Graphs and ProbabilityCHAPTER

11Lesson 11.1 Making and Interpreting Line PlotsMake a line plot to show the data in the table.

The school uses 9 buses. The table shows the number of students on each bus.

Number of Students 6 7 8

Number of Buses 3 2 4

1. Make each ✗ represent one bus.

6 87

Number of Students on Each Bus

Use the data in your line plot to answer the following questions.

2. How many buses have the most number of students in each bus?

3. How many buses have 6 students in each bus?

4. Find the total number of students in the buses.© M

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67Extra Practice 5B

Name: Date:

Make a line plot to show the data in the table.

The table shows the survey of the foot length, in centimeters, of a group of students.

Length (cm) 14 16 18 20 22

Number of Students 3 2 2 4 1

5. Make each ✗ represent one student.

14 15 16 17 18 19 20 21 22

Foot Length of Students (cm)

Use the data in your line plot to answer the following questions.

6. How many students took part in the survey?

7. What is the foot length that most students have?

8. How many students have foot length less than 20 centimeters?

9. How many students have foot length of at least 20 centimeters?

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68 Chapter 11 Lesson 11.1

Use the data in the line plot to answer the following questions.

The line plot shows the height of new plants in a garden.

� � � ������

���

��������

Height of New Plants (ft)

112_ 1

6_ 1

4_ 1

3_ 1

2_

10. How many new plants are there?

11. How many new plants are less than 13 foot in height?

12. How many new plants are at least 13 foot in height?

13. What is the height of most number of new plants?

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69Extra Practice 5B

Use the data in the line plot to answer the following questions.

The line plot shows the amount of fruit juice taken by a group of students in the morning.

� ��

� ��������

�����

�

Amount of Fruit Juice (qt)

110_ 1

8_ 1

5_ 1

4_ 1

2_

14. How many students are there?

15. How many students drink at least 16 quart of fruit juice?

16. How many students drink less than 13 quart of fruit juice?

17. How much fruit juice do most of the students drink?

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70 Chapter 11 Lesson 11.1

Lesson 11.2 Making and Interpreting Double Bar GraphsUse the graph to complete the following statements.

The double bar graph shows the number of students in five schools who obtained the gold and silver awards in a physical fitness test.

School

Stud

ents

Students Who Obtained Gold and Silver Awards

0

200100

300400500600700800900

1,000

A D ECB

Key

Gold awards

Silver awards

1. students participated in the physical fitness test in School B.

2. There are more students who obtained the gold award in School C than in School E.

3. The fraction of the number of students in School E who obtained the gold

award out of its total number of students that obtained either gold or silver

awards is .

4. percent of the students receiving awards in School A obtained the gold award.

5. The ratio of the number of students who obtained the silver award in

School A to School B to School D is .

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71Extra Practice 5B

Complete the bar graph using the data in the table. Then use the graph to complete the following statements.

6. The table shows the product sales for a company during the first five months of the year.

January February March April May

Product 1 60 30 50 70 40

Product 2 90 50 70 110 80

Month

Sale

s

Product Sales

0

2010

30405060708090

100

January February March April May

Product 1

Product 2

Key

110

7. The average amount of Product 1 sold during the first five months

is .

8. The ratio of the amount of Product 1 sold in January to the amount of

Product 1 sold in May is .

9. The month of shows the greatest decrease in sales of Product 2.

The decrease was .

10. The fraction of total sales for Product 2 in May was .

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72 Chapter 11 Lesson 11.2

Lesson 11.3 Graphing an EquationName the coordinates of the given points.

y

x0

Q

S

P

R

T

U1

2

3

4

5

6

7

8

1 2 3 4 5 6 7 8

1. P 2. Q

3. R 4. S

5. T 6. U

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73Extra Practice 5B

Plot and label each point on the graph.

y

x0

1

2

3

4

5

6

7

8

1 2 3 4 5 6 7 8

7. A (0, 6) 8. B (5, 1)

9. C (3, 3) 10. D (7, 0)

11. E (4, 8) 12. F (6, 2)

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74 Chapter 11 Lesson 11.3

One yard (Y) is 3 times the length of one foot (F). This information can be represented by the graph Y 5 3F.

A graph of Y 5 3F is drawn.

0

3

6

9

12

15

18

21

24

27

30

y

x1

P

2 3 4 5 6 7 8Measurement in Yards

Mea

sure

men

t in

Feet

Conversion Between Feet and Yards

.

How many feet are there in:

13. 3 yards 5 14. 5 1 _ 2 yards 5

How many yards are there in:

15. 12 feet 5 16. 21 feet 5

17. What are the values at the point P ?

Yards 5 Feet 5

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75Extra Practice 5B

The length (L) of a rectangle is twice its width (W). This information can be represented by the graph L 5 2W.

18. Complete the following table.

Width (in.) 1 2 5 8

Length (in.) 2 4 8 12

Complete the line graph using the data in the table.

0

2

4

6

8

10

12

14

16

1 2 3 4 5 6 7 8

Width and Length of a Rectangle

Width (in.)

Leng

th (

in.)

y

x

Use the graph to complete the following exercises.

19. The width of the rectangle is 3 inches. The length is inches.

20. The width of the rectangle is 5.5 inches. The length is inches.

21. The length of the rectangle is 6 inches. The width is inches.

22. The length of the rectangle is 14 inches. The width is inches.

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76 Chapter 11 Lesson 11.3

Lesson 11.4 Comparing Data Using Line GraphsUse the data in the graphs to answer the following questions.

The graphs below show the journey of two cyclists, Adam and Bernard, who traveled on the same road. Adam cycled 8 km per hour, while Bernard who started 1 hour later, cycled 10 km per hour.

0

10

20

30

40

50

60

Time (h)

Dist

ance

(km

)

1 2 3 4 5 6 7

Adam’s Graph 8

y

x

y x

0

10

20

30

40

50

60

Time (h)

Dist

ance

(km

)

1 2 3 4 5 6

y

x

Bernard’s Graph 10y x

1. How far did Adam cycle in 3 hours?

2. How far did Bernard cycle in 3 hours?

3. How far did both of them cycle when Bernard first passed Adam?

4. How long has each person cycled when Bernard first passed Adam?

5. What was the distance between the two boys when Bernard had cycled for 6 hours?

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77Extra Practice 5B

Complete the table below.

6. Melvin and Yolinda are saving to buy a birthday persent for their mother. Melvin saves $0.50 each day while Yolinda saves $0.80 each day. The table below shows the amount of money saved over a period of 8 days.

Day 1 2 3 4 5 6 7 8

Melvin's Savings ($) 0.50 1.00

Yolinda'sSavings ($) 0.80 1.60

Plot the points of both graphs on the coordinate grid shown below. Then use the graphs to answer the following questions.

y

x

Amou

nt o

f Mon

ey (

$)

Number of Days

Comparison of Savings

7. How much did each of them save in 4 days?

8. How long does each of them take to save $4.00?

9. How much more does Yolinda save than Melvin in 8 days?

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78 Chapter 11 Lesson 11.4

Lesson 11.5 CombinationsSolve. Show your work.

1. Mrs. Johnson bakes some pies in 3 different sizes: small, medium, and large. She uses 4 different kinds of filling: fish, beef, chicken, and mushroom. How many different pies can she bake?

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79Extra Practice 5B

2. Mr. Samuel has a few options to consider before deciding what type of car to purchase:

2 functions: Manual or automatic 2 capacities: 1,600 cc or 2,000 cc 3 colors: Blue, white, or gray

How many combinations of options does Mr. Samuel need to consider?

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80 Chapter 11 Lesson 11.5

3. Ms. Beckham invites 5 friends to her birthday party. How many handshakes are there if each person at the party shakes hands with every other person at the party?

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81Extra Practice 5B

4. A restaurant is having a special promotion for a three-course meal. Diners are allowed to choose one dish from each of the three lists below.

SoupsMixed vegetable (V)Chicken & corn (C)

Mushroom (M)

Main MealsSteak & potato (S)

Fish & chips (F)Meatloaf (L)

DessertsFruit salad (F)Apple pie (A)Ice cream (I)

How many three-course meal combinations does the restaurant offer? Make a list of all the combinations.

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82 Chapter 11 Lesson 11.5

Lesson 11.6 Theoretical Probability and Experimental ProbabilityDetermine the experimental probability of an outcome.

You need a bag and 4 counters of different colors: red, blue, green, and yellow.

Step 1 Place the counters in the bag. Make a guess about which color counter you will pull out of the bag.

Step 2 Shake the bag and take a counter from the bag without looking.

Step 3 If the counter matches your guess, put a check in the table.

Step 4 If the counter does not match your guess, put an ✗ in the table.

Step 5 Place the counter on the table.

Step 6 Repeat Steps 1 through 5 until you have removed all four counters from the bag.

Step 7 Repeat the experiment 10 times.

Use the data in the table. Give your answer as a whole number or fraction.

1. What is the experimental probability of being correct on the first guess?

2. What is the experimental probability of being correct on the last guess?

Guess1st 2nd 3rd 4th

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83Extra Practice 5B

Use the data in the table on page 83. Give your answer as a whole number or fraction.

3. What is the theoretical probability of being correct on the first guess?

4. What is the theoretical probability of being correct on the second guess?

Compare the results of an experiment with the theoretical probability.

You need two number cubes, numbered 1 through 6, for this experiment.

Step 1 Roll both cubes.

1

Roll 1

Roll 2

Roll 3

Roll 4

Roll 5

Roll 6

Roll 7

Roll 8

Roll 9

Roll 10

Roll 11

Roll 12

Roll 13

Roll 14

Roll 15

2

Experiment

3 4 5Sum of 2 number cubes

6 7 8 9 10 11 12

Step 2 Add the two numbers.

Step 3 Record the sum in the table by shading the squares in the correct row.

Step 4 Repeat this process 15 times.

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84 Chapter 11 Lesson 11.6

Fill in the blanks.

5. Which total sum occurred most often?

6. What is the experimental probability of rolling the sum that occurred most

often?

7. Which total score occurred least often?

8. What is the experimental probability of rolling the sum that occurred least

often?

9. What is the experimental probability of rolling a sum of 10?

10. Complete the table to show the possible sums when rolling the two number cubes.

1 1 2 3 4 5 6

1 7

2 7

3 7

4 7

5 7

6 7

1st cube

2nd cube

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85Extra Practice 5B

Use the data in the table on page 85. Fill in the blanks.

11. Which sum can occur most often? Is this theoretical probability the same as your experimental probability from Exercise 6? (Yes or No)

12. Which sum can occur least often? Is this theoretical probability the same as your experimental probability from Exercise 8? (Yes or No)

13. What is the theoretical probability of rolling a sum of 8?

Use the data in the table. Give your answer as a fraction.

A spinner is divided into four equal colored sections: red, yellow, green, and blue. The spinner has a pointer which, when spun, comes to rest in any one of the four sections.

The spinner was spun 80 times and the results were recorded in the table.

Outcome Red Yellow Green Blue

Number of Times 18 16 24 22

14. The experimental probability of landing on red is .

15. The experimental probability of landing on yellow is .

16. The experimental probability of landing on green is .

17. The experimental probability of landing on blue is .

18. The theoretical probability of landing on any one of the four colors is .

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86 Chapter 11 Lesson 11.6

Put on Your Thinking Cap!

Create a line plot. Follow the steps.

Step 1 Ask for ten friends’ names or for ten relatives’ names and record in the table below.

Step 2 Count the number of letters for each name and record in the table.

Name Number of Letters

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87Extra Practice 5B

Step 3 Create a line plot to show the data.

Number of Letters

Step 4 Create two questions using data in your line plot.

1.

2.

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88 Chapter 11 Put on Your Thinking Cap!