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You did these with your group. Now do them on your own — the model above is yours to copy.

1. 1

   Same stepsFinish what the group started. Use the model above, step for step.

   Try it together — then prove it: Decide if each question is statistical. A: "How many pets does each student in our class have?" B: "How many days are in one week?" Question A: Do the answers vary? (Yes. Some students have 0 pets. Others have 2 or 3.) Question B: Do the answers vary? (No. The answer is always 7 days.) Why do you need to collect data for A, but not for B? (A has many different answers, so you must ask each student. B is one fact that never changes.)

   Show your work
2. 2

   Warm restartA box has a base area of 10 square inches and a height of 4 inches. What is its volume?

   1. A2.5 in³
   2. B14 in³
   3. C40 in³
   4. D40 in²

   How do you know?
3. 3

   Warm restartWhat is the volume of a rectangular prism with l = 6 cm, w = 2 cm and h = 3 cm?

   1. A11 cm³
   2. B18 cm³
   3. C36 cm³
   4. D36 cm²

   How do you know?
4. 4

   Warm restartA prism has a base area of 10 square feet and a volume of 40 cubic feet. What is its height?

   1. A4 feet
   2. B30 feet
   3. C50 feet
   4. D400 feet

   How do you know?

You answered these out loud. Now write them.

Answer, then say how you know — the reason is the part that counts.

1. 5

   Think it throughWhich question is statistical?

   1. A'How many goals has the team scored total?'
   2. BBoth are statistical
   3. C'How many goals did each player score this season?'
   4. DNeither is statistical

   Why is that the answer?
2. 6

   Think it throughWhy is the team total NOT a statistical question?

   1. ABecause totals are never useful
   2. BBecause it is about soccer
   3. CBecause you cannot count goals
   4. DBecause it has exactly one answer, with no variability

   How do you know? Give a second reason as well.
3. 7

   Think it throughWhich of these is a statistical question?

   1. AHow tall am I?
   2. BWhat is today's date?
   3. CHow many minutes are in an hour?
   4. DHow tall are the students in my class?

   Explain your thinking. What would have to change for a different choice to be right?
4. 8

   Back to the modelWhat pattern do you notice about statistical questions compared to non-statistical questions?

Sort it again — on paper this time

Write the letter of the group each one belongs in.

• How many points does each player on the team score per game?
• How many players are on the roster?
• What is the free-throw percentage of each player?
• What color are the team jerseys?
• How many minutes does each player practice per week?
• How many quarters are in a basketball game?
• How far can each player throw the ball?
• What is the height of each player on the team?

Use the words

Fill each blank with a word from the bank.

• A question that expects a variety of answers and is answered by collecting data is a ___.
• A question that does not anticipate variability in the data is a ___.
• Facts or numbers collected to answer a question are ___.
• How much the values in a data set differ from one another is the ___.

Explain the thinking

1. 9

   Find the mistakeAnother student made this exact mistake in this lesson. Explain why it is wrong, then write what they should have done.

   The mistake: A common mistake in Statistical Questions and Data is judging a question by its topic or its numbers instead of its variability.
2. 10

   Say moreWhile sorting the questions, what clue tells you instantly that a question will need DATA from many players to answer?
3. 11

   Write your ownWrite your own problem about this situation, then solve it and show the answer. The situation: Five national park photographs are lined up on the board before you clock in as today's basketball data analyst. All kinds of questions could be asked about these parks.

   Show your work

Last check

These two come from Lesson 1.6. If they are shaky, that is the lesson to revisit — not this one.

1. 12

   Show what you knowExplain your thinking — Which question is a statistical question? A) How many students are in the school? B) How many hours does each student in 6th grade exercise per week? C) What time does school start? D) How many days are in a week?

   1. AHow many hours does each student exercise per week?
   2. BHow many students are in the school?
   3. CWhat time does school start?
   4. DHow many days are in a week?

   Explain your choice.
2. 13

   From Lesson 1.6Explain your thinking — Which statement best captures what this lesson means by 'Math is Ours'?

   1. AMath belongs to whoever finishes first
   2. BWorking together means one person solves while the others watch
   3. CGetting stuck means math is not for you
   4. DWe are a community of math thinkers and doers — we work together and on our own, showing respect for our classmates, our community, ourselves, and our math ideas

   How do you know?
3. 14

   From Lesson 1.6Why should the class agree on both a together-agreement and an alone-agreement?

   1. ABecause math class includes both kinds of work, and each kind needs its own way to support the whole community
   2. BBecause working alone matters more than working together
   3. CBecause agreements for working together are only for advanced students
   4. DBecause agreements about working alone don't affect other students

   How do you know?

Be honest — this tells your teacher what to do next