is 7.5%.
D 294
51 58 49 63 45 large pool of people.
If she buys 3 lamps for $23.59 each and a. How much did it cost Summer to buy
3. A
Harcourt Publishing
pair of
forshoes that how
normally costs $75 is on
Common Core Standards
a sofa $769.99, much sales tax 55
2.6 pounds 50
58 of granola at43
the old48
price?
sale
doesfor $55.
she What is the percent decrease in
owe?
the price, to the nearest whole percent? 62 53 $15.60
44 66 55
Mifflin Harcourt
A $58.85 C $67.26
A 20%
b. Grade 7 Mathematical
Houghton Mifflin
Howcircled
muchnumbers
does it cost her to buy
the 2.6
B $63.06 D $71.46 a. The represent Items
B 27% pounds random
mayor’s of granola at theWhat
sample. new price?
is Standards Practices
6. The day after a national holiday, © Houghton
C 36% the mean number $17.94
of workers in this
decorations were marked down 40%. sample? 1 7.SP.2 MP.4
©
D 73%
Before the holiday, a patriotic banner cost c. Suppose Summer buys 3.5 pounds of
$5.75. How much did the banner cost after 54 2 7.SP.2 MP.4
granola. How much more does it cost
the holiday? at the new
b. Predict price than
the number of at the oldinprice?
workers the 3* 7.RP.3 MP.4
A $1.15 C $3.45 $3.15of Middleton.
entire 25-block section
4 7.SP.1 MP.6
B $2.30 D $8.05 1,350 workers
5 7.SP.2 MP.4
160
330 Unit 5
2 * Item integrates mixed review concepts from previous
modules or a previous course.
7_MNLAESE761064_U2M05RT.indd 330
7_MNLAESE761064_U5M10RT.indd 160 21/10/16 5:45
22/10/16 8:24 AM
PM
DIFFERENTIATE ASSESSMENT
Below Level Module Quiz 10: D
Name ________________________________________ Date __________________ Class __________________
On Level Module Quiz 10: B
Name ________________________________________ Date __________________ Class __________________
MODULE
Random Samples and Populations MODULE
Random Samples and Populations
10 10
Module Quiz: D Module Quiz: B
1. In a sample for a survey, each person 6. A small town has about 5,000 people. A 1. Which of these statements best describes 5. Use the data to estimate the weight of all
has the same chance of being chosen. random sample of 100 people finds that a biased sample? 90 boxes.
What kind of sample is it? 25 are in favor of a new park. Estimate A It is very small. A 2,000 oz C 3,000 oz
A biased the total number out of 5,000 who are in
favor of the park. B It is not randomly chosen. B 2,500 oz D 3,500 oz
B random C It results in incorrect predictions. 6. A town has 35,000 registered voters. A
A 250 people
C population D It does not accurately represent the random sample of 500 voters finds that
B 1,250 people 125 are in favor of a new dog park. How
2. A survey is taken to find out if people in a population.
town want a new bike path. Which is the C 2,500 people many are likely to vote for the dog park?
2. In a survey about new bike paths, which
best group to sample? 7. Which could be the shape of a cross group is least likely to be a biased A 25 C 2,625
A randomly chosen dog-walkers section of a cube? sample? B 125 D 8,750
B randomly chosen gym member A square A randomly chosen voters 7. Which could be the shape of a cross
C randomly chosen shoppers at a mall B oval B randomly chosen drivers section of a cone?
3. There are 90 boxes to be shipped. The C circle C randomly chosen dog-walkers A triangle C pentagon
Personal Math
shipping clerk takes a sample of 9 boxes D randomly chosen gym members B rectangle D square
to estimate the total weight. Use the information below for 8–9.
The dot plot below shows the weights On Monday, a baker made 500 loaves of Use the information below for 8–9.
Use the dot plot for 3–5.
of the sample. bread and 50 were burned. The baker
Trainer
A baker produces 500 loaves a day. On
uses a random sample to simulate 10 Monday, 50 loaves did not meet quality
loaves to inspect on Tuesday. The standards. The baker generates a
integers 1 to 50 represent burned loaves. random sample to simulate 10 loaves to
What is the median weight in the sample?
A 26 oz
351
121
207
47
148
205
8. How many integers in the sample are
428
56
272
4
A shipping manager weighed a random
sample from a shipment of 90 boxes and
made the dot plot above.
inspect on Tuesday. The integers 1 to 50
represent sub-standard loaves.
351 207 148 428 272
Module 10
B 27 oz
Assessment
between 1 and 50? 121 47 205 56 4
3. Which interval of weights has the greatest
C 28 oz A 1 8. Based on this sample, how many loaves
number of boxes?
4. The box plot shows the same data as the B 2 will not meet quality standards on
A 22–25 C 28–30
dot plot above. Tuesday?
Readiness
C 4 B 25–29 D 30–36
A 2 C 100
9. What percentage of loaves are predicted 4. Which box plot shows the same data as
to turn out burned on Tuesday? B 20 D 150
the dot plot?
A 10% 9. What is the difference between the
What is the interquartile range?
number of sub-standard loaves produced
A 4 oz B 20% on Monday and the number predicted to
B 14 oz
C 27 oz
5. Study the box plot in Exercise 4. Use the
C 80%
10. A circle has a radius of 25 meters. What
is its circumference? Use the formula
be sub-standard on Tuesday?
A 10
B 50
C 100
D 200
Pages shown are
from Assessment
C = 2πr.
median to estimate the total weight of all 10. A circle has a diameter of 50 meters.
90 boxes in the shipment. A 50 m What is its circumference? Use 3.14
A 2,000 oz B 157 m for π.
B 2,500 oz
C 3,500 oz
C 314 m A 50 m
B 157 m
C 314 m
D 625 m Resources. Also
Original content Copyright © by Houghton Mifflin Harcourt. Additions and changes to the original content are the responsibility of the instructor.
53–54 53
51–52
Original content Copyright © by Houghton Mifflin Harcourt. Additions and changes to the original content are the responsibility of the instructor.
51
available online.

G7 U5m10 Te PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

G7 U5m10 Te PDF

Uploaded by

Copyright:

Available Formats

Module At A Glance Module Essential Question: How can you use random samples

and populations to solve

MODULE 10 Random Samples and Populations Domains: Statistics and Probability

Lessons at Lesson 10.1 Lesson 10.2 Lesson 10.3

Vocabulary biased sample, population,

3 Before the Module During the Lesson After the Module

Are You Ready Guided/Independent Practice Ready to Go On?

1 day 8 days 1 day 10 days

Math on the Spot Videos Animated Math

Out! One for every Example During

Random Samples and Populations T307B

and Populations How can you use random

Real-World Video Viewing Guide Making Inferences

Professional Development Video

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Michal Durinik/

7_MNLAESE761064_U5MO10.indd 307 28/02/17 11:00 PM

TEACHER ONLINE RESOURCES

Digital Teacher Resources

Find the range of the data.

© Houghton Mifflin Harcourt Publishing Company

Find the mean of each set of data.

7_MNLAESE761064_U5MO10.indd 308 25/10/16 2:22 PM

ARE YOU READY? Diagnostic Assessment 3

Intervene With Skills For Enrichment

Random Samples and Populations 308

7_MNLAESE761064_U5MO10.indd 309 25/10/16 2:22 PM

COMMON CORE Learning Progressions and Standards Across the Grades

Before In this Module After

Unpacking the Standards Unpacking the Standards

© Houghton Mifflin Harcourt Publishing Company

7_MNLAESE761064_U5MO10.indd 310 25/10/16 2:22 PM

COMMON CORE STANDARDS

Random Samples and Populations 310

Focus Coherence Rigor

Language Support ELL

Leveled Strategies for English Learners ELL

To help English learners answer the questions in the Math

Linguistic Support ELL

Populations and Samples T311B

Populations ? EssEntial QuEstion

the favorite among students in your school. How 12 42 44 17 42 11 5

Explore activity Answers will vary.

A Find the average number of tomatoes on 6 randomly selected plants.

7_MNLAESE761064_U5M10L1.indd 311 20/12/16 12:56 PM

Differentiate Instruction Leveled Questions

Engage with the Whiteboard

© Houghton Mifflin Harcourt Publishing Company

7_MNLAESE761064_U5M10L1.indd 312 25/11/16 6:09 PM

Populations and Samples 312

© Houghton Mifflin Harcourt Publishing Company • Image Credits: PhotoSpin, Inc./

5. When it comes to pets, do you prefer cats?

© Houghton Mifflin Harcourt Publishing Company

7_MNLAESE761064_U5M10L1.indd 314 21/12/16 1:24 PM

DIFFERENTIATE INSTRUCTION Intervention and Additional Support

There are two different types of samples. Think:

Personal Math Trainer

Pages shown are from

Populations and Samples 314

Independent Practice COMMON

the boys’ basketball team about their

Lesson 10.1 315

7_MNLAESE761064_U5M10L1.indd 315 25/11/16 6:09 PM

DIFFERENTIATE INSTRUCTION Leveled Homework/Practice

• Standards-Based