LESSON 10.

3 Generating Random Samples

Lesson Support
Content Objective Students will learn to generate and use random samples to represent a population.

COMMON
CORE Mathematics Standards Professional Development
7.SP.2 Use data from a random sample to draw inferences about COMMON
CORE Integrate Mathematical Practices MP.5
a population with an unknown characteristic of interest.
Generate multiple samples (or simulated samples) of the This lesson provides an opportunity to address this Mathematical
same size to gauge the variation in estimates or Practice standard. It calls for students to use appropriate tools
predictions. strategically. Students use graphing calculators to generate
random samples and then make predictions about an entire
MP.5 Use appropriate tools strategically. population. Students also simulate a random selection of
numbers without technology by using numbered pieces of paper
and a paper bag, and use the results to make predictions about a
population.

FOCUS COHERENCE RIGOR

Building Background Learning Progressions Cluster Connections
Connecting with Everyday Life In this lesson, students learn several ways to This lesson provides an excellent
A community center holds a raffle to raise generate random numbers that they can opportunity to connect ideas in this cluster:
money for a new building. Two cars are use to make inferences and predictions
Use random sampling to draw inferences
donated as prizes and 1,500 tickets are sold. about populations. Some key
about a population.
Have students discuss several different ways understandings are the following:
that two tickets could be selected to win t
Random samples can be generated Give students the following prompt: “A
the prizes and whether the methods are to simulate problems by rolling restaurant owner orders 100 water glasses
random. number cubes or using a graphing online without knowing that 12 are broken.
calculator’s randInt function. He decides to test a random sample of 15
Selection Methods Random? glasses to predict the number of broken
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water glasses in the order. What graphing
Pick two tickets from hat. yes random samples to see how much
calculator function could be used to
statistical measures vary for
Choose two art students. no simulate this problem? Explain which
different samples of a given size.
randomly generated numbers should
Use randInt calculator function. yes t
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represent broken water glasses and which
Choose last name beginning from a hat can simulate random randomly generated numbers should
no samples.
with letters A–M. represent unbroken water glasses.”
Generating and using random samples to
represent populations, students will Answers: randInt (1, 100); 15; Sample
continue to draw inferences and make answer: Numbers from 1 to 12 could
predictions. In Module 11, they will represent broken water glasses, and 13 to
compare data samples taken from 100 could represent unbroken water
populations and, in Grade 8, further glasses.
investigate patterns of association in
bivariate data.

5"
 PROFESSIONAL DEVELOPMENT

Language Support ELL

Language Objective Students will demonstrate how to generate and use random samples to represent a population.

Leveled Strategies for English Learners ELL

Emerging
When proficiency in English is limited, having students use their primary language in peer-to-peer
discussion encourages higher-level thinking. Have students explain how random samples can be
generated.

Expanding
Working in small groups is an excellent way for English learners to deepen concept knowledge.
Have students list the ways random samples can be generated. Have students of mixed language
proficiency work together.

Bridging
To make sure that the nuances of language have not prevented students from understanding the
concepts, have them discuss how to generate random samples with and without technology.

To help English learners discuss math concepts, provide sentence frames for
Math Talk them when possible.

Linguistic Support ELL

Academic/Content Vocabulary
This lesson contains some vocabulary words not found in the student glossary
that may be new to English Learners: graphing calculator, database, and survey.
Provide sentence frames to support student understanding of these words.
A graphing _______ can plot graphs.
A _______ is a collection of data that is stored in a computer.
A _______ is used to collect information, often by asking people questions.

Building Background
The following words appear throughout the student text, so they may be
familiar to students at the expanding and bridging levels of English proficiency:
infer, predict, guess, conjecture. The challenge for all students, but especially for
English learners, is that there is overlap in the meanings of these words, which
makes it difficult for students to grasp the differences among them. Words like
these with similar meanings are called synonyms. Have English learners add
these words to their word journals.

Generating Random Samples T323B

 10.3
LESSON
Generating Random COMMON

10.3
CORE 7.SP.2
Use data from a random
LESSON COMMON
7.SP.2, MP.5 sample ... Generate multiple
CORE
Samples samples (or simulated
samples) of the same size
to gauge the variation in
estimates or predictions.

Generating Random ? ESSENTIAL QUESTION

How can you generate and use random samples to represent
a population?
Samples
COMMON

EXPLORE ACTIVITY 1 CORE 7.SP.2

1 Engage Generating a Random Sample

?
Using Technology
? ESSENTIAL QUESTION In an earlier lesson, you generated random samples by rolling number
How can you generate and use random samples cubes. You can also generate random samples by using technology.
In Explore Activity 1, you will generate samples using a graphing
to represent a population? Sample answer: calculator.
Generate random samples using a calculator or
other technique for producing random numbers. Each of the 200 students in a school will have a chance to vote on
Use random samples as representative one of two names, Tigers or Bears, for the school’s athletic teams. A
group of students decides to select a random sample of 20 students
populations to make predictions. and ask them for which name they intend to vote. How can the group
choose a random sample to represent the entire population of 200 students?
Motivating the Lesson A One way to identify a random sample is to use a graphing calculator to
Ask: A class of 30 students is assigned a writing
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project. How can the teacher pick five students at To simulate choosing 20 students at random from among 200 students:
random to give their reports first, if each student is
t Press MATH , scroll right and select PRB, then select 5: randInt(.
to have the same likelihood of being chosen? randlnt (1, 200)
Begin the Explore Activity to find out. t Enter the least value, comma, greatest possible value. 43

2 Explore
In this specific case, the students will enter randInt ( 1 , 200 ) 93
75
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because there are 200 students in school.
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EXPLORE ACTIVITY 1 t Hit ENTER 20 times to generate 20 random numbers.

The group gets a list of all the students in the school and assigns a number
Focus on Communication to each one. The group surveys the students with the given numbers.
Students may expect a series of random numbers to
be somewhat evenly distributed or to not include Of the 20 students surveyed, 9 chose Tigers. The percent choosing
the lower or upper limit of the range (1 or 200 in this Tigers was 45% . What might the group infer?
case). Students should understand that randomly The group might infer that the name Bears will probably
generated numbers may or may not be distributed
win, or that both names are almost equally likely to win.
evenly within the given range, can repeat, and can
include any number in the given range.
Lesson 10.3 323
Focus on Technology
Another possible syntax for the randInt command
is randInt (x, y, z), where x is the smallest value, y is DIFFERENTIATE INSTRUCTION Leveled Questions
the largest value, and z is the number of random
integers generated. EXPLORE ACTIVITY 1
AL DOK 1 Recall How many integers do you need to represent the sample
Avoid Common Errors
for the situation? 20 integers
Several graphing calculator functions have similar
names to the randInt function. Students must OL DOK 2 Skills/Concepts When a calculator generates random numbers, can the
choose the randInt function to produce a usable same number appear more than once? Explain. Yes; every
random sample. number in the selected range of values has the same
chance of appearing every time a number is generated.
BL DOK 3 Strategic Thinking Is it likely that each student in a class of 25 would get the
same percent choosing “Tigers” from their simulations? Why
or why not? No; sample answer: It is likely that the students
would generate different numbers and survey different
students. There would be overlap, but not enough to
produce the same percentages for the 25 different
simulations.

323 Lesson 10.3 LEVELED QUESTIONS: AL Approaching Level | OL On Level | BL Beyond Level
 EXPLORE ACTIVITY 1 (cont’d)

B You can simulate multiple random samples to see how much statistical
measures vary for different samples of size 20.
Focus on Critical Thinking
Students may feel that a larger sample will always
Assume that the 200 students are evenly divided among those voting
for Tigers and those voting for Bears. You can generate random
give more accurate results than a smaller sample.
numbers and let each number represent a vote. Let numbers from 1 to Discuss with students how a larger sample is more
100 represent votes for Tigers, and numbers from 101 to 200 represent likely to be representative of the population than
votes for Bears. For each simulated sample, use randInt(1, 200) and
generate 20 numbers.
a smaller sample, but there will still be cases
where a smaller sample can produce the more
Perform the simulation 10 times and record how many numbers from
1 to 100 are generated. How many of the samples indicated that there
accurate results.
were 9 or fewer votes for Tigers?
Check students’ results.
Combine your results with those of your classmates. Make a dot plot
showing the number of numbers from 1 to 100 generated in each
simulation.
Check students’ results.

Reflect
1. Communicate Mathematical Reasoning Assume that it was accurate
to say that the 200 students are evenly divided among those voting for
Tigers and those voting for Bears. Based on your results, does it seem likely
that in a sample of size 20, there would be 9 or fewer votes for Tigers?
Check students’ results.
2. Make a Prediction Based on your answers, do you think it is likely
that Tigers will win? Explain.
Check students’ results.
3. Multiple Representations Suppose you wanted to simulate a

© Houghton Mifflin Harcourt Publishing Company

random sample for the situation in Explore Activity 1 without using
technology. One way would be to use marbles of two different colors
to represent students choosing the different names. Describe how you
could perform a simulation.
Let white represent a vote for Tigers and black
represent a vote for Bears. Place 100 white marbles
and 100 black marbles in a bag. Draw one without
looking, record the color, replace the marble and
repeat till you’ve drawn 20 marbles.

324 Unit 5

Generating Random Samples 324

 COMMON

EXPLORE ACTIVITY 2 CORE 7.SP.2

3 Explain
Generating a Random Sample
EXPLORE ACTIVITY 2
without Technology
Focus on Communication A tree farm has a 100 acre square field arranged in a 10-by-10
The randomness of the sample is dependent on array. The farmer wants to know the average number of trees per
acre. Each cell in the table represents an acre. The number in each
using objects that can easily simulate randomness. cell represents the number of trees on that acre.
A flipped coin results in unpredictable movement
when it lands, but a heavier object might not. 22 24 27 29 31 24 27 29 30 25
Discuss with students what objects seem likely to
37 22 60 53 62 42 64 53 41 62
produce a random sample.
61 54 57 34 44 66 39 60 65 40
Engage with the Whiteboard
45 33 64 36 33 51 62 66 42 42
Before performing the experiment, have a
student circle 10 numbers in the array, 37 34 57 33 47 43 66 33 61 66
attempting to choose cells at random. Compare
66 45 46 67 60 59 51 46 67 48
the outcome of the experiment to the student’s
circled numbers. Discuss whether the student’s 53 46 35 35 55 56 61 46 38 64
selection seems random compared to the actually 55 51 54 62 55 58 51 45 41 53
random selection. How are they different?
61 38 48 48 43 59 64 48 49 47

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Go online to access all your The farmer decides to choose a random sample of 10 of the acres.
lesson-level resources. A To simulate the random selection, number the table columns 1–10 from left to right,
Differentiated Instruction and the rows 1–10 from top to bottom. Write the numbers 1–10 on identical pieces of
paper. Place the pieces into a bag. Draw one at random, replace it, and draw another.
t
Reteach Let the first number represent a table column, and the second represent a row. For
my.hrw.com t
Reading Strategies instance, a draw of 2 and then 3 represents the cell in the second column and third
t
Success for English Learners row of the table, an acre containing 54 trees. Repeat this process 9 more times.

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Practice and Problem Solving B Based on your sample, predict the average number of trees per acre. How does your
A/B, C, D answer compare with the actual mean number, 48.4?
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Math on the Spot Videos Check students’ answers. They may not be very close to the
actual mean because the sample was so small.
C Compare your answer to B with several of your classmates’ answers. Do they vary
a lot? Is it likely that you can make a valid prediction about the average number of
trees per acre? Explain.
Check students’ answers.

Lesson 10.3 325

DIFFERENTIATE INSTRUCTION Leveled Questions

EXPLORE ACTIVITY 2
AL DOK 1 Recall In Part A, suppose you draw a 5, then a 3. What number would that
represent? Explain. 44, the number in the fifth column, third row
OL DOK 2 Skills/ Could you perform the simulation by writing the number in each cell
TEACHER TO TEACHER Concepts on a small piece of paper, then putting the papers into a bag and
Manipulatives Students can use playing cards drawing 10 pieces? What would be any disadvantages compared to the
to generate sets of random numbers. given method? Yes; sample answer: The method would take much more
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cards 2 to 10 from any suit, and the ace for 1.
BL DOK 3 Strategic How could you use technology to generate a random sample for this
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select each digit. Pick any suit, and use the Thinking activity? Give specific information. Sample answer: Use a graphing
jack for 0, the ace for 1, and the cards 2 to 9. calculator. Number the table cells from 1–100. On the probability
menu, select 5:randInt and enter (1, 100). Hit the enter button
Remind students to replace the chosen card 10 times. Your sample consists of the numbers in the 10 cells
and reshuffle after each draw. identified by the generated numbers.

325 Lesson 10.3 LEVELED QUESTIONS: AL Approaching Level | OL On Level | BL Beyond Level
 EXPLORE ACTIVITY 2 (cont’d)

Reflect 4 Elaborate
4. Communicate Mathematical Ideas Suppose that you use the method
in A to collect a random sample of 25 acres. Do you think any resulting Talk About It
prediction would be more or less reliable than your original one? Explain.
Sample answer: More reliable; the larger sample should be Summarize the Lesson
Ask: Compare and contrast generating a
more representative of the population.
random sample using a calculator, and
5. Multiple Representations How could you use technology to select the generating a random sample by performing an
acres for your sample? experiment. With both methods, it is important to
Number the acres in the grid from 1 to 100. Use the formula randInt (1, 100) select a large enough sample to accurately
to generate numbers. Sample the acres with those numbers. represent the population. When generating a
random sample by performing an experiment, it is
important to make sure the experiment involves
random selection.
Guided Practice Guided Practice
A manufacturer gets a shipment of 600 batteries of which 50 are defective. Engage with the Whiteboard
The store manager wants to be able to test random samples in future
shipments. She tests a random sample of 20 batteries in this shipment to For Exercises 2–3, have a volunteer generate
see whether a sample of that size produces a reasonable inference about a list of 20 random numbers and write them
the entire shipment. (Explore Activities 1 and 2) on the whiteboard. Have another student analyze
1. The manager selects a random sample using the formula the list. Is the sample reasonable in this case?
randInt ( 1 , 600 to generate ) 20 random numbers.
Avoid Common Errors
2. She lets numbers from 1 to 50 represent defective batteries, and
Exercise 2 Encourage students to go through the
51
to 600 represent working batteries. She generates this list: 120, list carefully and circle the numbers that represent

© Houghton Mifflin Harcourt Publishing Company

413, 472, 564, 38, 266, 344, 476, 486, 177, 26, 331, 358, 131, 352, 227, 31,
253, 31, 277. defective batteries as they go. Missing even one or
two numbers makes a large difference to the final
3. Does the sample produce a reasonable inference?
50
No, it has 4 defective batteries, or 20%. For the shipment, ___ , or calculation.
600
about 8% of the batteries are defective.

?
? ESSENTIAL QUESTION CHECK-IN

4. What can happen if a sample is too small or is not random?

Sample answer: A too-small or non-random sample is
likely to pick unrepresentative data values.

326 Unit 5

DIFFERENTIATE INSTRUCTION Intervention and Additional Support

Reteach
Name ________________________________________ Date __________________ Class __________________ Reading Strategies
Name ________________________________________ Date __________________ Class __________________ Success for English Learners
Name ________________________________________ Date __________________ Class __________________

LESSON
Generating Random Samples LESSON
Generating Random Samples LESSON
Generating Random Samples
10-3 10-3 10-3
Reteach Reading Strategies: Read a Table Success for English Learners
When you are generating or reading about random samples, you will often
A random sample of equally-likely events can be generated with
find the details about the sampling and its results in a table. This lesson Problem 1
random-number programs on computers or by reading random
presents two different uses of tables for random sampling. How many free throws are made out of 10 attempts by each eighth-grade
numbers from random-number tables in mathematics textbooks that
are used in the study of statistics and probability. Random Sampling Results physical education class team?
In your math class, random samples can be modeled using coins or This type of table simply presents the sampling categories and the results “Good” free throws by eighth-grade teams:
number cubes. For example, consider the random sample that consists of a random sampling activity.
of the sum of the numbers on two number cubes. 5 1 10 9 5 1 9
Rose bushes, 1st sample 24 9 9 4 8 8 9 1
Example 1 Solution Rose bushes, 2nd sample 15 7 10 7 9 7 4 1
Generate 10 random samples of the sum Rolling the number cubes gives these Rose bushes, 3rd sample 20 4 1 5 6 2 4 3
of the numbers on the faces of two number random samples:
Rose bushes, 4th sample 11 4 6 6 5 4 7 2
cubes. 2, 6, 6, 4, 3, 11, 11, 8, 7, and 10
Rose bushes, 5th sample 23 6 3 9 9 5 4 2
Example 2 Solution Random Sampling Grid
What are the different possible outcomes from List the outcomes as ordered pairs: The random sampling grid is used as a means of generating random
rolling the two number cubes in Example 1? (1, 1), (1, 2), (1, 3), (1, 4), (1, 5), (1, 6), samples from a population. This grid shows a professional golfer’s scores
Write the outcomes as sums. (2, 1), (2, 2), (2, 3), (2, 4), (2, 5), (2, 6), Label the teams
on each hole after playing 36 holes or two rounds of golf. A random Find 3 random samples. from 1 to 42 on slips
(3, 1), (3, 2), (3, 3), (3, 4), (3, 5), (3, 6),
(4, 1), (4, 2), (4, 3), (4, 4), (4, 5), (4, 6),
(5, 1), (5, 2), (5, 3), (5, 4), (5, 5), (5, 6),
sample of the golfer’s scores on each hole can be estimated by taking
a sample of the holes using a pair of number cubes.
First round: Second round
How?
Calculator? Number
cubes? Spinners?
of paper.
1st row: 1  7, 2nd
row: 8  14, etc.
Personal Math Trainer
(6, 1), (6, 2), (6, 3), (6, 4), (6, 5), (6, 6)
Then, write the sums of the ordered pairs:
2, 3, 4, 5, 6, 7, 3, 4, 5, 6, 7, 8, 4, 5, 6, 7, 8,
9, 5, 6, 7, 8, 9, 10, 6, 7, 8, 9, 10, 11, 7, 8, 9,
4
4
3
4
5
5
3
3
3
3
2
4
4
3
3
4
4
2
5
3
3
4
3
3
Results of drawing three of the slips of paper: Teams 20, 29, and 12
Daily Intervention
5 6 3 3 2 2 3 3 3 4 5 3

Example 3
10, 11, and 12

Solution
Sample scores per round: 3, 5, 4 (first round); 4, 2, 5 (second round)
Free throws by team in the samples:
Team 20 4 goals 10.3 Homework
Answer the questions. Team 29 4 goals
How do the frequency of the outcomes of In Example 1, there is one each of 2, 3, 4, 7, 1. A farmer expects to harvest 600 apricots 2. The table shows the number of female
8, and 10, two 6’s, and two 11’s. In Example Team 12 8 goals
the 10 random samples in Example 1 per tree this growing season. The table beagle puppies in 18 litters. A number
compare with the frequency of their sums in 3, there is one 2, two 3’s, three 4’s, four 5’s, 1. How many teams got 4 goals? 2. How many teams got 8 goals?
shows the results of three sample pickings. cube is rolled three times to give samples
Example 2? five 6’s, six 7’s, five 8’s, four 9’s, three 10’s, Will the farmer get the yield he wants? of 1, 5, and 3 female puppies. Are these
two 11’s, and one 12. ________________________________________ ________________________________________
representative samples? Explain.
1 2 4 5 3 2 3. What number of goals appears most? 4. What number of goals appears least?
Apricots, 1st sample 559
Answer the questions about the examples.
1. How do the random samples compare
with the predicted number of outcomes?
2. How do you think the outcomes in 100
random samples would compare with
Apricots, 2nd sample
Apricots, 3rd sample
590
578
2
2
1
2
5
3
1
4
4
1
2
3
________________________________________ ________________________________________ Pages shown are from
________________________________________
the expected results?

________________________________________
________________________________________ ________________________________________ Differentiated Instruction.
________________________________________ ________________________________________

Original content Copyright © by Houghton Mifflin Harcourt. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Houghton Mifflin Harcourt. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Houghton Mifflin Harcourt. Additions and changes to the original content are the responsibility of the instructor.
Also available online.
235 235
236
236
237 237

Generating Random Samples 326

 Name Class Date

5 Evaluate 10.3 Independent Practice Personal

Math Trainer

Independent Practice COMMON

CORE 7.SP.2
Online
Assessment and
my.hrw.com Intervention

COMMON
CORE 7.SP.2 Maureen owns three bagel shops. Each shop sells 500 bagels per day.
Maureen asks her store managers to use a random sample to see how many
whole-wheat bagels are sold at each store each day. The results are shown
Pressed for Time in the table. Use the table for 5–7.

10.3 Differentiated Homework Assignments Total bagels in sample Whole-wheat bagels

Shop A 50 10
AL Approaching Level 5–9, 12 Shop B 100 23
OL On Level 5–9, 11 Shop C 25 7

BL Beyond Level 5–9, 10 5. If you assume the samples are representative, how many whole-wheat
bagels might you infer are sold at each store?
For Below Level students, assign Personal Math Shop A sells 100; Shop B sells 115; Shop C sells 140.
Trainer, Daily Intervention 10.3 Homework.
6. Rank the samples for the shops in terms of how representative they are
COMMON likely to be. Explain your rankings.
CORE Mathematical Practices Exercises
From most to least likely: B, A, C; Shop B’s sample would be the
MP.2 Reasoning 11
most representative because it contained the most bagels.
MP.3 Logic 5–7, 12
7. Which sample or samples should Maureen use to tell her managers how
MP.4 Modeling 8–10 many whole-wheat bagels to make each day? Explain.

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Shop A or Shop B; Both samples are large enough to
Focus on Higher Order Thinking
produce a reasonably valid inference. Shop C’s sample is
Depth of Knowledge Exercises too small.
2 Skills/Concepts 5–9
8. In a shipment of 1,000 T-shirts, 75 do not meet quality standards. The table
3 Strategic Thinking 10–12 below simulates a manager’s random sample of 20 T-shirts to inspect. For
the simulation, the integers 1 to 75 represent the below-standard shirts.

124 876 76 79 12 878 86 912 435 91

340 213 45 678 544 271 714 777 812 80
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In the sample, how many of the shirts are below quality standards? 2
If someone used the sample to predict the number of below standard
shirts in the shipment, how far off would the prediction be?
The prediction would be that 100 of the shirts are below-
standard. That is 1_13 times the actual count of 75.

Lesson 10.3 327

DIFFERENTIATE INSTRUCTION Leveled Homework/Practice

Practice and Problem Solving A/B
Name ________________________________________ Date __________________ Class __________________
Practice and Problem Solving C
Name ________________________________________ Date __________________ Class __________________ Practice and Problem Solving D
Name ________________________________________ Date __________________ Class __________________

LESSON
Generating Random Samples LESSON
Generating Random Samples LESSON
Generating Random Samples
10-3 10-3 10-3
Practice and Problem Solving: A/B Practice and Problem Solving: C 3UDFWLFHDQG3UREOHP6ROYLQJ'

Use the description below to complete Exercises 1–3. Use the situation below to complete Exercises 1–3. Answer the questions below. Part of the first one is done for you.
In a set of 1,000 integers from 1 to 1,000, an integer chosen at random on A national conservation organization plans to award grants to fish 1. A rancher’s herd of 250 cattle grazes over a 40-acre
a single trial should be an integer from 1 to 25 about 25 out of every 1,000 hatcheries that produce populations of 1,000 or more individuals of pasture. He would like to find out how many cattle are Sample 1 4
trials, or one out of every 40 integers selected. endangered species during a seasonal breeding period. The number grazing on each acre of the pasture at any given time,
so he has some images of the pasture taken by the state Sample 2 1
of fish born at each of the hatcheries that enter the grant competition is
1. A sample of 5 integers selected is shown. Does this Trial 1 406 12,000 fish. Three hatcheries sampled broods of 240 new-born fish and department of agriculture’s aerial photography division. Here Sample 3 9
sample represent the general rule for picking an reported these results of the number of endangered species born. are the number of cattle found in three one-acre sections.
integer from 1 to 25 in the population of integers from Trial 2 734
a. What can the rancher conclude from these samples about how
1 to 1,000? Explain. Trial 3 44 Hatchery A Hatchery B Hatchery C many cattle graze on each acre of the 40-acre pasture?
________________________________________ Trial 4 340 Sample 1 3 Sample 1 10 Sample 1 4 Sample answer: There could be as few as one or as many as 9 cattle
_____________________________________________________________________________________
Trial 5 996 Sample 2 19
2. How many integers between 1 and 25 would you Sample 2 12 Sample 2 3 grazing on an acre, or an average of about 5 cattle grazing per acre.
_____________________________________________________________________________________
expect to appear in a sample of 80 trials? Explain. Sample 3 2 Sample 3 9 Sample 3 1
b. If the cattle were equally “spread out” across all of the 40 acres,

Personal Math Trainer ________________________________

3. The following integers from 1 to 25 appeared when a sample of

1. How many individual endangered fish would need to be in each
sample to qualify for the grant prize? Explain your reasoning.
how many cattle would you expect to find on each acre?

_____________________________________________________________________________________
50 integers was taken from the list of the integers from 1 to 1,000. _________________________________________________________________________________________

t
10.3 Homework 12, 21, and 16

Is this sample of 50 trials more or less than what was expected
for the population as a whole? Explain.
2. Why do these samples imply that none of the three hatcheries have
enough endangered species individuals to qualify for the grant?
_____________________________________________________________________________________

c. Why could the sample collected above differ from the number you
would expect on each acre of pasture land?
_________________________________________________________________________________________

t
Standards-Based
_________________________________________________________________________________________ _____________________________________________________________________________________
3. What would be a reasonable guess for the number of endangered
Use the description below to complete Exercises 4–5. individuals in the whole population of each hatchery? Show the _____________________________________________________________________________________

A manufacturer of flea collars for animals that weigh less than 5 kilograms calculations that support your answers.

Intervention 7.SP.2 injects the collars with 15 milligrams of a biocide that only acts on fleas.
The manufacturer will release a collar that has no less than 14 milligrams
and no more than 16 milligrams of insecticide. The following list shows the
_________________________________________________________________________________________
2. The manager of a warehouse would like to know how many errors are
made when a product’s serial number is read by a bar-code reader.
Six samples of 1,000 scans each are collected. The number of
Solve. scanning errors in each sample of 1,000 scans is recorded:
result of sampling 36 collars from an actual production run of 720 collars. 36, 14, 21, 39, 11, and 2 errors
4. The six-by-six grid shows 36 consecutive
17, 14, 14, 16, 14, 15, 15, 15, 16, 14, 16, 14, 15, 15, 15, 16, 13, 13, 30 17 20 24 23 30 a. Find the mean and the median number of errors per 1,000 scans
nightly samples of the sky and the number
13, 13, 13, 14, 14, 13, 17, 14, 15, 13, 14, 15, 16, 17, 14, 17, 14, 15 of galaxies that can be seen on each night 16 27 13 3 30 25 based on these six samples.
4. How many flea collars out of a production run of 720 collars would be with a small refracting telescope. 3 25 16 28 9 11
2 6 29 27 1 27 _____________________________________________________________________________________
acceptable to ship according to this sample? Explain your reasoning. What range of numbers would you give for

Pages shown are from _________________________________________________________________________________________

the number of galaxies visible on any one of
the 36 nights? Justify your answer.
6
2
21
21
7
7
8
5
13
30
19
13
Just to be sure, the manager collects six more 1,000-scan
samples with these results:
5. How many flea collars out of a production run of 720 flea collars would _______________________________________________________________________ 33, 45, 34, 17, 1, and 29 errors

Differentiated Instruction. have too much biocide and could not be shipped? Explain your
reasoning. b. Find the mean and the median number of errors based on all 12
samples. How do your answers compare to your answers in part a?

Also available online.

_________________________________________________________________________________________
_____________________________________________________________________________________
______________________________

232 233 234

Original content Copyright © by Houghton Mifflin Harcourt. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Houghton Mifflin Harcourt. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Houghton Mifflin Harcourt. Additions
tions and changes to the original content are th
the responsibility of the instructor.
232 233 234

327 Lesson 10.3

 9. Multistep A 64-acre coconut farm is arranged in an
56 54 40 34 44 66 43 65
8-by-8 array. Mika wants to know the average number
of coconut palms on each acre. Each cell in the table 66 33 42 36 33 51 62 63 Quick Check
represents an acre of land. The number in each cell tells
COMMON
how many coconut palms grow on that particular acre. 33 34 66 33 47 43 66 61
CORE 7.SP.2
46 35 48 67 60 59 52 67
a. The numbers in green represent Mika’s random
sample of 10 acres. What is the average number of 46 32 64 35 55 47 61 38 10.3 Lesson Quiz
coconut palms on the randomly selected acres?
45 51 53 62 55 58 51 41 Carter orders 120 glass ornaments online. He
49.8 palms 48 38 47 48 43 59 64 54 decides to test a random sample of 20
b. Project the number of palms on the entire farm. 53 67 59 59 58 48 62 45 ornaments to predict the number of cracked
about 3,187 palms ornaments in the order.
1. What graphing calculator function could be
FOCUS ON HIGHER ORDER THINKING Work Area used to generate random numbers to simulate
this problem? randInt(1,120).
10. Draw Conclusions A random sample of 15 of the 78 competitors at a
middle school gymnastics competition are asked their height. The data 2. How many random numbers should be
set lists the heights in inches: 55, 57, 57, 58, 59, 59, 59, 59, 59, 61, 62, 62,
generated to simulate this problem? 20
63, 64, 66. What is the mean height of the sample? Do you think this is a
reasonable prediction of the mean height of all competitors? Explain.
Suppose Carter discovered that 16 of the
60 inches; Sample answer: yes; the sample is random and of ornaments in the shipment of 120 ornaments
a good size. But taking more samples to gauge the variability were broken. He tested a random sample of 20
among the samples would make for a more valid estimate. ornaments from another shipment of 120 and
assumed that the ratio of broken to unbroken
11. Critical Thinking The six-by-six grid 12 15 16 9 21 11 ornaments was the same.
contains the ages of actors in a youth
Shakespeare festival. Describe a method 9 10 14 10 13 12 3. Explain which randomly generated numbers
for randomly selecting 8 cells by using could represent cracked ornaments, and which
16 21 14 12 8 14
number cubes. Then calculate the
average of the 8 values you found. 16 20 9 16 19 18 randomly generated numbers could represent

© Houghton Mifflin Harcourt Publishing Company

Sample answer: Roll two six- 17 14 12 15 10 15
noncracked ornaments. Sample answer:
Numbers from 1 to 16 could represent cracked
sided number cubes, with one 12 20 14 10 12 9
ornaments, and numbers 17 to 120 could
cube representing the row and represent intact ornaments.
the other representing the column. Select the cell represented 4. How many cracked ornaments would Carter
by the row and column shown on the cubes. Answers will vary expect to find in the order based on this
sample: 60, 5, 99, 88, 61, 19, 57, 50, 21, 49, 78,
based on each student’s results but should be about 13 or 14.
94, 80, 2, 109, 14, 79, 41, 90, 114? Explain.
12. Communicating Mathematical Ideas Describe how the size of a random 18 cracked ornaments; __ 3
of the sample is
sample affects how well it represents a population as a whole. 320
__
between 1 and 16, so 20 of the sample
Sample answer: The larger a random sample is, the more represents cracked ornaments. __ 3
20
of 120 gives
likely it is to represent the population accurately. 18 cracked ornaments in the entire shipment.
328 Unit 5
Differentiate Instruction
IF a student misses more than one question, THEN
DIFFERENTIATE INSTRUCTION Extend-the-Math Activity PRE-AP Differentiate Instruction:
Ana buys 1,000 hair clips for $275 without t
10.3 Reteach
925 224 278 884 273 246 442 761 882 267 t
Personal Math Trainer 7.SP.2
knowing that 160 of the clips are broken.
She selects a random sample of 50 clips to 317 95 364 853 282 46 741 591 662 18
predict how many are broken in all. The 986 638 395 275 269 583 357 411 58 614 Interactive Whiteboard
random numbers in the chart represent her 285 254 294 194 952 740 143 334 349 275 Interactive Lesson quiz available online
sample. If Ana wants to make a profit of at
least $225 selling all the unbroken clips, 316 422 271 79 552 784 759 879 134 645
what is the lowest price she can charge per clip?
Justify your answer.
$0.59; there are 7 values between 1 and 160, so 14% of the sample is broken. She
can estimate that 140 clips are broken and 860 are not. She must earn at least
500
275 + 225 = $500. She should charge ___860
≈ $0.59 each.

Generating Random Samples 328