6th Grade Math Textbook, Progress

Distances: Standing Long Jump

1.1–1.3

1.4–1.6

1.7–1.9

2.0–2.2

2.3–2.5

Tally Frequency Cumulative

Frequency

?

11

5

?

?

?

?

?

?

?

?

?

1.

2.

3.

4.

5.

Distance

(meters)

Copy and complete the table. Use the completed table for exercises 6–9.

6. How many long jumps were recorded?


7. Within which interval do most jumps fall?


8. How many more students jumped from 1.4 m
   to 1.6 m than from 1.7 m to 1. 9 m?


9. Write a conclusion about the long-jump data
   shown in the table.

Softball Throw: Grade 6

21 20 28 21 24 20 22 28

20 28 26 24 21 23 28 26

29 23 29 20 23 20 21 28

14. Conduct a softball throw (distances to nearest meter or nearest
    yard) with the students in your mathematics or physical education
    class (as in exercises 10–13 above).
    a. Collect the data and make a cumulative frequency table.
    b.Write the three best conclusions you can make about
    the data in your cumulative frequency table.

Some sixth-grade students at Owens School participated in the softball throw.

The numerical data below show the distances thrown, in meters.

10. Organize the data in an
    ungrouped frequency table.
    Include a relative frequency
    column.


11. How many softball throws
    were recorded?


12. Which distance was thrown most 13. Write a conclusion about the data


13. often? Which was thrown exactly 10. in the table. Select two distances


14. 4 times? thrown and compare them to all
    the distances.

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