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# DAP.16.5.1

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Make predictions and justify conclusions based on data

1. Amy charted the departure times at the bus stop as shown below.

Bus Departure
at Amy’s Bus Stop
Day        Time (A.M.)
Monday         7:02
Tuesday         7:03
Wednesday        7:04
Thursday        7:08
Friday         7:09

The bus schedule is consistent week to week. Is it true or false that if Amy arrives at
the bus stop at 7:05 A.M., she will miss the bus more than half the time?

A. True—she will miss the bus 2 out of 5 times.

* B. True—she will miss the bus 3 out of 5 times.

C. False—she will miss the bus 2 out of 5 times.

D. False—she will miss the bus 3 out of 5 times.

2.     A cafeteria worker kept track of the numbers and types of cookies that were sold
during one week. All of the types of cookies were sold every day of the week.

Day of       Chocolate               Peanut
Sugar               Oatmeal
Week          Chip                  Butter
Monday          27         10          8         5
Tuesday         25`         12          12        7
Wednesday         28         15          7         4
Thursday         26         13          10        8
Friday          30         14          11        6

Based on the data, which type of cookie would likely be the second best –
selling cookie the next week?

A. Chocolate chip

*      B. Sugar

C. Peanut butter

D. Oatmeal
3. Mrs. Peterson made the chart below to record the number of different colored T-shirts
that her students were wearing on “My Favorite T-shirt Day.”
Favorite Shirt Colors
Color of Shirt          Number of
Students
red                     2
blue                     15
gray                     3
white                    10

1. All of Mrs. Peterson’s students participated in the special day. How many students
are in Mrs. Peterson’s class? Show all your work and/or explain your answer.
2. What is the ratio of students in Mrs. Peterson’s class that are wearing blue T-shirts
to the number of students in Mrs. Peterson’s class? Show all your work and/or
explain your answer in its simplest form.
3. If Mrs. Peterson asked 6 randomly chosen students to stand up, predict how many
students would be wearing blue. Show all your work and/or explain your answer.
BE SURE TO LABEL YOUR RESPONSES 1, 2, AND 3.
SOLUTION AND SCORING FOR #2
PART 1
1 point possible
½ point: Correct answer: 30 (students).
Note: Do not give credit for answer if incorrect procedure is evident.
AND
½ point: Correct and complete procedure shown and/or explained.
Work may contain a calculation or copy error.
Give credit for the following or equivalent:
• 2 + 15 +3 + 10 = # of students or
• “I added 2 plus 15 plus 3 plus 10.”
• 20 + 10 = 30 (obvious grouping)
Note: Do not give credit for vague or incomplete procedure:
Ex: 21 + 9 = 30 (don’t know where #’s come from)
With the correct answer of 30, give credit for the following procedure:
• “I added the number of students.”
PART 2
1 point possible
½ point: Correct answer: ½ , 1 to 2, 1:2, one half, or half, or correct answer
based on incorrect answer (x) to Part 1: 15/x reduced to simplest form.
AND
½ point: Correct and complete procedure shown and/or explained.
May be based on incorrect answer (x) to Part 1.
Work may contain a calculation error in reducing.
Give credit for the following or equivalent:
• 15/30 (doesn’t reduce, or reduces incorrectly) or
• “15 out of 30 are blue.” (doesn’t reduce, or reduces incorrectly) or
• 15/x, where x is the answer to Part 1.
Note: Do not give credit for 30 ÷ 15 = 2 only.
PART 3
2 points possible
1 point: Correct answer: 3 (students) or correct answer based on incorrect ratio given in
Part 2 (rounded if necessary).
Note: Do not give credit for answer if incorrect procedure is evident.
AND
1 point: Correct and complete procedure shown and/or explained.
Work may be based on ratio given in Part 2.
Work may contain a calculation error.
Give credit for the following or equivalent:
• ½ x 6 = # or
15   X
•      =   , x = # or
30   6
• “Since 15 is half of 30, I took half of six.” or
• ½ = 3/6 or
• (Ratio given in Part 2) x 6 = #.

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