While this support activity is designed for a face-to-face, synchronous delivery, it should be noted that supporting text and interactive examples have been embedded in the digital assignment page to assist asynchronous or hybrid course delivery and to be made more accessible to students performing make-up work.

Suggested instructional plan for synchronous active-learning

In the upcoming preview assignment, students will need to read and interpret histograms in order to make estimations of the mean and median. This corequisite support activity will review reading and interpreting graphs that display the distribution of quantitative data (e.g., dotplots and histograms).

• Students can work in pairs or small groups to complete this support activity. Consider re-grouping as a class after each problem to address questions or areas of confusion.
• If students struggle to connect the height of the histogram with frequency (since individual data values are now aggregated), consider connecting them back to Questions 1 – 3 and their reasoning with dotplots.
• Given the numerical values displayed on the histograms, students could struggle to identify the widths of intervals. Consider going over how to calculate and/or estimate the widths of the intervals.
• Question 11 could spark good discussion on the various ways to interpret the meaning of “missing more classes.” This could be a natural transition into the preview assignment, where students will calculate mean and median.
• In Question 14, try to elicit different ways to arrive at the answer. For example, all cereals have either less than 200 mg of sodium OR 200 or more mg of sodium. Therefore, students can use their answer from Question 13 to answer Question 14. The total number of cereals is 20, so 20−7 (the answer from Question 13) = 13.