________

1
2
5/4/2020 Histograms | Print - Quizizz

NAME :

CLASS :
Histograms
DATE :
10 Questions

1. How many people watched more than 6 hours of TV?

a) 10 b) 5
c) 20 d) 17

2. Which interval has 400 employees?

a) 33-43 b) 0-10

c) 77-87 d) 66-76

3. Which interval has the greatest number of employees?

a) 11-21 b) 33-43
c) 77-87 d) 44-54

https://quizizz.com/print/quiz/5c47711c901b18001b543f34 1/5
5/4/2020 Histograms | Print - Quizizz

4. How many employees have a salary less than $22,000?

a) 50 b) 350
c) 0 d) 10

5. How many students scored between a 86 and a 90?

a) 1 b) 3

c) 6 d) 10

6. How many students are between 48 and 51 inches tall?

a) 14 b) 8

c) 2 d) 0

https://quizizz.com/print/quiz/5c47711c901b18001b543f34 2/5
5/4/2020 Histograms | Print - Quizizz

7.
Which interval has the greatest number of students?

a) 48-51 b) 56-59

c) 60-63 d) 64-67

8. How many people watched between 6 and 10 hours of TV

last week?

a) 31 b) 22

c) 15 d) 35

9. How many people watched less than 11 hours of TV last

week?

a) 48 b) 90

c) 20 d) 65

https://quizizz.com/print/quiz/5c47711c901b18001b543f34 3/5
5/4/2020 Histograms | Print - Quizizz

10. Which interval shows the greatest number of pets?

a) 15-19 b) 0-4

c) 5-9 d) 10-14

https://quizizz.com/print/quiz/5c47711c901b18001b543f34 4/5
 Using Reciprocals to Divide Fractions
Dividing by a fraction is equivalent to
multiplying by its reciprocal.

EXAMPLE 2 6.NS.1

Divide Write the quotient in simplest form.

STEP 1 Rewrite as multiplication, using the reciprocal of the divisor.

The reciprocal of

STEP 2 Multiply and simplify.

Multiply the numerators. Multiply the denominators

Write the answer in simplest form.

Divide.

10. 11.

Guided Practice
Find the reciprocal of each fraction. (Example 1)

© Houghton Mifflin Harcourt Publishing Company

1. 2. 3.

Divide. (Explore 1, Explore 2, and Example 2)

4. 5. 6.

ESSENTIAL QUESTION CHECK-IN

7. How do you divide fractions?

88 Unit 2

Copyright © 2012 by Houghton Mifflin Harcourt Publishing Company

 Multiplying Unit Fractions with Numberline Name:
Use the numberline to solve. Answers
1) 0 1 2
⁄4 × 2 = ⁄4
1 2
0 1 2 3 4 5 6 7 8 9 1.
4 4 4 4 4 4 4 4 4 4

⁄3 = 1 2⁄3
5
2.
2) 0 1 2 3 4
⁄3 × 5 =
1
⁄6
3
0 1 2 3 4 5 6 7 8 9 10 11 12 13 3.
3 3 3 3 3 3 3 3 3 3 3 3 3 3

⁄5 = 2
10
4.
3) 0 1
⁄6 × 3 =
1
⁄8 = 1 3⁄8
11
0 1 2 3 4 5 6 7 8 5.
6 6 6 6 6 6 6 6 6

⁄8 = 1 7⁄8
15
6.
4) 0 1 2 3
⁄5 × 10 =
1
⁄3 = 1 2⁄3
5
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 7.
5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

⁄6 = 2
12
8.
5) 0 1 2
⁄8 × 11 =
1
⁄5
4
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 9.
8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8

⁄8 = 1 2⁄8
10
10.
6) 0 1 2
⁄8 × 15 =
1
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8

7) 0 1 2 3
⁄3 × 5 =
1
0 1 2 3 4 5 6 7 8 9
3 3 3 3 3 3 3 3 3 3

8) 0 1 2
⁄6 × 12 =
1
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6

9) 0 1 2
⁄5 × 4 =
1
0 1 2 3 4 5 6 7 8 9 10 11
5 5 5 5 5 5 5 5 5 5 5 5

10) 0 1 2
⁄8 × 10 =
1
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8

1-10 90 80 70 60 50 40 30 20 10 0
Math www.CommonCoreSheets.com 1
 6. Sheila has pounds of potato salad. She wants to divide the potato
salad into containers, each of which holds pounds. How many containers
does she need? Explain.

Solving Problems Involving Area

Recall that to find the area of a rectangle, you multiply length × width. If you
know the area and only one dimension, you can divide the area by the known
dimension to find the other dimension.

EXAMPLE 2 6.NS.1

The area of a rectangular sandbox is square feet. The length of the

sandbox is feet. What is the width?

STEP 1 Write the situation as a division problem.

STEP 2 Rewrite the mixed numbers as fractions greater than 1.

Explain how to find
the length of a rectangle
when you know the area
and the width.
STEP 3 Rewrite the problem as multiplication using the reciprocal of
the divisor.

Multiply numerators. Multiply denominators.

© Houghton Mifflin Harcourt Publishing Company

Simplify and write as a mixed number.

The width of the sandbox is

Reflect
7. Check for Reasonableness How can you determine if your answer is
reasonable?

Lesson 4.3 93

Copyright © 2012 by Houghton Mifflin Harcourt Publishing Company

 8. The area of a rectangular patio is square meters.
The width of the patio is meters.What is the length?
9. The area of a rectangular rug is square yards.
The length of the rug is yards. What is the width?

Guided Practice

Divide. Write each answer in simplest form. (Explore Activity and Example 1)

1. 2.

3. 4.

5. 6.

Write each situation as a division problem. Then solve. (Example 2)

7. A sandbox has an area of 26 square feet, and

the length is feet. What is the width of the

© Houghton Mifflin Harcourt Publishing Company

sandbox?

8. Mr. Webster is buying carpet for an exercise

room in his basement. The room will have an
area of 230 square feet. The width of the room
is feet. What is the length?

ESSENTIAL QUESTION CHECK-IN

9. How does dividing mixed numbers compare with dividing fractions?

94 Unit 2

Copyright © 2012 by Houghton Mifflin Harcourt Publishing Company

 Jon needs cups of dried lentils for both the soup and the salad.
To find how many cup scoops he needs, divide the total amount of dried
lentils into groups of

Simplify before
multiplying using
the GCF.

Jon will need 18 scoops of dried lentils to have enough for both the lentil
barley soup and the lentil salad.

Justify and Evaluate

You added and first to find the total number of cups of lentils. Then
you divided the sum by to find the number of cup scoops.

1. Before conducting some experiments, a scientist mixes

gram of Substance A with gram of Substance B. If
the scientist uses gram of the mixture for each
experiment, how many experiments can be conducted?

Guided Practice
1. An art student uses a roll of wallpaper to decorate two gift boxes. The

© Houghton Mifflin Harcourt Publishing Company

student will use yards of paper for one box and yard of paper for the
other box. The paper must be cut into pieces that are yard long. How
many pieces will the student cut to use for the gift boxes? (Example 1)

ESSENTIAL QUESTION CHECK-IN

2. How can you solve a multistep problem that involves fractions?

98 Unit 2

Copyright © 2012 by Houghton Mifflin Harcourt Publishing Company

 Measures of Variability ACTIVITY 29
Making the Grade
Lesson 29-1 Range
My Notes
Learning Targets:
• Compute the range of a distribution as a measure of variability.
SUGGESTED LEARNING STRATEGIES: Graphic Organizer,
Marking the Text, Think-Pair-Share, Quickwrite
Mr. Murray teaches science. He has three classes working on group
projects. Below are dot plots displaying the grade distributions of the
projects for each of the three classes. Work with your group to answer
Items 1–3.

50 60 70 80 90 100
Class 1 Project Grades

50 60 70 80 90 100
Class 2 Project Grades

50 60 70 80 90 100
Class 3 Project Grades

1. How do the shapes for each of the three grade distributions

compare?
© 2014 College Board. All rights reserved.

2. Find the mean and median project grade for each class.
Class 1:
Class 2:
Class 3:

Activity 29 • Measures of Variability 379

 ACTIVITY 29 Lesson 29-1
continued Range

My Notes
3. What did you notice about the measures of center for the three
classes? What is the same about the three distributions? How do the
three distributions differ?

When describing numerical graphs, you should comment on the center,

spread, and shape of the distribution in order to give a complete
description of the data.
One of the most common measures of spread (or variability) is the range.
MATH TERMS The range is the difference between the least and the greatest observation.
The range of a distribution is the 4. Calculate the range for the grade distribution for each of the
total length of the interval covered
three classes.
by the distribution.
Range = maximum value − Class 1:
minimum value Class 2:
Class 3:

Check Your Understanding

5. What does the range tell us about the spread of the three grade
distributions?
6. Find the range for these data sets.
a. 18 17 6 22 21 17 19
19 18 22 7 20 15 10
b. 62 43 20 91 24 72 22
31 19 75 51 64 25 33

© 2014 College Board. All rights reserved.

7. Collect the ages of the students in your group or class. What is the
range of the data?

380 SpringBoard® Mathematics Course 1, Unit 6 • Data Analysis

 Lesson 29-1 Activity 29
Range continued

My Notes
LESSON 29-1 PRACTICE
8. Construct viable arguments. Consider the dot plot for the
amount of time in minutes that students spent to take a history test.

10 20 30 40
Length of Time to Finish Test (in minutes)

a. What is the range for this set of data?

b. What is the shape of this distribution?
c. Which measure of center would be best to use in this situation?
9. Matthew’s class also did the “Take a Snapshot” survey. Below is the
data set for the number of minutes it took students to get ready for
school. What is the range for this set of data?
52 12 48 22 20 30 24 25 43 35 78 48
5 8 25 10 50 20 15 30 30 48 30 35
10. Here is the data set for the seventh grade homework times. What is
the range for this set of data?
Seventh Grade Homework Times (in minutes)
40 45 52 42 47 48 42 56 44 57 45
42 40 44 44 49 55 44 50 60 47
11. Here is the data set for the eighth grade homework times. What is
the range for this set of data?
Eighth Grade Homework Times (in minutes)
© 2014 College Board. All rights reserved.

60 65 62 62 60 56 55 62 58 57 45
64 60 64 58 40 64 62 50 60 57
12. The student’s in Jon’s class have the following heights.

52 54 56 58 60 62
Heights of Students

a. What is the range for this set of data?

b. What is the shape of this distribution?
c. Which measure of center would be best to use in this situation?

Activity 29 • Measures of Variability 381

 Lesson 30-2 ACTIVITY 30
Histograms continued

My Notes
Learning Targets:
• Summarize data using frequency tables.
• Construct histograms to represent numerical data.
SUGGESTED LEARNING STRATEGIES: KWL Chart, Think-Pair-
Share, Create Representations, Note Taking
Numerical data can also be displayed in a histogram. Histograms are
drawn differently for numerical data that are counts than for numerical MATH TERMS
data that are measurements. A histogram is a graph of
1. In the table below, identify whether the numerical variable is a count numerical data that shows the
data distribution. Note that a
or a measurement. histogram is used to describe
numerical data, while a bar chart
Numerical Variable Count Measure (also called a bar graph) is used to
describe categorical data. The bars
Student’s height in a histogram always touch, but
the bars in a bar chart never touch.
Number of pets
Amount of time to
finish test
Number of pairs of
shoes owned
Length of index
finger

Aoife took a survey of her class. She asked each student how many pieces
of gum they chewed per day. The data set is shown below.
4 1 1 5 2 3 4 1 3 0 3 1
© 2014 College Board. All rights reserved.

1 2 3 0 0 0 1 1 2 0 1
2. Make sense of problems. What type of variable is the number of
pieces of gum chewed per day?

3. Construct a dot plot for these data.

MATH TERMS
0 1 2 3 4 5
Pieces of Gum Chewed per Day A frequency table displays the
possible values of the variable
A frequency table can be used to summarize data for a count variable. along with the frequency or
This table is also the first step in making a histogram. number of times that value occurs.

Activity 30 • Summarizing Numerical Data Graphically 397

ACTIVITY 30 Lesson 30-2
continued Histograms

My Notes
4. Complete the frequency table below for the pieces of gum chewed
per day.

Pieces of Frequency
Gum Chewed
0
1
2
3
4
5

To construct a histogram for a numerical count variable:

• Draw a number line for the appropriate values of the variable.
• Draw a vertical line that includes all the values of the frequency.
• Draw a rectangle above each value of the count variable. The rectangle
height is the appropriate frequency. This rectangle should be centered
over the value.
• Be sure to label each axis.
• Be sure that the rectangles touch.
Below is the dot plot with a vertical scale added that includes the frequency
of each value in the frequency table.

8
7
6
Frequency

5
4

© 2014 College Board. All rights reserved.

3
2
1

0 1 2 3 4 5
Pieces of Gum Chewed per Day

Notice that a rectangle has been drawn over the value 0. The height is the
frequency, or number of zeros that occurred in the data set.

398 SpringBoard® Mathematics Course 1, Unit 6 • Data Analysis

 Lesson 30-2 ACTIVITY 30
Histograms continued

My Notes
5. Draw the rectangles for the remaining values of pieces of gum
chewed per day.

6. How do the histogram and dot plot compare?

7. Looking at the histogram, is it easy to see that the median number of

pieces of gum chewed is one piece of gum?

8. Write a few sentences describing the histogram for pieces of gum

chewed per day.

9. With the help of your teacher, record the number of pieces of gum
that students in your class chew per day.

10. Model with mathematics. Construct a histogram for number of

pieces of gum chewed per day for students in your class.
© 2014 College Board. All rights reserved.

11. Write a few sentences describing the histogram for the number of
pieces of gum that students in your class chew per day.

Activity 30 • Summarizing Numerical Data Graphically 399

ACTIVITY 30 Lesson 30-2
continued Histograms

My Notes
Check Your Understanding

12. For the variable, number of pieces of gum chewed per day, one
possible value is “2.” Where does the bar for the value “2” begin
on the horizontal axis and where does it end?
13. What is one feature of a distribution of a count variable that a
histogram shows that a box plot does not show?

LESSON 30-2 PRACTICE

The data represent the number of stairways in the homes of
twenty students. Use this data to answer Items 14–18.

4 0 0 4 2 2 3 2 1 2
4 5 3 4 2 2 3 2 2 2

14. Complete a frequency table for the data.

15. Model with mathematics. Construct a dot plot for the data.
The histogram for this distribution is partially completed.

© 2014 College Board. All rights reserved.

16. Label each axis.
17. Title the histogram.
18. Use several sentences to describe this distribution.

400 SpringBoard® Mathematics Course 1, Unit 6 • Data Analysis

 Lesson 30-3 ACTIVITY 30
More on Histograms continued

My Notes
Learning Targets:
• Create class intervals.
• Construct histograms using class intervals.
Histograms for numerical variables that are measurements are MATH TERMS
constructed differently than histograms of data that came from counting.
For measurement variables, we group the possible values into class Class intervals are intervals which
intervals. contain some of the possible
values of the numerical variable.
There is no rule for the number of class intervals to use, but generally the The widths of the class intervals
range of the distribution is divided into anywhere from 5 to 20 class are usually equal.
intervals. For a small data set, you can use 5 to 10 intervals.
The data below show the times it took students to finish a math test.
The times to the nearest minute are listed below.
40 30 23 35 28 29 15 37 38 38 36 35
34 34 35 37 35 36 32 36 35 32 39 34
This data set is spread from 15 minutes to 40 minutes. We will use 6 class
intervals to construct a frequency table. Because the smallest value in the
data set is 15, the first interval must include 15. The last interval must
include the largest value of 40.
Since time can be measured in parts of minutes, we also want to include
all fractional values in the interval.
Notice that the first interval below is from 15 to 20 minutes. This
includes 15 minutes and all values up to but not including 20 minutes.
The next interval includes 20 minutes and all values up to but not
including 25 minutes.
1. Fill in the frequency table for the time to finish a math test data.
© 2014 College Board. All rights reserved.

Class Interval Frequency

15 to <20
20 to <25
25 to <30
30 to <35
35 to <40
40 to <45

To construct a histogram for a numerical measurement variable:

• Draw a horizontal line and mark off the class intervals.
• Draw a vertical line that includes all the values of the frequency.
• For each class interval, draw a rectangle above the interval with a height
that corresponds to the appropriate frequency. Be sure to label each axis.
• Make sure the rectangles touch.

Activity 30 • Summarizing Numerical Data Graphically 401

ACTIVITY 30 Lesson 30-3
continued More on Histograms

My Notes
2. Use the frequency table to construct a histogram for the number of
minutes needed to finish the test.

In a previous activity, the median time to finish the test was

calculated as 35 minutes.
3. Make sense of problems. Write a few sentences about the distribution
of times to finish the math test in minutes.

Another question on Aoife’s class survey was the length of time it

took each student to get ready for school that morning (to the
nearest minute). The data set is shown below.
38 26 45 37 38 29 33 12 52 22 21 17
32 25 33 21 29 31 6 43 24 30 25
4. Create a frequency table for the length of time to get ready for

© 2014 College Board. All rights reserved.

school. Start by deciding what your class intervals will be. Use
between 5 and 7 class intervals.

Class Interval Frequency

402 SpringBoard® Mathematics Course 1, Unit 6 • Data Analysis

 Lesson 30-3 Activity 30
More on Histograms continued

My Notes
5. Using your frequency table, construct a histogram for the time
needed to get ready for school. Be sure to number and label the
vertical and horizontal axes.

6. Write a few sentences to describe the distribution of time needed to

get ready for school.

7. Compare your histogram with those made by members of your group

and other classmates. Are they identical? Why or why not? As you
listen to your group,s discussion, take notes to aid comprehension and
to help you describe your own ideas to others in your group. Ask
questions to clarify ideas and to gain further understanding of key
concepts.
© 2014 College Board. All rights reserved.

8. Construct viable arguments. If every student in your class

constructed a box plot for the time needed to get ready for school,
would your box plots be identical? Why or why not?

Activity 30 • Summarizing Numerical Data Graphically 403

ACTIVITY 30 Lesson 30-3
continued More on Histograms

My Notes
Check Your Understanding

9. Create a frequency table for the histogram.

50

40

30

20

10

0
1–5 6–10 11–15 16–20 21–25

10. Describe the histogram.

11. What quantities might this histogram represent?

LESSON 30-3 PRACTICE

Twenty people attend a family reunion. Their ages are shown below.

10 15 24 36 38
42 54 53 52 64
11 22 35 38 37
37 54 55 55 65

© 2014 College Board. All rights reserved.

12. Construct a frequency table with a class interval of 10.
13. Construct a histogram based on the frequency table with a class
interval of 10.
14. Model with mathematics. Construct a frequency table with a class
interval of 15.
15. Model with mathematics. Construct a histogram based on the
frequency table with a class interval of 15.
16. Construct viable arguments. Compare the frequency tables and
the histograms. How are the shapes different? Which do you think
gives a more accurate summary of the ages of the family members
who attended the reunion? Why?

404 SpringBoard® Mathematics Course 1, Unit 6 • Data Analysis

 MODULE QUIZ

4.1 Applying GCF and LCM to Fraction Operations

Solve.
1. 2.

3. 4.

4.2 Dividing Fractions

Divide.

5. 6.

7. Luci cuts a board that is yard long into pieces that

are yard long. How many pieces does she cut?

4.3 Dividing Mixed Numbers

Divide.

8. 9.

10. 11.

4.4 Solving Multistep Problems with

Fractions and Mixed Numbers
12. Jamal hiked on two trails. The first trail was miles
long, and the second trail was times as long as
© Houghton Mifflin Harcourt Publishing Company

the first trail. How many miles did Jamal hike?

ESSENTIAL QUESTION
13. Describe a real-world situation that is modeled by dividing two
fractions or mixed numbers.

Module 4 101

Copyright © 2012 by Houghton Mifflin Harcourt Publishing Company