1. Girls in two Year 12 classes in Myanmar measured their heights in inches. The data are represented on the dot plots below. Mr. Sanson's Class Mrs. Kwei's Class 60 68 72 60 66 68 70 72 a) Find the mean height in each class. b) Calculate the variabilty of each graph (i.e., the MAD and/or SAD). You will need to be able to justify which variable measurement is required. c) Redraw the dotplots so they are easier to compare and (see last week's reading, Kader and Mamer, 2008, p. 39), to support your calculation of the SAD/MAD d) Translate the data of each graph into Box and Whisker Plots (also called a Box Plot). There is one example on LEO of how to construct a Box and Whisker Plot; you many also need to explore further examples to work out how to do this efficiently. What are the benefits of the Box and Whisker Plots over the Dot Plots? 2. Erin was expected to write three 300-word syntheses. Her lecturer used statistics to check this, rather than count 900 words. She counts the words in each first line of Erin's paragraphs: 21, 20, 16, 19, 15. There are 35 full lines plus the equivalent of two more full lines from paragraph ends. Is Erin likely to have met the word limit? Explain using a suitable statistic. 3. Draw a rectangle and call it Figure A Then answer the following questions: NB. In responding to all rational number questions your focus is on trying to demonstrate and develop fractional thinking. Do not measure figures as this is using measurement thinking, not fractional thinking. a) If figure A is one third of a longer bar, show the whole [bar]. Explain your thinking. b) If figure A is five thirds of a bar, show the whole. Explain your thinking. c) If figure A is seven thirds of a bar, show the whole. Explain your thinking. d) If figure A is two thirds of a longer bar, show the whole. Explain your thinking