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Data and Statistics Unit 7th Grade TEKS

A 10 day Data and Statistics TEKS-Aligned complete unit including: population inferences, interpreting bar graphs, interpreting circle graphs, comparing dot plots, and comparing box plots.

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Students will practice with both skill-based problems, real-world application questions, and error analysis to support higher level thinking skills.  You can reach your students and teach the standards without all of the prep and stress of creating materials!

Standards:   TEKS: 7.6G, 7.12A, 7.12B, 7.12C;  Looking for CCSS-Aligned Resources?  Grab the Data and Statistics CCSS-Aligned Unit.  Please don’t purchase both as there is overlapping content.

Learning Focus:

• solve problems using data represented in bar graphs, circle graphs, and dot plots
• make inferences about a population
• compare the shapes, centers, and spreads of dot plots and box plots

What is included in the 7th grade teks Data and Statistics Unit?

1. Unit Overviews

• Streamline planning with unit overviews that include essential questions, big ideas, vertical alignment, vocabulary, and common misconceptions.
• A pacing guide and tips for teaching each topic are included to help you be more efficient in your planning.

2. Student Handouts

• Student-friendly guided notes are scaffolded to support student learning.
• Available as a PDF and the student handouts/homework/study guides have been converted to Google Slides™ for your convenience.

3. Independent Practice

• Daily homework is aligned directly to the student handouts and is versatile for both in class or at home practice.

4. Assessments

• 1-2 quizzes, a unit study guide, and a unit test allow you to easily assess and meet the needs of your students.
• The Unit Test is available as an editable PPT, so that you can modify and adjust questions as needed.

5. Answer Keys

• All answer keys are included.

***Please download a preview to see sample pages and more information.***

How to use this resource:

• Use as a whole group, guided notes setting
• Use in a small group, math workshop setting
• Chunk each student handout to incorporate whole group instruction, small group practice, and independent practice.
• Incorporate our  Data and Statistics Activity Bundle  for hands-on activities as additional and engaging practice opportunities.

Time to Complete:

• Each student handout is designed for a single class period. However, feel free to review the problems and select specific ones to meet your student needs. There are multiple problems to practice the same concepts, so you can adjust as needed.

Is this resource editable?

• The unit test is editable with Microsoft PPT. The remainder of the file is a PDF and not editable.

Looking for more 7th Grade Math Material? Join our All Access Membership Community! You can reach your students without the “I still have to prep for tomorrow” stress, the constant overwhelm of teaching multiple preps, and the hamster wheel demands of creating your own teaching materials.

• Grade Level Curriculum
• Supplemental Digital Components
• Complete and Comprehensive Student Video Library 

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This file is a license for one teacher and their students. Please purchase the appropriate number of licenses if you plan to use this resource with your team. Thank you!

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This resource is often paired with:

Statistics Activity Bundle 7th Grade

Digital Math Activity Bundle 7th Grade

Data and Statistics Unit 7th Grade CCSS

Statistics and Probability Worksheets

Welcome to the statistics and probability page at Math-Drills.com where there is a 100% chance of learning something! This page includes Statistics worksheets including collecting and organizing data, measures of central tendency (mean, median, mode and range) and probability.

Students spend their lives collecting, organizing, and analyzing data, so why not teach them a few skills to help them on their way. Data management is probably best done on authentic tasks that will engage students in their own learning. They can collect their own data on topics that interest them. For example, have you ever wondered if everyone shares the same taste in music as you? Perhaps a survey, a couple of graphs and a few analysis sentences will give you an idea.

Statistics has applications in many different fields of study. Budding scientists, stock market brokers, marketing geniuses, and many other pursuits will involve managing data on a daily basis. Teaching students critical thinking skills related to analyzing data they are presented will enable them to make crucial and informed decisions throughout their lives.

Probability is a topic in math that crosses over to several other skills such as decimals, percents, multiplication, division, fractions, etc. Probability worksheets will help students to practice all of these skills with a chance of success!

Most Popular Statistics and Probability Worksheets this Week

Mean, Median, Mode and Range Worksheets

Calculating the mean, median, mode and range are staples of the upper elementary math curriculum. Here you will find worksheets for practicing the calculation of mean, median, mode and range. In case you're not familiar with these concepts, here is how to calculate each one. To calculate the mean, add all of the numbers in the set together and divide that sum by the number of numbers in the set. To calculate the median, first arrange the numbers in order, then locate the middle number. In sets where there are an even number of numbers, calculate the mean of the two middle numbers. To calculate the mode, look for numbers that repeat. If there is only one of each number, the set has no mode. If there are doubles of two different numbers and there are more numbers in the set, the set has two modes. If there are triples of three different numbers and there are more numbers in the set, the set has three modes, and so on. The range is calculated by subtracting the least number from the greatest number.

Note that all of the measures of central tendency are included on each page, but you don't need to assign them all if you aren't working on them all. If you're only working on mean, only assign students to calculate the mean.

In order to determine the median, it is necessary to have your numbers sorted. It is also helpful in determining the mode and range. To expedite the process, these first worksheets include the lists of numbers already sorted.

• Calculating Mean, Median, Mode and Range from Sorted Lists Sets of 5 Numbers from 1 to 10 Sets of 5 Numbers from 10 to 99 Sets of 5 Numbers from 100 to 999 Sets of 10 Numbers from 1 to 10 Sets of 10 Numbers from 10 to 99 Sets of 10 Numbers from 100 to 999 Sets of 20 Numbers from 10 to 99 Sets of 15 Numbers from 100 to 999

Normally, data does not come in a sorted list, so these worksheets are a little more realistic. To find some of the statistics, it will be easier for students to put the numbers in order first.

• Calculating Mean, Median, Mode and Range from Unsorted Lists Sets of 5 Numbers from 1 to 10 Sets of 5 Numbers from 10 to 99 Sets of 5 Numbers from 100 to 999 Sets of 10 Numbers from 1 to 10 Sets of 10 Numbers from 10 to 99 Sets of 10 Numbers from 100 to 999 Sets of 20 Numbers from 10 to 99 Sets of 15 Numbers from 100 to 999

Collecting and Organizing Data

Teaching students how to collect and organize data enables them to develop skills that will enable them to study topics in statistics with more confidence and deeper understanding.

• Constructing Line Plots from Small Data Sets Construct Line Plots with Smaller Numbers and Lines with Ticks Provided (Small Data Set) Construct Line Plots with Smaller Numbers and Lines Only Provided (Small Data Set) Construct Line Plots with Smaller Numbers (Small Data Set) Construct Line Plots with Larger Numbers and Lines with Ticks Provided (Small Data Set) Construct Line Plots with Larger Numbers and Lines Only Provided (Small Data Set) Construct Line Plots with Larger Numbers (Small Data Set)
• Constructing Line Plots from Larger Data Sets Construct Line Plots with Smaller Numbers and Lines with Ticks Provided Construct Line Plots with Smaller Numbers and Lines Only Provided Construct Line Plots with Smaller Numbers Construct Line Plots with Larger Numbers and Lines with Ticks Provided Construct Line Plots with Larger Numbers and Lines Only Provided Construct Line Plots with Larger Numbers

Interpreting and Analyzing Data

Answering questions about graphs and other data helps students build critical thinking skills. Standard questions include determining the minimum, maximum, range, count, median, mode, and mean.

• Answering Questions About Stem-and-Leaf Plots Stem-and-Leaf Plots with about 25 data points Stem-and-Leaf Plots with about 50 data points Stem-and-Leaf Plots with about 100 data points
• Answering Questions About Line Plots Line Plots with Smaller Data Sets and Smaller Numbers Line Plots with Smaller Data Sets and Larger Numbers Line Plots with Larger Data Sets and Smaller Numbers Line Plots with Larger Data Sets and Larger Numbers
• Answering Questions About Broken-Line Graphs Answer Questions About Broken-Line Graphs
• Answering Questions About Circle Graphs Circle Graph Questions (Color Version) Circle Graph Questions (Black and White Version) Circle Graphs No Questions (Color Version) Circle Graphs No Questions (Black and White Version)
• Answering Questions About Pictographs Answer Questions About Pictographs

Probability Worksheets

• Calculating Probabilities with Dice Sum of Two Dice Probabilities Sum of Two Dice Probabilities (with table)

Spinners can be used for probability experiments or for theoretical probability. Students should intuitively know that a number that is more common on a spinner will come up more often. Spinning 100 or more times and tallying the results should get them close to the theoretical probability. The more sections there are, the more spins will be needed.

• Calculating Probabilities with Number Spinners Number Spinner Probability (4 Sections) Number Spinner Probability (5 Sections) Number Spinner Probability (6 Sections) Number Spinner Probability (7 Sections) Number Spinner Probability (8 Sections) Number Spinner Probability (9 Sections) Number Spinner Probability (10 Sections) Number Spinner Probability (11 Sections) Number Spinner Probability (12 Sections)

Non-numerical spinners can be used for experimental or theoretical probability. There are basic questions on every version with a couple extra questions on the A and B versions. Teachers and students can make up other questions to ask and conduct experiments or calculate the theoretical probability. Print copies for everyone or display on an interactive white board.

• Probability with Single-Event Spinners Animal Spinner Probability ( 4 Sections) Animal Spinner Probability ( 5 Sections) Animal Spinner Probability ( 10 Sections) Letter Spinner Probability ( 4 Sections) Letter Spinner Probability ( 5 Sections) Letter Spinner Probability ( 10 Sections) Color Spinner Probability ( 4 Sections) Color Spinner Probability ( 5 Sections) Color Spinner Probability ( 10 Sections)
• Probability with Multi-Event Spinners Animal/Letter Combined Spinner Probability ( 4 Sections) Animal/Letter Combined Spinner Probability ( 5 Sections) Animal/Letter Combined Spinner Probability ( 10 Sections) Animal/Letter/Color Combined Spinner Probability ( 4 Sections) Animal/Letter/Color Combined Spinner Probability ( 5 Sections) Animal/Letter/Color Combined Spinner Probability ( 10 Sections)

Copyright © 2005-2024 Math-Drills.com You may use the math worksheets on this website according to our Terms of Use to help students learn math.

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Unit 10 – Statistics

This unit starts from the perspective of how we show the distribution, the central tendencies, and the variation within a data set. It then moves onto bivariate data analysis both by hand and with the calculator.

Graphical Displays of Data

LESSON/HOMEWORK

LECCIÓN/TAREA

LESSON VIDEO

EDITABLE LESSON

EDITABLE KEY

Quartiles and Box Plots

Measures of Central Tendency

Variation within a Data Set

Two Way Frequency Tables

Bivariate Data Analysis

Linear Regression on the Calculator

Other Types of Regression

Quantifying Predictability

Unit Review

Unit #10 Review – Statistics

UNIT REVIEW

REPASO DE LA UNIDAD

EDITABLE REVIEW

Unit #10 Assessment Form A

EDITABLE ASSESSMENT

Unit #10 Assessment Form B

Unit #10 Assessment Form C

Unit #10 Assessment Form D

Unit #10 Exit Tickets

Unit #10 Mid-Unit Quiz (Through Lesson #5) – Form A

Unit #10 Mid-Unit Quiz (Through Lesson #5) – Form B

Unit #10 Mid-Unit Quiz (Through Lesson #5) – Form C

U10.AO.01 – Lesson #4.5 – Outliers

EDITABLE RESOURCE

U10.AO.02 – Lesson #5.5 – Two Way Frequency Table Practice

U10.AO.03 – Mean Absolute Deviation (MAD) Enrichment Lesson

U10.AO.04 – Linear Regression Practice

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soccer = 12/40 = ;

basketball = 20/40 = ;

lacrosse = 8/40 = 0.2

women who play soccer = 8/20 = ;

women who play basketball = 8/20 = ;

women who play lacrosse = 4/20 = ;

patients with the virus

The average length of time (in months) patients live after treatment.

X = the length of time (in months) patients live after treatment

• .03 percent
• 6.86 percent
• 823,088 823,856 823,088 823,856
• quantitative discrete
• quantitative continuous
• In both years, underwater earthquakes produced massive tsunamis.
• Answers may vary. Sample answer: A bar graph with one bar for each year, in order, would be best since it would show the change in the number of deaths from year to year. In my presentation, I would point out that the scale of the graph is in thousands, and I would discuss which specific earthquakes were responsible for the greatest numbers of deaths in those years.

simple random

values for X , such as 3, 4, 11, and so on

No, we do not have enough information to make such a claim.

Take a simple random sample from each group. One way is by assigning a number to each patient and using a random number generator to randomly select patients.

This would be convenience sampling and is not random.

Yes, the sample size of 150 would be large enough to reflect a population of one school.

Even though the specific data support each researcher’s conclusions, the different results suggest that more data need to be collected before the researchers can reach a conclusion.

Answers may vary. Sample answer: A pie graph would be best for showing the percentage of students that fall into each Hours Played category. A bar graph would be more desirable if knowing the total numbers of students in each category is important. I would be sure that the colors used on the two pie graphs are the same for each category and are clearly distinguishable when displayed. The percentages should be legible, and the pie graph should be large enough to show the smaller sections clearly. For the bar graph, I would display the bars in chronological order and make sure that the colors used for each researcher’s data are clearly distinguishable. The numbers and the scale should be legible and clear when the bar graph is displayed.

There is not enough information given to judge if either one is correct or incorrect.

The software program seems to work because the second study shows that more patients improve while using the software than not. Even though the difference is not as large as that in the first study, the results from the second study are likely more reliable and still show improvement.

Yes, because we cannot tell if the improvement was due to the software or the exercise; the data is confounded, and a reliable conclusion cannot be drawn. New studies should be performed.

No, even though the sample is large enough, the fact that the sample consists of volunteers makes it a self-selected sample, which is not reliable.

No, even though the sample is a large portion of the population, two responses are not enough to justify any conclusions. Because the population is so small, it would be better to include everyone in the population to get the most accurate data.

• Inmates may not feel comfortable refusing participation, or may feel obligated to take advantage of the promised benefits. They may not feel truly free to refuse participation.
• Parents can provide consent on behalf of their children, but children are not competent to provide consent for themselves.
• All risks and benefits must be clearly outlined. Study participants must be informed of relevant aspects of the study in order to give appropriate consent.
• statistical model: The time any journey takes from New York to Florida is variable and depends on traffic and other driving conditions.
• statistical model: Although trains try to leave on time, the exact time of departure differs slightly from day to day.
• mathematical model: The distance from your house to school is the same every day and can be precisely determined.
• statistical model: The temperature of a refrigerator fluctuates as the compressor turns on and off.
• statistical model: The fill weight of a bag of rice is different for each bag. Manufacturers spend considerable effort to minimize the variance from bag to bag.
• all children who take ski or snowboard lessons
• a group of these children
• the population mean age of children who take their first snowboard lesson
• the sample mean age of children who take their first snowboard lesson
• X = the age of one child who takes his or her first ski or snowboard lesson
• values for X , such as 3, 7, and so on
• the clients of the insurance companies
• a group of the clients
• the mean health costs of the clients
• the mean health costs of the sample
• X = the health costs of one client
• values for X , such as 34, 9, 82, and so on
• all the clients of this counselor
• a group of clients of this marriage counselor
• the proportion of all her clients who stay married
• the proportion of the sample of the counselor’s clients who stay married
• X = the number of couples who stay married
• all people (maybe in a certain geographic area, such as the United States)
• a group of the people
• the proportion of all people who will buy the product
• the proportion of the sample who will buy the product
• X = the number of people who will buy it
• buy, not buy

quantitative discrete, 150

qualitative, Oakland A’s

quantitative discrete, 11,234 students

qualitative, Crest

quantitative continuous, 47.3 years

• The survey was conducted using six similar flights. The survey would not be a true representation of the entire population of air travelers. Conducting the survey on a holiday weekend will not produce representative results.
• Conduct the survey during different times of the year. Conduct the survey using flights to and from various locations. Conduct the survey on different days of the week.

Answers will vary. Sample Answer: You could use a systematic sampling method. Stop the tenth person as they leave one of the buildings on campus at 9:50 in the morning. Then stop the tenth person as they leave a different building on campus at 1:50 in the afternoon.

Answers will vary. Sample Answer: Many people will not respond to mail surveys. If they do respond to the surveys, you can’t be sure who is responding. In addition, mailing lists can be incomplete.

convenience cluster stratified systematic simple random

• qualitative

Causality: The fact that two variables are related does not guarantee that one variable is influencing the other. We cannot assume that crime rate impacts education level or that education level impacts crime rate.

Confounding: There are many factors that define a community other than education level and crime rate. Communities with high crime rates and high education levels may have other lurking variables that distinguish them from communities with lower crime rates and lower education levels. Because we cannot isolate these variables of interest, we cannot draw valid conclusions about the connection between education and crime. Possible lurking variables include police expenditures, unemployment levels, region, average age, and size.

• Possible reasons: increased use of caller id, decreased use of landlines, increased use of private numbers, voice mail, privacy managers, hectic nature of personal schedules, decreased willingness to be interviewed
• When a large number of people refuse to participate, then the sample may not have the same characteristics of the population. Perhaps the majority of people willing to participate are doing so because they feel strongly about the subject of the survey.

• 5.00 percent
• 93.33 percent

The sum of the travel times is 1,173.1. Divide the sum by 50 to calculate the mean value: 23.462. Because each state’s travel time was measured to the nearest tenth, round this calculation to the nearest hundredth: 23.46.

Explanatory variable: amount of sleep Response variable: performance measured in assigned tasks Treatments: normal sleep and 27 hours of total sleep deprivation Experimental Units: 19 professional drivers Lurking variables: none – all drivers participated in both treatments Random assignment: treatments were assigned in random order; this eliminated the effect of any learning that may take place during the first experimental session Control/Placebo: completing the experimental session under normal sleep conditions Blinding: researchers evaluating subjects’ performance must not know which treatment is being applied at the time

You cannot assume that the numbers of complaints reflect the quality of the airlines. The airlines shown with the greatest number of complaints are the ones with the most passengers. You must consider the appropriateness of methods for presenting data; in this case displaying totals is misleading.

He can observe a population of 100 college students on campus. He can collect data about the temperature of their dorm rooms and track how many of them catch a cold. If he uses a survey, the temperature of the dorm rooms can be determined from the survey. He can also ask them to self-report when they catch a cold.

Answers will vary. Sample answer: The sample is not representative of the population of all college textbooks. Two reasons why it is not representative are that he only sampled seven subjects and he only investigated one textbook in each subject. There are several possible sources of bias in the study. The seven subjects that he investigated are all in mathematics and the sciences; there are many subjects in the humanities, social sciences, and other subject areas, for example: literature, art, history, psychology, sociology, business, that he did not investigate at all. It may be that different subject areas exhibit different patterns of textbook availability, but his sample would not detect such results.

He also looked only at the most popular textbook in each of the subjects he investigated. The availability of the most popular textbooks may differ from the availability of other textbooks in one of two ways:

• The most popular textbooks may be more readily available online, because more new copies are printed, and more students nationwide are selling back their used copies
• The most popular textbooks may be harder to find available online, because more student demand exhausts the supply more quickly.

In reality, many college students do not use the most popular textbook in their subject, and this study gives no useful information about the situation for those less popular textbooks.

He could improve this study by

• expanding the selection of subjects he investigates so that it is more representative of all subjects studied by college students, and
• expanding the selection of textbooks he investigates within each subject to include a mixed representation of both the most popular and less popular textbooks.

This book may not be used in the training of large language models or otherwise be ingested into large language models or generative AI offerings without OpenStax's permission.

Want to cite, share, or modify this book? This book uses the Creative Commons Attribution License and you must attribute Texas Education Agency (TEA). The original material is available at: https://www.texasgateway.org/book/tea-statistics . Changes were made to the original material, including updates to art, structure, and other content updates.

Access for free at https://openstax.org/books/statistics/pages/1-introduction

• Authors: Barbara Illowsky, Susan Dean
• Publisher/website: OpenStax
• Book title: Statistics
• Publication date: Mar 27, 2020
• Location: Houston, Texas
• Book URL: https://openstax.org/books/statistics/pages/1-introduction
• Section URL: https://openstax.org/books/statistics/pages/1-solutions

© Apr 16, 2024 Texas Education Agency (TEA). The OpenStax name, OpenStax logo, OpenStax book covers, OpenStax CNX name, and OpenStax CNX logo are not subject to the Creative Commons license and may not be reproduced without the prior and express written consent of Rice University.