Data, Counting, and Probability: Chapter Test
20 multiple-choice questions and 10 free-response questions, drawn from across the chapter and mixed together.
Multiple choice
Answer in any order and change your mind as often as you like. When you submit, your answers lock and every question shows its worked solution.
Free response
10 questions in parts, 103 points in total. Work them out on paper. There are no hints here: reveal each question's answer, worked solution, and rubric when you are ready to mark that one.
Reset the free-response section?
This re-seals every answer you have revealed and clears your flags.
-
1. Six mornings at the feeder, and a seventh still to come . 12 points. Question 1 of 10.
A birdwatcher counts the goldfinches at a feeder on six mornings and records , , , , and .
- Part A.
Find the mean and the median of the six counts.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Find the mode and the range of the six counts.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
A seventh morning is counted, and across all seven mornings the mean comes out at exactly . Find the count recorded on that seventh morning.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part D.
The seventh count is larger than every one of the first six. Working from totals rather than from any single morning, explain why one added value has to overshoot the new mean by so much.
Carry your own answer forward Argue from the mean you found in part A and the seventh count you found in part C, whatever they were. The credit here is for the account of where the extra has to come from, not for one particular pair of numbers.
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 3 points
The answer
Part A
The mean is goldfinches a morning, from a total of . The median is goldfinches, the mean of the middle pair once the counts are sorted.
- The median may be written ; what is not the same is or on its own, because an even count has no single middle value
Part B
The mode is goldfinches, the only count that appears more than once. The range is goldfinches, from the smallest count up to the largest count .
Part C
goldfinches. Seven mornings at a mean of need a total of , and the first six supply .
Part D
Lifting the mean by one raises what each of the six earlier mornings is credited with by one, a shortfall of that only the new morning can supply. So it must carry its own plus that . Any value added to lift a mean has to beat the new mean by the whole shortfall of the values already there.
Worked solution
Part A
Add the six counts and divide by six. Then sort them and average the middle pair, because with an even count no single value is central.
Sorted, the six counts run , so the third and fourth are the pair to average.
Part B
The mode is whichever count occurs most often, and the range is the distance from the smallest count to the largest.
Neither one is divided by anything. Only the mean owes a division by the number of mornings.
Part C
A mean is the total divided by the count, so the total is the mean times the count. Seven mornings at a mean of demand a total of , and the six already recorded supply .
So the seventh morning brought goldfinches.
Part D
Compare the two totals the two means demand. Six mornings at a mean of need ; seven mornings at a mean of need .
The split is the whole story. The new morning owes for itself, and it owes one more for each of the six earlier mornings, which used to be credited with each and are now credited with each. That is why a single added value can sit far above the mean it produces, and why the further the mean is dragged the further out that value has to be.
In one line
The six counts have mean , median , mode and range . A seventh morning of goldfinches brings the mean of all seven to , and it has to be that large because lifting the mean by one credits each of the six earlier mornings with one more bird, a shortfall of that only the new morning can supply on top of its own .
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Divides the total of the six counts by the number of mornings, and sorts the counts before taking the middle pair. . Worth 2 points.
Reports both figures as a number of goldfinches per morning. . Worth 1 point.
Part B 3 points
Identifies the count that occurs most often, and subtracts the smallest count from the largest. . Worth 2 points.
Keeps the two apart, one naming a count that actually occurred and the other a distance between counts. . Worth 1 point.
Part C 3 points
Turns the target mean into the total the seven mornings must reach, then removes the total of the mornings already recorded. . Worth 2 points.
Reports the answer as one morning's count rather than as a total. . Worth 1 point.
Part D 3 points
Works from the totals the two means demand rather than from any one morning's count. . Worth 2 points. needs an explanation, not just an answer
Splits the added value into the share owed for the new morning and the share owed for the mornings already recorded. . Worth 1 point.
-
-
2. Three records of one month at the village hall . 9 points. Question 2 of 10.
A village hall keeps three records of last month. The first is a frequency table of bookings: choir , yoga , chess club , film night . The second is a pictograph of what each activity paid, drawn with a key of one coin symbol for every dollars, in which the film night row shows whole coins and one half coin. The third is a line graph of the bookings taken in each of five months, whose points sit at for March, for April, for May, for June and for July.
- Part A.
From the frequency table, give the total number of bookings and the difference between the busiest activity and the quietest.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
From the pictograph, give the amount the film night paid.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
From the line graph, name the month with the highest reading and give it, then give the largest rise between two consecutive months and the largest fall, each with its size.
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 3 points
The answer
Part A
The hall took bookings in all. The busiest activity is the choir with and the quietest is the chess club with , a difference of bookings.
Part B
dollars, from six and a half coin symbols at dollars a symbol.
Part C
June is the highest at bookings. The largest rise is May to June, bookings. The largest fall is March to April, bookings.
Worked solution
Part A
Every booking is counted in exactly one row, so the four frequencies add to the total. The difference compares the largest frequency with the smallest.
The activity names are categories and the numbers beside them are frequencies, so only the second column is ever added.
Part B
Count the symbols first, treating a half symbol as half of one, then multiply the symbol count by the key.
The half coin is worth dollars, half of the key's value, not one dollar and not nothing.
Part C
Read a single month off its own point, and read a change off the segment joining two neighbouring points.
The five readings run , , , , , so the four segments change by , , and in turn. June is the highest point, the steepest climb is May to June, and the steepest drop is March to April.
In one line
The table gives bookings in all, with the choir ahead of the chess club by . The pictograph gives the film night dollars, six and a half symbols at dollars each. On the line graph June is highest at bookings, the largest rise is May to June at , and the largest fall is March to April at .
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Adds every frequency in the table for the total, and subtracts the smallest frequency from the largest. . Worth 2 points.
Names the activity beside each frequency and gives both figures as numbers of bookings. . Worth 1 point.
Part B 3 points
Counts the symbols with the partial one included as a fraction, then multiplies the symbol count by the key. . Worth 2 points.
Gives the result in dollars rather than as a number of symbols. . Worth 1 point.
Part C 3 points
Names the highest month with its reading, taken from the point rather than from the shape of the line. . Worth 2 points.
Gives both the largest rise and the largest fall, each named by its two months and its size. . Worth 1 point.
-
-
3. A weekend of walks on the hostel programme . 10 points. Question 3 of 10.
A hostel runs guided walks. On Saturday it offers morning walks and afternoon walks; on Sunday it offers morning walks and afternoon walks. Every walk runs whatever else a guest books, and no walk appears twice on the programme.
- Part A.
A guest books exactly one walk on Saturday. Count the choices, and name the groups you worked from.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
A guest books one walk on Saturday and one walk on Sunday, choosing freely from everything offered on each day. Count the pairs.
Carry your own answer forward Use whichever Saturday total you reached in part A, even if it was not the expected one. The credit here is for treating the two days as stages and for finding Sunday's own total, not for landing on one particular product.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
A guest says both of your counts came from the same rule used twice. Decide whether that is right, and state the condition each of your two counts depends on.
Justify your claim State the claim, then give the reason it has to be true. 4 points
The answer
Part A
choices, from the morning walks and the afternoon walks, two groups that share no walk between them.
Part B
pairs, from Saturday choices followed by Sunday choices.
Part C
It is not right: two rules are at work. Adding the Saturday walks needs groups that share no walk, so a booking lands in exactly one group and is counted once. Multiplying the two days needs each day to offer the same number of walks whatever the other day chose, which holds here because every walk runs regardless.
Worked solution
Part A
The guest ends up on one walk, and that walk sits in exactly one of the two Saturday groups, so the group sizes add.
No walk is printed in both groups, so nothing here is counted twice.
Part B
Each day is a stage. Sunday's own total comes the same way Saturday's did, and Sunday offers that same number of walks whichever Saturday walk was booked, so the two stage counts multiply.
Part C
The two counts rest on different conditions.
The first is the addition principle, and it demands groups with no member in common: a walk printed in both the morning and the afternoon list would be counted once from each and inflate the total. The second is the multiplication principle, and it demands that each stage offer the same number of choices whatever the earlier stage chose. That is exactly what the programme's promise that every walk runs regardless is there to guarantee. Cancel a Sunday walk whenever a particular Saturday walk is booked and the product stops being valid.
In one line
A guest booking one Saturday walk has choices, and a guest booking one walk on each day has pairs. The two counts come from different rules: adding demands groups with no member in common, and multiplying demands that every stage offer the same number of choices whatever came before.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Adds the two group sizes, having established that one booking lands in exactly one group. . Worth 2 points.
Names the two groups the count was built from. . Worth 1 point.
Part B 3 points
Finds each day's own total first, then treats the two days as stages whose counts multiply. . Worth 2 points.
States what one unit of the product stands for, a Saturday walk paired with a Sunday walk. . Worth 1 point.
Part C 4 points
Reaches a verdict on the claim and names both rules, giving the condition each one places on what it is applied to. . Worth 3 points. needs an explanation, not just an answer
Points to what in the hostel's programme makes each condition hold. . Worth 1 point.
-
-
4. Sixty sealed envelopes on a charity stall . 10 points. Question 4 of 10.
A charity stall sells sealed envelopes that look identical from the outside. Inside, hold a book token, hold a cinema ticket, hold an enamel badge, and every remaining envelope holds a thank-you card. A customer takes one envelope without looking.
- Part A.
Find how many envelopes hold a thank-you card, and the probability that the envelope taken holds a badge. Give the probability as a fraction in lowest terms, as a decimal and as a percent.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Find the probability that the envelope holds a book token, and the probability that it holds a bus pass. Say where each of the two values sits on the to scale.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
Explain why the probability in part A could be found by counting envelopes at all, and describe one change to the stall that would break that reasoning while leaving all four counts exactly as they are.
Justify your claim State the claim, then give the reason it has to be true. 4 points
The answer
Part A
envelopes hold a thank-you card, and .
Part B
, low on the scale but possible. , the very bottom of the scale, so it cannot happen.
Part C
Counting works only because each envelope is as likely as any other, and the stall supplies that with two facts: identical envelopes, taken without looking. Standing the badge envelopes at the back of an unshuffled box leaves all four counts untouched but destroys the equal likelihood, so the counts no longer settle the probability.
Worked solution
Part A
Every envelope holds exactly one thing, so the four counts add to and the thank-you cards are whatever is left over.
The three forms are one number written three ways, not three different answers.
Part B
Count the favorable envelopes over the same total. No envelope holds a bus pass, so its favorable count is zero.
A probability of marks an impossible event, and nothing can go below it, just as nothing can go above the at the far end.
Part C
The formula divides favorable outcomes by total outcomes, and it is valid only when those outcomes are equally likely.
What the counting cannot do without is that equal likelihood itself. Here the stall supplies it with two facts: the envelopes are identical from the outside, and the customer takes one without looking. Those two are one route to it rather than the only one, which is why the test of any change is whether equal likelihood survives it. Standing the badge envelopes at the back of an unshuffled box, or printing them on heavier paper a customer can feel through the pile, leaves every count exactly as it was while making some envelopes easier to reach for than others. The counts would still be right and the probability would no longer follow from them.
In one line
The box holds thank-you cards, and , and , the bottom of the scale. Counting is allowed only because the envelopes are identical outside and taken without looking; make some of them easier to pick and the same four counts settle nothing.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Recovers the missing count from the stated total, then divides the badge count by the whole box. . Worth 2 points.
Gives the probability in all three requested forms, each naming the same point on the scale. . Worth 1 point.
Part B 3 points
Uses the same sample space for both, and gives the impossible event a favorable count of zero rather than refusing it a probability. . Worth 2 points.
Places each value on the scale and says what that position means. . Worth 1 point.
Part C 4 points
Locates the licence to count in the setup's promise that every envelope is as likely as any other, rather than in the arithmetic. . Worth 3 points. needs an explanation, not just an answer
Describes a change that leaves every count alone and still removes that promise. . Worth 1 point.
-
-
5. Eight hires at the cycle dock, and one bike nobody docked . 10 points. Question 5 of 10.
A cycle-hire dock records how many minutes each of Monday's eight hires lasted: , , , , , , and . The last of these was a bike left standing outside a cafe all afternoon by a rider who forgot to dock it.
- Part A.
Find the mean and the median of the eight hire lengths.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Find the mean and the median of the seven hires that were docked, leaving out the forgotten bike, and give the change in each figure.
Carry your own answer forward Measure the change against whichever mean and median you produced in part A, even if they were not the expected ones. The credit here is for recomputing both figures on the seven docked hires and for reporting how far each has moved.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
Set your two medians beside your two means, and use the comparison to say which of the two summaries a single extreme value moves, and what it is about each summary that decides that.
Carry your own answer forward Compare whichever four figures you produced in parts A and B. The credit here is for the account of why the two summaries respond differently to one extreme value, not for a particular pair of gaps.
Compare the two methods Say what each one costs you, and when you would reach for it. 4 points
The answer
Part A
The mean is minutes, from a total of minutes over eight hires. The median is minutes, the mean of the middle pair once the lengths are sorted.
Part B
The seven docked hires have a mean of minutes and a median of minutes. Against part A the mean has fallen by minutes and the median by minute.
Part C
The two medians barely differ, against minutes, and both sit among the ordinary hires; the two means differ hugely, against . The mean is built from a total carrying every value's size, so one hire of minutes drags it. The median is built from position, so an extra value at the top shifts the middle one place.
Worked solution
Part A
Add all eight and divide by eight. For the median, sort them and average the fourth and fifth, since eight is an even count.
Sorted, the eight lengths run .
Part B
Drop the and work again on the remaining seven.
Sorted, the seven run , so the fourth value is now the single middle one. The mean has moved minutes and the median minute.
Part C
Line the four figures up.
The mean is the total shared out evenly, and the total records the actual size of every hire, so a single value of minutes adds to it and lifts the mean above seven of the eight hires. The median is fixed by position, and the forgotten bike occupies exactly one place at the top of the sorted list however long it happened to be; removing it shifts the middle by one place. That is why the median describes an ordinary hire on this record and the mean does not, and it is the general reason skewed data is usually reported with a median.
In one line
All eight hires give a mean of minutes and a median of minutes; the seven docked hires give a mean of and a median of . The mean fell minutes and the median only , because the mean is built from a total that carries every value's size while the median is built from position, which one extra value at the top shifts by a single place.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Divides the total of all eight lengths by eight, and sorts before taking the middle pair. . Worth 2 points.
Gives both figures in minutes. . Worth 1 point.
Part B 3 points
Recomputes both figures on the seven docked hires, sorting again before taking the middle. . Worth 2 points.
Reports how far each figure moved, keeping the two movements apart. . Worth 1 point.
Part C 4 points
Grounds the difference in what each summary is built from, a total against a position, rather than restating that one figure moved more. . Worth 3 points. needs an explanation, not just an answer
Says which of the two figures describes an ordinary hire on this record, with the comparison as the support. . Worth 1 point.
-
-
6. One week of borrowing, drawn as a circle . 10 points. Question 6 of 10.
A library logs the items borrowed in one week: novels , picture books , audiobooks , and every remaining item a reference book.
- Part A.
Find the number of reference books borrowed, and each of the four categories' share of the week's borrowing as a percent.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
The librarian draws a circle graph of the week. Find the angle at the centre of the novels slice and of the reference slice.
Carry your own answer forward Use whichever shares you produced in part A, even if they were not the expected ones. The credit here is for turning a share into the same fraction of one full turn.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
A poster made from the same week claims that because the novels slice takes more of the circle than the reference slice does, the library lent more novels than reference books. Decide whether that follows, and give the figure the poster should carry.
Carry your own answer forward Test the poster's reasoning against whichever angles you produced in part B and the counts in the log. The credit here is for separating what the angles measure from what the counts measure, not for one particular figure.
Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 4 points
The answer
Part A
reference books. Novels took of the week's borrowing, picture books , audiobooks and reference books .
Part B
The novels slice spans and the reference slice spans .
Part C
It does not follow. The is a difference of angles measured in degrees, not of items. One degree of this circle stands for of an item, so the difference in items is . The poster should say the library lent more novels than reference books.
Worked solution
Part A
Every item is counted in exactly one category, so the four counts add to and the reference books are what is left. A share is the count divided by that same total.
The four shares add to , which is the check that nothing was missed and nothing counted twice.
Part B
A full circle is one complete turn, , and a slice takes the same fraction of that turn as its category takes of the data.
Part C
Subtracting two angles gives an angle. It answers a question about the drawing, not about the library.
The whole circle stands for items across degrees, so each degree stands for of an item. Converting the degree gap gives items, which is exactly read straight off the log. The poster has reported the drawing's units as though they were the library's.
In one line
The week's log gives reference books and shares of , , and , so the novels slice spans and the reference slice . The poster's is a gap between angles, not between items: each degree of this circle stands for of an item, so the library lent more novels than reference books.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Recovers the missing count from the stated total, then divides each count by that same total. . Worth 2 points.
Reports four shares that between them account for the whole week. . Worth 1 point.
Part B 3 points
Multiplies each share by a full turn rather than by any other number. . Worth 2 points.
Gives both answers in degrees. . Worth 1 point.
Part C 4 points
Reaches a verdict on the poster and identifies which quantity its figure actually measures. . Worth 2 points. needs an explanation, not just an answer
Produces the difference the poster should carry, either from the counts or by converting the gap between the angles. . Worth 2 points.
-
-
7. Three numbered stands and a store room of masks . 10 points. Question 7 of 10.
A museum owns different masks and has a display case with numbered stands in a row. A display is a decision about which mask stands on each numbered stand, so two displays that swap the masks on stands and are different displays.
- Part A.
Count the displays possible while each mask may be used at most once. Set the count out stand by stand.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
The museum then buys copies, so that any number of stands may carry the same mask. Count the displays now, writing the count both as a power and as a number.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
Set your two counts side by side and account for the gap between them by describing exactly which displays the second count includes that the first does not.
Carry your own answer forward Compare whichever two counts you produced in parts A and B, even if they were not the expected ones. The credit here is for describing the displays that separate the two counts, not for a particular difference.
Compare the two methods Say what each one costs you, and when you would reach for it. 4 points
The answer
Part A
displays, from , then , then masks still available as the three stands are filled in turn.
Part B
displays. The base counts the masks available at one stand and the exponent counts the stands.
Part C
The counts are and , a gap of displays. The second includes every display in which some mask appears on more than one stand, which the first rules out. The first stand offers either way; it is the later stands that keep all once copies exist, instead of dropping to and .
Worked solution
Part A
Fill the stands one at a time, treating each as a stage. A mask placed on a stand has left the store room, so every later stand offers one fewer than the last.
The count stops after three factors because there are only three stands to fill.
Part B
With copies on the shelf, every stand still has all masks to choose from whatever the earlier stands took, so the same factor repeats once per stand.
The exponent is the number of stages and the base is the number of choices at one stage, which is why this is and not .
Part C
The two products agree on the first factor and part company after it.
Every display counted by the first is also counted by the second, because a display using three different masks is legal under both rules. What the second adds is exactly the displays that repeat a mask, and the arithmetic shows where they come in: the first stand offers in both counts, and each later stand offers the full rather than a shrinking and . Shrinking counts and repeated counts are the same principle applied to stages with different rules about reuse.
In one line
With no mask used twice there are displays; with copies available there are . The extra are exactly the displays that put one mask on more than one stand, and they enter from the second stand onward, where copies keep the count at instead of letting it shrink.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Treats each stand as a stage and drops the count by one at each stage, because a mask already placed is unavailable. . Worth 2 points.
States what each factor of the product counts, and stops after as many factors as there are stands. . Worth 1 point.
Part B 3 points
Keeps the full count of masks at every stand and repeats it once per stand. . Worth 2 points.
Names which number is the base and which is the exponent, in terms of masks and stands. . Worth 1 point.
Part C 4 points
Accounts for the gap by naming the displays one rule admits and the other forbids, rather than by subtracting alone. . Worth 3 points. needs an explanation, not just an answer
Locates in the two products the stand at which the counts begin to differ. . Worth 1 point.
-
-
8. Two slots in a bakery box . 10 points. Question 8 of 10.
A bakery fills a two-slot box at random: one pastry goes in the left slot and one in the right, each drawn independently from the same kinds on the counter, so a kind may appear in both slots. Every filled box is as likely as any other. Two of the five kinds are almond.
- Part A.
Count the different filled boxes the bakery can produce, keeping the left slot and the right slot apart, and find the probability that both slots hold an almond pastry.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Find the probability that the left slot holds an almond pastry and the right slot does not.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
A customer argues that because two of the five kinds are almond, the chance of an almond in both slots must be . Locate the mistake in that reasoning, and say what does correctly measure about this box.
Carry your own answer forward Test the customer's reasoning against whichever probability you produced in part A. The credit here is for identifying the sample space each figure is counted over, not for a particular fraction.
Justify your claim State the claim, then give the reason it has to be true. 4 points
The answer
Part A
There are different filled boxes, and .
Part B
, from the almond kinds available on the left and the other kinds available on the right.
Part C
The measures one named slot: it is the chance that the left slot alone holds an almond pastry. Both slots at once is a different event over a different sample space, boxes rather than pastries, and its favorable boxes are the that pair an almond on the left with an almond on the right.
Worked solution
Part A
The two slots are two stages, and the right slot offers all kinds whatever went into the left, so the stage counts multiply. The favorable boxes are counted the same way.
Keeping the slots apart matters: a box is an ordered pair, so an almond on the left with a plain pastry on the right is a different box from the reverse.
Part B
Count the favorable boxes stage by stage over the same total of . Two of the five kinds are almond, so three are not.
The sample space has not changed, because the box is still filled the same way.
Part C
The two figures are counted over different sample spaces.
Filling one slot has equally likely results; filling both has . The customer has kept the sample space of a single slot while asking a question about the whole box. The favorable boxes are the four that pair an almond on the left with an almond on the right, so the probability is . It has to be the smaller of the two, because a box that satisfies both slots is harder to come by than one that satisfies one, and indeed is less than .
In one line
The bakery can produce different boxes. Both slots almond has probability , and an almond on the left with something else on the right has probability . The customer's is counted over the pastries that fill one slot rather than over the boxes, so it measures the chance that a single named slot is almond.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Sizes the sample space by multiplying the two stages, and counts the favorable boxes the same way. . Worth 2 points.
States that the count keeps the two slots apart, so a box is an ordered pair of pastries. . Worth 1 point.
Part B 3 points
Multiplies the almond kinds available on the left by the kinds that are not almond on the right. . Worth 2 points.
Divides by the same sample space as before, since the box is filled the same way. . Worth 1 point.
Part C 4 points
Identifies which sample space each figure is counted over, and names the event the customer's figure actually measures. . Worth 3 points. needs an explanation, not just an answer
Says which of the two probabilities has to be the smaller, with the reason. . Worth 1 point.
-
-
9. A spinner on a screen, and a month of what it actually did . 10 points. Question 9 of 10.
A cafe's app shows a spinner with equal sectors at the end of every visit. One sector gives a free pastry, three give a free refill, and every other sector gives nothing. The app spins fairly, so each sector is as likely as any other.
- Part A.
Find the probability that a visit wins something, and the probability that a visit wins nothing.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Over one month the app records visits, on which it gave out pastries and refills. Find the recorded rate of winning something and of winning a pastry, each as a fraction in lowest terms and as a decimal.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
Set each recorded rate beside the theoretical value it corresponds to. Say what gaps of this size after visits do and do not show about the app, and say what would narrow them.
Carry your own answer forward Compare whichever theoretical values you found in part A with whichever recorded rates you found in part B, even if they were not the expected ones. The credit here is for the account of what a gap after a limited run does and does not settle.
Compare the two methods Say what each one costs you, and when you would reach for it. 4 points
The answer
Part A
, and .
Part B
Winning something: . Winning a pastry: .
Part C
Winning something ran high, against about ; pastries ran low, against about . Gaps this small after visits are compatible with the ordinary scatter of a limited run, so they are not by themselves evidence that the app is rigged. More visits tend to settle both nearer the theoretical values.
Worked solution
Part A
Four of the twelve sectors give a prize of some kind. Winning nothing is everything else in the sample space, so its probability is what is left of the one whole.
Counting the eight blank sectors directly gives as well, because every sector belongs to one of the two events and none belongs to both.
Part B
An experimental probability divides the number of times the event happened by the number of trials, which here is the visits.
Part C
Pair the figures up before judging them.
What settles this is the length of the run. A theoretical probability says what share of visits win in the long run, and a month of visits is a short one, so the recorded share scatters around the theoretical value rather than landing on it. Gaps of this size are the ordinary size of that scatter, which makes the record compatible with an app spinning exactly as described: it is not by itself evidence that the app is rigged, and neither is it proof that the app is fair. By the law of large numbers the scatter shrinks as the number of visits grows, so what would narrow the gaps is more visits, not a redesign of the spinner.
In one line
Theoretically a visit wins something with probability and nothing with probability . The month's record gives for winning something and for a pastry, one above its theoretical value and one below. Gaps of that size after visits are compatible with the ordinary scatter of a short run and are not by themselves evidence that the app is rigged; more visits tend to settle both nearer the theoretical figures.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Counts the sectors that give a prize over the whole circle, and reaches the second probability either from the first or by counting the rest. . Worth 2 points.
Notes that the two values between them account for the whole circle. . Worth 1 point.
Part B 3 points
Divides each recorded count by the number of visits, adding the two kinds of prize for the first figure. . Worth 2 points.
Gives each figure in both requested forms. . Worth 1 point.
Part C 4 points
Pairs each recorded rate with its theoretical partner and reaches a verdict on what the gaps establish. . Worth 3 points. needs an explanation, not just an answer
Names what would bring the recorded shares closer to the theoretical values. . Worth 1 point.
-
-
10. Three graphics on the editor's desk . 12 points. Question 10 of 10.
A school newspaper is checking three graphics for one page about its sports clubs. Graphic A is a bar graph of club membership whose value axis begins at and is marked every members; the athletics bar is the tallest and reaches , and the rowing bar is the shortest and reaches . Graphic B plots the same five memberships as points across an axis reading athletics, hockey, netball, rowing, tennis from left to right, and joins the points with straight segments. Graphic C is a circle graph of how the clubs' budget of dollars is divided, on which the rowing slice is labelled .
- Part A.
The caption under Graphic A reads: athletics has four times the membership of rowing. Work out where the figure of four came from, and give a comparison the graph's own numbers support.
Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 4 points
- Part B.
Graphic B's segments run uphill from athletics to hockey and downhill from netball to rowing. Decide what a reader may conclude from those slopes, and name the change to Graphic B that would make its picture honest without collecting any new data.
Justify your claim State the claim, then give the reason it has to be true. 4 points
- Part C.
Graphic C gives rowing of the budget while Graphic A shows rowing with the smallest membership. A reader concludes that rowing is the club the school funds most generously per member. Say what the two graphics together do settle about rowing, and what the conclusion would additionally need.
Compare the two methods Say what each one costs you, and when you would reach for it. 4 points
The answer
Part A
The four is the ratio of the drawn bar lengths: with the axis beginning at , athletics shows and rowing shows . The memberships themselves are and , so athletics has times rowing's membership, which is more members.
Part B
A reader may compare the two memberships a segment joins, since its ends are real readings: hockey has more members than athletics. The slope carries nothing, because no club lies between the two: it is not a change, no height along it is a membership, and the shape is not a trend. Separate bars keep every value and drop the claim.
Part C
Together they settle rowing's own figures: dollars across members, which is each. They settle no other club's funding per member, since Graphic C's other slices are unlabelled and Graphic A gives only two of the five memberships. The conclusion needs every slice and every membership.
Worked solution
Part A
A bar's length measures its value only when the value axis begins at zero. Here it begins at , so each bar draws only the amount above .
The caption has compared the drawn lengths and reported them as memberships. Read off the axis, athletics has members and rowing has , so the honest caption is that athletics has more members, a little under one and a half times as many.
Part B
A line graph earns its segments from an ordered horizontal axis, almost always time, where the points between two readings really exist.
Be exact about what survives. The two ends of a segment are real readings, so an uphill segment does establish that hockey has more members than athletics, and a downhill one that rowing has fewer than netball. What may not be read is the segment between them: it is not a change, because nothing turned into anything; no height along it is a membership, because there is no club in between; and the run of segments is not a trend. The clearest sign that the shape carries no information of its own is that relisting the five clubs alphabetically, or by size, would change the shape completely while changing no membership. Drawn as five separate bars the same five numbers support the comparison the page actually wants.
Part C
Work out what the two graphics jointly determine before judging the conclusion.
So rowing receives dollars for its members, dollars each, and that is a fact about rowing alone. The words most generously rank rowing against the other four clubs, and neither graphic supplies what a ranking needs: the other four slices carry no labels here and only two of the five memberships are stated. A club holding a larger slice could beat rowing per member without contradicting anything on the page: a slice is dollars, and across members that is dollars each, above rowing's . Both figures are available, since the four unlabelled slices share the remaining and Graphic A leaves every other membership between and . So the conclusion runs ahead of what is on the page.
In one line
Graphic A's caption compares drawn lengths on an axis that starts at ; the memberships are and , so athletics has more members, about times rowing's. Graphic B's ends still compare two memberships, but its slopes carry nothing on their own, because club names are separate categories with no in between: no segment is a change and no shape is a trend. Separate bars would show the same five values honestly. Graphic C with Graphic A settles only rowing's own figure, dollars across members, or dollars each; ranking the clubs needs every slice and every membership.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Traces the caption's figure to the lengths a cut axis draws rather than to the memberships themselves. . Worth 2 points. needs an explanation, not just an answer
Gives a comparison the axis readings support, as a ratio or as a difference. . Worth 2 points.
Part B 4 points
Reaches a verdict on the slopes and grounds it in what the horizontal axis holds, not in the shape of the line. . Worth 3 points. needs an explanation, not just an answer
Names a display that keeps all five values while dropping the claim of change between them. . Worth 1 point.
Part C 4 points
States the one quantity the two graphics jointly determine, with the arithmetic that reaches it. . Worth 2 points.
Names what the ranking would require and identifies what the two graphics leave unread. . Worth 2 points. needs an explanation, not just an answer
-