Eureka Math Module 5 – Statistics and Probability

Topic A Topic C
Lesson 13: Populations,
Lesson 1: Chance Experiments Samples, and Generalizing from
a Sample to a Population
Lesson 2: Estimating Probabilities
by Collecting Data Lesson 14: Selecting a Sample

Lesson 3: Chance Experiments

with Equally Likely Outcomes Lesson 15: Random Sampling

Lesson 4: Probabilities for Chance

Lesson 16: Methods for
Experiments with Equally Likely
Selecting a Random Sample
Outcomes
Lesson 5: Chance Experiments
with Outcomes That Are Not Lesson 17: Sampling Variability
Equally Likely
Lesson 6: Using Tree Diagrams to
Lesson 18: Sampling Variability
Represent a Sample Space and to
and the Effect of Sample Size
Calculate Probabilities
Lesson 19: Understanding
Lesson 7: Calculating
Variability When Estimating a
Probabilities of Compound Events
Population Proportion

Topic B Lesson 20: Estimating a

Population Proportion
Lesson 8: The Difference Between
Theoretical and Estimated
Probabilities
Topic D
Lesson 9: Comparing Estimated
Probabilities to Probabilities Lesson 21: Why Worry About
Predicted by a Model Sampling Variability?
Lesson 10: Conducting a
Simulation to Estimate the Lesson 22: Using Sample Data to
Probability of an Event Compare the Means of Two or
More Populations
Lesson 11: Conducting a
Simulation to Estimate the Lesson 23: Using Sample Data to
Probability of an Event Compare the Means of Two or
More Populations

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 Eureka Math Module 5 – Statistics and Probability

Lesson 1 – Chance Experiments

Essential Questions:

Example 1: Spinner Game

Suppose you and your friend are about to play a game using the spinner shown here:

Rules of the game:

1. Decide who will go first.

2. Each person picks a color. Both players cannot pick the same color.

3. Each person takes a turn spinning the spinner and recording what color the spinner stops
on. The winner is the person whose color is the first to happen 10 times.

Play the game, and remember to record the color the spinner stops on for each spin.

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 Eureka Math Module 5 – Statistics and Probability

Exercises 1-4

1. Which color was the first

to occur 10 times?

2. Do you think it makes a

difference who goes first
to pick a color?

3. Which color would you

pick to give you the best
chance of winning the
game? Why would you
pick that color?

4. Here are three different

spinners. On which
Spinner A Spinner B Spinner C
spinner is the green
likely to win, unlikely to
Green
Red
win, and equally likely to
Green Red
win?
Green Red

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 Eureka Math Module 5 – Statistics and Probability

Example 2: What is Probability?

Probability is a measure of how likely it is that an event will happen. A probability is indicated
by a number between 0 and 1. Some events are certain to happen, while others are impossible.
In most cases, the probability of an event happening is somewhere between certain and
impossible.

For example, consider a box that contains only red cubes. If you were to select one cube from
the bag, you are certain to pick a red one. We say that an event that is certain to happen has a
probability of 1. If we were to reach into the same bag of cubes, it is impossible to select a
yellow cube. An impossible event has a probability of 0.

Description Example Explanation

You have a bag with two green

Some events are impossible. There is no way to select a blue
cubes, and you select one at
These events have a probability cube if there are no blue cubes
random. Selecting a blue cube
of 0. in the bag.
is an impossible event.

You have a bag with two green

You will always get a green cube
Some events are certain. These cubes, and you select one at
if there are only green cubes in
events have a probability of 1. random. Selecting a green cube
the bag.
is a certain event.

Since exactly half of the bag is

made up of blue cubes and
Some events are classified as You have a bag with one blue
exactly half of the bag is
equally likely to happen or not cube and one red cube, and you
comprised of red cubes, there is
to happen. These events have a randomly pick one. Selecting a
a 50/50 chance (equally likely)
1 blue cube is equally likely to
probability of . of selecting a blue cube and a
2 happen or not to happen.
50/50 chance (equally likely) of
NOT selecting a blue cube.
Some events are more likely to Even though it is not certain
If you have a bag that contains
happen than not to happen. that you will get a blue cube, a
eight blue cubes and two red
These events have a probability blue cube would be selected
cubes, and you select one at
that is greater than 0.5. These most of the time because there
random, it is likely that you will
events could be described as are many more blue cubes than
get a blue cube.
likely to occur. red cubes.
Some events are less likely to Even though it is not impossible
If you have a bag that contains
happen than not to happen. to get a red cube, a red cube
eight blue cubes and two red
These events have a probability would not be selected very
cubes, and you select one at
that is less than 0.5. These often because there are many
random, it is unlikely that you
events could be described as more blue cubes than red
will get a red cube.
unlikely to occur. cubes.

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 Eureka Math Module 5 – Statistics and Probability

Exercises 1-4

1. Decide where each event would be located on the scale below. Place the letter for
each event on the appropriate place on the probability scale.

0 1/2 1
Impossible Unlikely Equally Likely to Likely Certain
Occur or Not Occur

Event:

A. You will see a live dinosaur on the

way home from school today.

B. A solid rock dropped in the water will

sink.

C. A round disk with one side red and

the other side yellow will land yellow
side up when flipped.

D. A spinner with four equal parts

numbered 1-4 will land on the 4 on
the next spin.

E. Your full name will be drawn when a

full name is selected randomly from
a bag containing the full names of all
of the students in your class.

F. A red cube will be drawn when a

cube is selected from a bag that has
five blue cubes and five red cubes.

G. Tomorrow the temperature outside

will be –250 degrees.

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 Eureka Math Module 5 – Statistics and Probability

2. Design a spinner so that the

probability of green is 1.

3. Design a spinner so that the

probability of green is 0.

4. Design a spinner with two

outcomes in which it is equally
likely to land on the red and green
parts.

Exercises 5-6

An event that is impossible has a probability of 0 and will never occur, no matter how many
observations you make. This means that in a long sequence of observations, it will occur 0%
of the time. An event that is certain has a probability of 1 and will always occur. This means
that in a long sequence of observations, it will occur 100% of the time.

5. What do you think it means for an

1
event to have a probability of 2?

6. What do you think it means for an

1
event to have a probability of 4?

Summary

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 Eureka Math Module 5 – Statistics and Probability

Lesson 1 - Independent Practice

1. Match each spinner below with the words impossible, unlikely, equally likely to occur or not
occur, likely, and certain to describe the chance of the spinner landing on black.
Spinner A: Spinner B: Spinner C:
Spinner A Spinner B Spinner C

Spinner D: Spinner E:
Spinner D Spinner E

2. Decide if each of the following events is impossible, unlikely, equally likely to occur or not
occur, likely, or certain to occur.
a. A vowel will be picked when a letter is randomly selected from the word lieu.

b. A vowel will be picked when a letter is randomly selected from the word math.

c. A blue cube will be drawn from a bag containing only five blue and five black cubes.

d. A red cube will be drawn from a bag of 100 red cubes.

e. A red cube will be drawn from a bag of 10 red and 90 blue cubes.

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 Eureka Math Module 5 – Statistics and Probability

3. A shape will be randomly drawn from the box shown below. Decide where each event
would be located on the probability scale. Then, place the letter for each event on the
appropriate location on the probability scale.

Event:

A. A circle is drawn.

B. A square is drawn.

C. A star is drawn.

D. A shape that is not a square is drawn.

Probability Scale

0 1/2 1
Impossible Unlikely Equally Likely to Likely Certain
Occur or Not Occur

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 Eureka Math Module 5 – Statistics and Probability

4. Color the cubes below so that it would be equally likely to choose a blue or yellow cube.

5. Color the cubes below so that it would be likely but not certain to choose a blue cube from
the bag.

6. Color the cubes below so that it would be unlikely but not impossible to choose a blue cube
from the bag.

7. Color the cubes below so that it would be impossible to choose a blue cube from the bag.

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 Eureka Math Module 5 – Statistics and Probability

Lesson 2 – Estimating Probabilities by Collecting Data

Essential Questions:

Example 1: Carnival Game

At the school carnival, there is a game in which students spin a large spinner. The spinner has
four equal sections numbered 1-4 as shown below. To play the game, a student spins the
spinner twice and adds the two numbers that the spinner lands on. If the sum is greater than or
equal to 5, the student wins a prize.

1 2

3 4

Exercises 1–8
You and your partner will play this game 15 times. Record the outcome of each spin in the
table below.
st nd
Turn 1 Spin Results 2 Spin Results Sum
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15

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 Eureka Math Module 5 – Statistics and Probability

1. Out of the 15 turns, how

many times was the sum
greater than or equal to 5?

2. What sum occurred most

often?

3. What sum occurred least

often?

4. If students were to play a

lot of games, what
proportion of the games
would they win? Explain
your answer.

5. Name a sum that would be

impossible to get while
playing the game.

6. What event is certain to

occur while playing the
game?

When you were spinning the spinner and recording the outcomes, you were performing a
chance experiment. You can use the results from a chance experiment to estimate the
probability of an event. In the example above, you spun the spinner 15 times and counted how
many times the sum was greater than or equal to 5. An estimate for the probability of a sum
greater than or equal to 5 is
Number of observed occurrences of the event
𝑃𝑃(sum ≥ 5) = .
Total number of observations

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 Eureka Math Module 5 – Statistics and Probability

7. Based on your experiment

of playing the game, what
is your estimate for the
probability of getting a
sum of 5 or more?

8. Based on your experiment

of playing the game, what
is your estimate for the
probability of getting a
sum of exactly 5?

Example 2: Animal Crackers

A student brought a very large jar of animal crackers to share with students in class. Rather
than count and sort all the different types of crackers, the student randomly chose 20 crackers
and found the following counts for the different types of animal crackers. Estimate the
probability of selecting a zebra
Lion 2
Camel 1
Monkey 4
Elephant 5
Zebra 3
Penguin 3
Tortoise 2
Total 20
Exercises 9–15
If a student randomly selected a cracker from a large jar:

9. What is your estimate for

the probability of selecting a
lion?

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 Eureka Math Module 5 – Statistics and Probability

10. What is your estimate for

the probability of selecting a
monkey?

11. What is your estimate for

the probability of selecting a
penguin or a camel?

12. What is your estimate for

the probability of selecting a
rabbit?

13. Is there the same number of

each kind of animal cracker
in the large jar? Explain
your answer.

14. If the student randomly

selected another 20 animal
crackers, would the same
results occur? Why or why
not?
15. If there are 500 animal
crackers in the jar, how
many elephants are in the
jar? Explain your answer.

Summary

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 Eureka Math Module 5 – Statistics and Probability

Lesson 2 - Independent Practice

1. Play a game using the two spinners below. Spin each spinner once, and then multiply the
outcomes together. If the result is less than or equal to 8, you win the game. Play the game 15
times, and record your results in the table below. Then, answer the questions that follow.

Turn 1st Spin Results 2nd Spin Results Product

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15

a. What is your estimate for the probability of getting a product of 8 or less?

b. What is your estimate for the probability of getting a product of more than 8?

c. What is your estimate for the probability of getting a product of exactly 8?

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 Eureka Math Module 5 – Statistics and Probability

d. What is the most likely product for this game?

e. If you play this game another 15 times, will you get the exact same results? Explain.

2. A seventh-grade student surveyed students at her school. She asked them to name their
favorite pet. Below is a bar graph showing the results of the survey.

Use the results from the survey to answer the following questions.
a. How many students answered the survey question?

b. How many students said that a snake was their favorite pet?

Now suppose a student will be randomly selected and asked what his favorite pet is.
c. What is your estimate for the probability of that student saying that a dog is his favorite
pet?

d. What is your estimate for the probability of that student saying that a gerbil is his favorite
pet?

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 Eureka Math Module 5 – Statistics and Probability

e. What is your estimate for the probability of that student saying that a frog is his favorite
pet?

3. A seventh-grade student surveyed 25 students at her school. She asked them how many hours
a week they spend playing a sport or game outdoors. The results are listed in the table below.
Number of hours Tally Frequency
0 | | | 3
1 | | | | 4
2 | | | | 5
3 | | | | | | 7
4 | | | 3
5 0
6 | | 2
7 0
8 | 1

a. Draw a dot plot of the results.

0 1 2 3 4 5 6 7 8
Number of Hours

Suppose a student will be randomly selected.

b. What is your estimate for the probability of that student answering 3 hours?

c. What is your estimate for the probability of that student answering 8 hours?

d. What is your estimate for the probability of that student answering 6 or more hours?

e. What is your estimate for the probability of that student answering 3 or fewer hours?

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 Eureka Math Module 5 – Statistics and Probability

f. If another 25 students were surveyed do you think they would give the exact same results?
Explain your answer.

g. If there are 200 students at the school, what is your estimate for the number of students
who would say they play a sport or game outdoors 3 hours per week? Explain your answer.

4. A student played a game using one of the spinners below. The table shows the results of 15
spins. Which spinner did the student use? Give a reason for your answer.
Spin Results Spinner A

1 1
2 1
1 2
3 2
4 3
3
5 1
6 2
Spinner B
7 3
8 2
3
9 2
10 1 1

11 2 2

12 2
13 1
Spinner C
14 3
15 1
2

1
3

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 Eureka Math Module 5 – Statistics and Probability

Lesson 3 – Chance Experiments with Equally Likely Outcomes

Essential Questions:

Example 1
Jamal, a seventh grader, wants to design a game that involves tossing paper cups. Jamal tosses
a paper cup five times and records the outcome of each toss. An outcome is the result of a
single trial of an experiment.

Here are the results of each toss:

Jamal noted that the paper cup could land in one of three ways: on its side, right side up, or
upside down. The collection of these three outcomes is called the sample space of the
experiment. The sample space of an experiment is the set of all possible outcomes of that
experiment.
For example, the sample space when flipping a coin is heads, tails.
The sample space when drawing a colored cube from a bag that has 3 red, 2 blue, 1 yellow, and
4 green cubes is red, blue, yellow, green.

Exercises 1–6
For each of the following chance experiments, list the sample space (i.e., all the possible
outcomes).

1. Drawing a colored cube from a bag

with 2 green, 1 red, 10 blue, and 3
black.

2. Tossing an empty soup can to see

how it lands.

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 Eureka Math Module 5 – Statistics and Probability

3. Shooting a free-throw in a
basketball game.

4. Rolling a number cube with the

numbers 1-6 on its faces.

5. Selecting a letter from the word

probability.

6. Spinning the spinner:

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 Eureka Math Module 5 – Statistics and Probability

Example 2: Equally Likely Outcomes

The sample space for the paper cup toss was on its side, right side up, and upside down. Do
you think each of these outcomes has the same chance of occurring? If they do, then they are
equally likely to occur.
The outcomes of an experiment are equally likely to occur when the probability of each
outcome is equal.
Toss the paper cup 30 times and record in a table the results of each toss.
Toss Outcome
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

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 Eureka Math Module 5 – Statistics and Probability

Exercises 7–10

7. Using the results of your

experiment, what is your
estimate for the
probability of a paper cup
landing on its side?

8. Using the results of your

experiment, what is your
estimate for the
probability of a paper cup
landing upside down?

9. Using the results of your

experiment, what is your
estimate for the
probability of a paper cup
landing right side up?

10. Based on your results, do

you think the three
outcomes are equally likely
to occur?

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 Eureka Math Module 5 – Statistics and Probability

Exercises 11-12
11. Using the spinner, answer the following questions.

a. Are the events spinning

and landing on 1 or 2
equally likely?

b. Are the events spinning

and landing on 2 or 3
equally likely?

c. How many times do you

predict the spinner will
land on each section after
100 spins?

12. Draw a spinner that has 3

sections that are equally
likely to occur when the
spinner is spun. How
many times do you think
the spinner will land on
each section after 100
spins?

Summary

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 Eureka Math Module 5 – Statistics and Probability

Lesson 3 - Independent Practice

1. For each of the following chance experiments, list the sample space (all the possible
outcomes).
a. Rolling a 4-sided die with the numbers 1-4 on the faces of the die.

b. Selecting a letter from the word mathematics.

c. Selecting a marble from a bag containing 50 black marbles and 45 orange marbles.

d. Selecting a number from the even numbers from 2-14, inclusive.

e. Spinning the spinner below:

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 Eureka Math Module 5 – Statistics and Probability

2. For each of the following, decide if the two outcomes listed are equally likely to occur. Give
a reason for your answer.
a. Rolling a 1 or a 2 when a 6-sided number cube with the numbers 1-6 on the faces of the
cube is rolled.

b. Selecting the letter a or k from the word take.

c. Selecting a black or an orange marble from a bag containing 50 black and 45 orange
marbles.

d. Selecting a 4 or an 8 from the even numbers from 2-14, including 2 and 14.

e. Landing on a 1 or 3 when spinning the spinner below.

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 Eureka Math Module 5 – Statistics and Probability

3. Color the cubes below so that it would be equally likely to choose a blue or yellow cube.

4. Color the cubes below so that it would be more likely to choose a blue than a yellow cube.

5. You are playing a game using the spinner below. The game requires that you spin the
spinner twice. For example, one outcome could be yellow on 1st spin and red on 2nd spin.
List the sample space (all the possible outcomes) for the two spins.

6. List the sample space for the chance experiment of flipping a coin twice.

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 Eureka Math Module 5 – Statistics and Probability

Lesson 4 – Calculating Probabilities for Chance Experiments with

Equally Likely Outcomes
Essential Questions:

Examples: Theoretical Probability

In a previous lesson, you saw that to find an estimate of the probability of an event for a chance
experiment you divide
Number of observed occurrences of the event
𝑃𝑃(event)= .
Total number of observations

Your teacher has a bag with some cubes colored yellow, green, blue, and red. The cubes are
identical except for their color. Your teacher will conduct a chance experiment by randomly
drawing a cube with replacement from the bag. Record the outcome of each draw in the table
below.
Trial Outcome
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

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 Eureka Math Module 5 – Statistics and Probability

Examples 1-4
1. Based on the 20 trials, estimate for the probability of
a. choosing a yellow
cube.

b. choosing a green
cube.

c. choosing a red cube.

d. choosing a blue cube.

2. If there are 40 cubes in the

bag, how many cubes of
each color are in the bag?
Explain.

3. If your teacher were to

randomly draw another 20
cubes one at a time and
with replacement from the
bag, would you see exactly
the same results? Explain.

4. Find the fraction of each

color of cubes in the bag.
Yellow

Green

Red

Blue

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 Eureka Math Module 5 – Statistics and Probability

Define:
theoretical probability

When all the possible

outcomes of an
experiment are equally
likely, the probability of
each outcome is

An event is a collection of
outcomes, and when the
outcomes are equally
likely, the theoretical
probability of an event can
be expressed as

The theoretical probability

of drawing a blue cube is

Examples 5-6
5. Is each color equally likely
to be chosen? Explain your
answer.

6. How do the theoretical

probabilities of choosing
each color from Exercise 4
compare to the
experimental probabilities
you found in Exercise 1?

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 Eureka Math Module 5 – Statistics and Probability

Example 7
7. An experiment consisted of flipping a nickel and a dime. The first step in finding the
theoretical probability of obtaining a heads on the nickel and a heads on the dime is to list
the sample space. For this experiment, the sample space is shown below.
Nickel Dime
H H
H T
T H
T T

If the counts are fair, these outcomes are equally likely so the probability of each outcome is
_________.

The probability of two heads is ______ or 𝑃𝑃(two heads) = ________.

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 Eureka Math Module 5 – Statistics and Probability

Exercise 1
Consider a chance experiment of rolling a number cube.

a. What is the sample space?

List the probability of each
outcome in the sample
space.

b. What is the probability of

rolling an odd number?

c. What is the probability of

rolling a number less than
5?

Exercise 2
Consider an experiment of randomly selecting a letter from the word number.
d. What is the sample space?
List the probability of each
outcome in the sample
space.

e. What is the probability of

selecting a vowel?

f. What is the probability of

selecting the letter z?

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 Eureka Math Module 5 – Statistics and Probability

Exercise 3
Consider an experiment of randomly selecting a cube from a bag of 10 cubes.
a. Color the cubes to the
right so that the
probability of selecting a
1
blue cube is 2.

b. Color the cubes to the

right so that the
probability of selecting a
4
blue cube is 5.

Exercise 4
Students are playing a game that requires spinning the two spinners shown below.

Red Blue

Red Blue

Green
Yellow

c. List the sample space and

the probability of each
outcome in the sample
space

d. A student wins the game if

both spins land on red.
What is the probability of
winning the game?

Summary

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 Eureka Math Module 5 – Statistics and Probability

Lesson 4 - Independent Practice

1. In a seventh grade class of 28 students, there are 16 girls and 12 boys. If one student is
randomly chosen to win a prize, what is the probability that a girl is chosen?

2. An experiment consists of spinning the spinner once.

1 2
a. Find the probability of landing on a 2.
3 3

1 4

1
2
b. Find the probability of landing on a 1.

c. Is landing in each section of the spinner equally likely to occur? Explain.

3. An experiment consists of randomly picking a square section from the board shown below.
a. Find the probability of choosing a triangle.

b. Find the probability of choosing a star.

c. Find the probability of choosing an empty square.

d. Find the probability of choosing a circle.

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 Eureka Math Module 5 – Statistics and Probability

4. Seventh graders are playing a game where they randomly select two integers from 0–9,
inclusive, to form a two-digit number. The same integer might be selected twice.
a. List the sample space for this chance experiment. List the probability of each outcome
in the sample space.

b. What is the probability that the number formed is between 90 and 99, inclusive?

c. What is the probability that the number formed is evenly divisible by 5?

d. What is the probability that the number formed is a factor of 64?

5. A chance experiment consists of flipping a coin and rolling a number cube with the numbers
1-6 on the faces of the cube.
a. List the sample space of this chance experiment. List the probability of each outcome
in the sample space.

b. What is the probability of getting a heads on the coin and the number 3 on the number
cube?

c. What is the probability of getting a tails on the coin and an even number on the
number cube?

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 Eureka Math Module 5 – Statistics and Probability

6. A chance experiment consists of spinning the two spinners below.

a. List the sample space and the probability of each outcome.

b. Find the probability of the event of getting a red on the first spinner and a red on the
second spinner.

c. Find the probability of a red on at least one of the spinners.

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 Eureka Math Module 5 – Statistics and Probability

Lesson 5 – Chance Experiments with Outcomes That Are

Not Equally Likely
Essential Questions:

In previous lessons, you learned that when the outcomes in a sample space are equally likely,
the probability of an event is the number of outcomes in the event divided by the number of
outcomes in the sample space. However, when the outcomes in the sample space are not
equally likely, we need to take a different approach.

Example 1
When Jenna goes to the farmer’s market Number of
she usually buys bananas. The number of 0 1 2 3 4 5
Bananas
bananas she might buy and their
Probability 0.1 0.1 0.1 0.2 0.2 0.3
probabilities are shown in the table.
a. What is the probability that
Jenna buys exactly 3
bananas?
b. What is the probability that
Jenna does not buy any
bananas?
c. What is the probability that
Jenna buys more than
3 bananas?
d. What is the probability that
Jenna buys at least 3
bananas?
e. What is the probability that
Jenna doesn’t buy exactly 3
bananas?
f. Notice that the sum of the
probabilities in the table is

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 Eureka Math Module 5 – Statistics and Probability
Exercises 1–2
Jenna’s husband, Rick, is concerned about his diet. On any given day, he eats 0, 1, 2, 3, or 4
servings of fruit and vegetables. The probabilities are given in the table below.
Number of Servings of Fruit and Vegetables 0 1 2 3 4
Probability 0.08 0.13 0.28 0.39 0.12

1. On a given day, find the probability that Rick eats:

a. Two servings of fruit

and vegetables.

b. More than two

servings of fruit and
vegetables.

c. At least two servings

of fruit and
vegetables.

2. Find the probability that

Rick does not eat exactly
two servings of fruit and
vegetables.

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 Eureka Math Module 5 – Statistics and Probability

Example 2
Luis works in an office, and the phone rings occasionally. The possible number of phone calls
he receives in an afternoon and their probabilities are given in the table below.

Number of Phone Calls 0 1 2 3 4

1 1 2 1 1
Probability
6 6 9 3 9

a. Find the probability that Luis

receives 3 or 4 phone calls.
b. Find the probability that Luis
receives fewer than 2 phone
calls.
c. Find the probability that Luis
receives 2 or fewer phone calls.
d. Find the probability that Luis
does not receive 4 phone calls.

Exercise 3
When Jenna goes to the farmer’s market, she also usually buys some broccoli. The possible
number of heads of broccoli that she buys and the probabilities are given in the table below.

Number of Heads of Broccoli 0 1 2 3 4

1 1 5 1 1
Probability
12 6 12 4 12
Find the probability that Jenna
a. Buys exactly 3 heads of
broccoli.

b. Does not buy exactly 3

heads of broccoli.

c. Buys more than 1 head of

broccoli.

d. Buys at least 3 heads of

broccoli.

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 Eureka Math Module 5 – Statistics and Probability

Exercises 4-7
The diagram below shows a spinner
designed like the face of a clock. The
sectors of the spinner are colored red (R),
blue (B), green (G), and yellow (Y).

4. Writing your answers as fractions in lowest terms, find the probability that the pointer stops
on the following colors.

a. Red:

b. Blue:

c. Green:

d. Yellow:

5. Complete the table of

probabilities. Color Red Blue Green Yellow

Probability

6. Find the probability that

the pointer stops in either
the blue region or the
green region.
7. Find the probability that
the pointer does not stop
in the green region.

Summary

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 Eureka Math Module 5 – Statistics and Probability

Lesson 5 - Independent Practice

1. The Gator Girls are a soccer team. The possible number of goals the Gator Girls will score in a game
and their probabilities are shown in the table below.

Number of Goals 0 1 2 3 4
Probability 0.22 0.31 0.33 0.11 0.03

Find the probability that the Gator Girls:

a. Score more than two goals.

b. Score at least two goals.

c. Do not score exactly 3 goals.

2. The diagram at the right shows a spinner. The pointer is spun,

and the player is awarded a prize according to the color on
which the pointer stops.

a. What is the probability that the pointer stops in the red

region?

b. Complete the table below showing the probabilities of the three possible results.

Color Red Green Blue

Probability

c. Find the probability that the pointer stops on green or blue.

d. Find the probability that the pointer does not stop on green.

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 Eureka Math Module 5 – Statistics and Probability

3. Wayne asked every student in his class how many siblings (brothers and sisters) they had. Survey
results are shown in the table below. (Wayne included himself in the results.)

Number of Siblings 0 1 2 3 4

Number of Students 4 5 14 6 3

(Note: The table tells us that 4 students had no siblings, 5 students had one sibling, 14 students had
two siblings, and so on.)
a. How many students are there in Wayne’s class, including Wayne?

b. What is the probability that a randomly selected student does not have any siblings? Write
your answer as a fraction in lowest terms.

c. The table below shows the possible number of siblings and the probabilities of each number.
Complete the table by writing the probabilities as fractions in lowest terms.

Number of Siblings 0 1 2 3 4

Probability

d. Writing your answers as fractions in lowest terms, find the probability that the student
i. Has fewer than two siblings.

ii. Has two or fewer siblings.

iii. Does not have exactly one sibling.

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 Eureka Math Module 5 – Statistics and Probability

Lesson 6 – Using Tree Diagrams to Represent a Sample Space and to

Calculate Probabilities
Essential Questions:

Suppose a girl attends a preschool where the students are studying primary colors. To help
teach calendar skills, the teacher has each student maintain a calendar in his or her cubby. For
each of the four days that they are covering primary colors in class, students get to place a
colored dot on their calendar: blue, yellow, or red. When the four days of the school week
have passed (Monday–Thursday), what might the young girl’s calendar look like?
One outcome would be four blue dots if the student chose blue each day. But consider that the
first day (Monday) could be blue, and the next day (Tuesday) could be yellow, and Wednesday
could be blue, and Thursday could be red. Or, maybe Monday and Tuesday could be yellow,
Wednesday could be blue, and Thursday could be red. Or, maybe Monday, Tuesday, and
Wednesday could be blue, and Thursday could be red, and so on and so forth.
As hard to follow as this seems now, we have only mentioned 3 of the 81 possible outcomes in
terms of the four days of colors! Listing the other 78 outcomes would take several pages!
Rather than listing outcomes in the manner described above (particularly when the situation
has multiple stages, such as the multiple days in the case above), we often use a tree diagram
to display all possible outcomes visually. Additionally, when the outcomes of each stage are the
result of a chance experiment, tree diagrams are helpful for computing probabilities.

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 Eureka Math Module 5 – Statistics and Probability

Example 1: Two Nights of Games

Imagine that a family decides to play a game each night. They all agree to use a
tetrahedral die (i.e., a four-sided pyramidal die where each of four possible outcomes is
equally likely) each night to randomly determine if they will play a board game (B) or a
card game (C). The tree diagram mapping the possible overall outcomes over two
consecutive nights will be developed below.
To make a tree diagram, first present all possibilities for the first stage. (In this case, Monday.)
Monday Tuesday Outcome

Then, from each branch of the first stage, attach all possibilities for the second stage (Tuesday).
Monday Tuesday Outcome

B BB

B
C BC

B CB

C CC

Note: If the situation has more than two stages, this process would be repeated until all stages
have been presented.

a. If BB represents two
straight nights of board
games, what does CB
represent?

b. List the outcomes where

exactly one board game is
played over two days.
How many outcomes
were there?

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 Eureka Math Module 5 – Statistics and Probability

Example 2: Two Nights of Games (with Probabilities)

In the example above, each night's outcome is the result of a chance experiment (rolling the
tetrahedral die). Thus, there is a probability associated with each night's outcome.
By multiplying the probabilities of the outcomes from each stage, we can obtain the probability
for each “branch of the tree.” In this case, we can figure out the probability of each of our four
outcomes: BB, BC, CB, and CC.
For this family, a card game will be played if the die lands showing a value of 1, and a board
game will be played if the die lands showing a value of 2, 3, or 4. This makes the probability of
a board game (B) on a given night 0.75.

a. The probabilities for two of the

four outcomes are shown.
Now, compute the probabilities
for the two remaining
outcomes.
b. What is the probability that
there will be exactly one night of
board games over the two
nights?

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 Eureka Math Module 5 – Statistics and Probability

Exercises: Two Children

Two friends meet at a grocery store and remark that a neighboring family just welcomed
their second child. It turns out that both children in this family are girls, and they are
not twins. One of the friends is curious about what the chances are of having 2 girls in a
family's first 2 births. Suppose that for each birth the probability of a boy birth is 0.5
and the probability of a girl birth is also 0.5.

1. Draw a tree diagram demonstrating

the four possible birth outcomes for
a family with 2 children (no twins).
Use the symbol B for the outcome
of boy and G for the outcome of girl.
Consider the first birth to be the
first stage. (Refer to Example 1 if
you need help getting started.)

2. Write in the probabilities of each

stage’s outcome to the tree diagram
you developed above, and
determine the probabilities for each
of the 4 possible birth outcomes for
a family with 2 children (no twins).
3. What is the probability of a family
having 2 girls in this situation? Is
that greater than or less than the
probability of having exactly 1 girl in
2 births?

Summary

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 Eureka Math Module 5 – Statistics and Probability

Lesson 6 - Independent Practice

1. Imagine that a family of three (Alice, Bill, and Chester) plays bingo at home every night.
1
Each night, the chance that any one of the three players will win is 3.
a. Using A for Alice wins, B for Bill wins, and C for Chester wins, develop a tree diagram
that shows the nine possible outcomes for two consecutive nights of play.

b. Is the probability that “Bill wins both nights" the same as the probability that “Alice
wins the first night and Chester wins the second night”? Explain.

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 Eureka Math Module 5 – Statistics and Probability

2. According to the Washington, D.C. Lottery's website for its Cherry Blossom Doubler instant
scratch game, the chance of winning a prize on a given ticket is about 17%. Imagine that a
person stops at a convenience store on the way home from work every Monday and
Tuesday to buy a Scratcher ticket to play the game.
a. Develop a tree diagram showing the four possible outcomes of playing over these two
days. Call stage 1 “Monday,” and use the symbols W for a winning ticket and L for a
non-winning ticket.

b. What is the chance that the player will not win on Monday but will win on Tuesday?

c. What is the chance that the player will win at least once during the two-day period?

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 Eureka Math Module 5 – Statistics and Probability

Lesson 7 – Calculating Probabilities of Compound Events

Essential Questions:

A previous lesson introduced tree diagrams as an effective method of displaying the possible
outcomes of certain multistage chance experiments. Additionally, in such situations, tree
diagrams were shown to be helpful for computing probabilities.
In those previous examples, diagrams primarily focused on cases with two stages. However,
the basic principles of tree diagrams can apply to situations with more than two stages.

Example 1: Three Nights of Games Monday Tuesday Outcome

Recall a previous example where a family decides to play a B BB

game each night, and they all agree to use a tetrahedral
die (a four-sided die in the shape of a pyramid where each B
of four possible outcomes is equally likely) each night to C BC
randomly determine if the game will be a board (B) or a
card (C) game. The tree diagram mapping the possible
B CB
overall outcomes over two consecutive nights was as
follows: C

C CC

But how would the diagram change if you were interested in mapping the possible overall
outcomes over three consecutive nights? To accommodate this additional third stage, you
would take steps similar to what you did before. You would attach all possibilities for the third
stage (Wednesday) to each branch of the previous stage (Tuesday).
Monday Tuesday Wednesday Outcome

B BBB

B
B C BBC
B BCB
C

C BCC
B CBB
B
C CBC
C
B CCB
C

C CCC

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 Eureka Math Module 5 – Statistics and Probability

Exercises 1-3
1. If BBB represents three straight nights of
board games, what does CBB represent?

2. List all outcomes where exactly two board

games were played over three days. How
many outcomes were there?

3. There are eight possible outcomes

representing the three nights. Are the eight
outcomes representing the three nights
equally likely? Why or why not?

Example 2: Three Nights of Games (with Probabilities)

In the example above, each night's outcome is the result of a chance experiment (rolling the
four-sided die). Thus, there is a probability associated with each night's outcome.
By multiplying the probabilities of the outcomes from each stage, you can obtain the
probability for each “branch of the tree.” In this case, you can figure out the probability of each
of our eight outcomes.
For this family, a card game will be played if the die lands showing a value of 1, and a board
game will be played if the die lands showing a value of 2, 3, or 4. This makes the probability of
a board game (B) on a given night 0.75.
Let’s use a tree to examine the probabilities of the outcomes for the three days.

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 Eureka Math Module 5 – Statistics and Probability

Exercises 4-6
4. Probabilities for two of the eight
outcomes are shown. Calculate
the approximate probabilities for
the remaining six outcomes.

5. What is the probability that there

will be exactly two nights of board
games over the three nights?
6. What is the probability that the
family will play at least one night
of card games?

Exercises 7–10: Three Children

A neighboring family just welcomed their third child. It turns out that all 3 of the children in this
family are girls, and they are not twins or triplets. Suppose that for each birth the probability of
a boy birth is 0.5 and the probability of a girl birth is also 0.5. What are the chances of having 3
girls in a family's first 3 births?

7. Draw a tree diagram showing

the eight possible birth
outcomes for a family with
3 children (no twins or triplets).
Use the symbol B for the
outcome of boy and G for the
outcome of girl. Consider the
first birth to be the first stage.
(Refer to Example 1 if you need
help getting started.)

8. Write in the probabilities of

each stage's outcomes in the
tree diagram you developed
above, and determine the
probabilities for each of the
eight possible birth outcomes
for a family with 3 children (no
twins).

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 Eureka Math Module 5 – Statistics and Probability

9. What is the probability of a

family having 3 girls in this
situation? Is that greater than
or less than the probability of
having exactly 2 girls in 3
births?

10. What is the probability of a

family of 3 children having at
least 1 girl?

Summary

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 Eureka Math Module 5 – Statistics and Probability

Lesson 7 - Independent Practice

1. According to the Washington, D.C. Lottery's website for its Cherry Blossom Double” instant
scratch game, the chance of winning a prize on a given ticket is about 17%. Imagine that a
person stops at a convenience store on the way home from work every Monday, Tuesday,
and Wednesday to buy a Scratcher ticket and plays the game.
a. Develop a tree diagram showing the eight possible outcomes of playing over these
three days. Call stage one “Monday,” and use the symbols W for a winning ticket and L
for a non-winning ticket.

b. What is the probability that the player will not win on Monday but will win on Tuesday
and Wednesday?

c. What is the probability that the player will win at least once during the 3-day period?

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 Eureka Math Module 5 – Statistics and Probability

2. A survey company is interested in conducting a statewide poll prior to an upcoming

election. They are only interested in talking to registered voters.
Imagine that 55% of the registered voters in the state are male and 45% are female. Also,
consider that the distribution of ages may be different for each group. In this state, 30% of
male registered voters are age 18–24, 37% are age 25–64, and 33% are 65 or older. 32% of
female registered voters are age 18–24, 26% are age 25–64, and 42% are 65 or older.
The following tree diagram describes the distribution of registered voters. The probability
of selecting a male registered voter age 18–24 is 0.165.

a. What is the chance that the polling company will select a registered female voter age
65 or older?

b. What is the chance that the polling company will select any registered voter age 18–
24?

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 Eureka Math Module 5 – Statistics and Probability

Lesson 8 – The Difference Between Theoretical Probabilities and

Estimated Probabilities
Essential Questions:

Did you ever watch the beginning of a Super Bowl game? After the traditional handshakes, a
coin is tossed to determine which team gets to kick-off first. Whether or not you are a football
fan, the toss of a fair coin is often used to make decisions between two groups.

Examples 1-9: Why a Coin?

Coins were discussed in previous lessons of this module. What is special about a coin? In most
cases, a coin has two different sides: a head side (heads) and a tail side (tails). The sample
space for tossing a coin is {heads, tails}. If each outcome has an equal chance of occurring
1
when the coin is tossed, then the probability of getting heads is 2, or 0.5. The probability of
getting tails is also 0.5. Note that the sum of these probabilities is 1.
The probabilities formed using the sample space and what we know about coins are called the
theoretical probabilities. Using observed relative frequencies is another method to estimate
the probabilities of heads or tails. A relative frequency is the proportion derived from the
number of the observed outcomes of an event divided by the total number of outcomes. Recall
from earlier lessons that a relative frequency can be expressed as a fraction, a decimal, or a
percent. Is the estimate of a probability from this method close to the theoretical probability?
The following example investigates how relative frequencies can be used to estimate
probabilities.
Beth tosses a coin 10 times and records her results. Here are the results from the 10 tosses:

Toss 1 2 3 4 5 6 7 8 9 10
Result H H T H H H T T T H

The total number of heads divided by the total number of tosses is the relative frequency of
heads. It is the proportion of the time that heads occurred on these tosses. The total number
of tails divided by the total number of tosses is the relative frequency of tails.

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 Eureka Math Module 5 – Statistics and Probability

1. Beth started to complete the following table as a way to investigate the relative
frequencies. For each outcome, the total number of tosses increased. The total number of
heads or tails observed so far depends on the outcome of the current toss. Complete this
table for the 10 tosses recorded above.
Total Relative frequency of Total Relative frequency
Toss Outcome number of heads so far (to the number of of tails so far (to the
heads so far nearest hundredth) tails so far nearest hundredth)
1 0
1 H 1 =1 0 =0
1 1
2 0
2 H 2 =1 0 =0
2 2
2 1
3 T 2 ≈ 0.67 1 ≈ 0.33
3 3

10

2. What is the sum of

the relative
frequency of heads
and the relative
frequency of tails
for each row of the
table?

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 Eureka Math Module 5 – Statistics and Probability

3. Beth’s results
can also be
displayed using a
graph. From the
table above,
complete the
graph below
using the values
of relative
frequency of
heads so far.

4. Beth continued tossing the coin and recording results for a total of 40 tosses. Here are the
results of the next 30 tosses:
Toss 11 12 13 14 15 16 17 18 19 20
Result T H T H T H H T H T

Toss 21 22 23 24 25 26 27 28 29 30
Result H T T H T T T T H T

Toss 31 32 33 34 35 36 37 38 39 40
Result H T H T H T H H T T

As the number of Relative frequency of

Number of Total number of
tosses increases, heads so far (to the
tosses heads so far
the relative nearest hundredth)
frequency of 1
heads changes.
Complete the 5
following table 10
for the 40 coin
tosses: 15

20

25

30

35

40

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 Eureka Math Module 5 – Statistics and Probability

5. From the table

above, complete
the graph to the
right using the
relative
frequency of
heads so far for
the total number
of tosses of 1, 5,
10, 15, 20, 25,
30, 35, and 40.

6. What do you
notice about the
changes in the
relative
frequency of the
number of heads
so far as the
number of tosses
increases?
7. If you tossed the
coin 100 times,
what do you
think the relative
frequency of
heads would be?
Explain your
answer.
8. Based on the
graph and the
relative
frequencies,
what would you
estimate the
probability of
getting heads to
be? Explain your
answer.

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 Eureka Math Module 5 – Statistics and Probability

9. How close is
your estimate in
Example 8 to the
theoretical
probability of
0.5? Would the
estimate of this
probability have
been as good if
Beth had only
tossed the coin a
few times
instead of 40?

The value you gave

in Example 8 is an
estimate of the
theoretical
probability and is
called

Exercises 1–8
Beth received nine more pennies. She securely taped them together to form a small stack. The
top penny of her stack showed heads, and the bottom penny showed tails. If Beth tosses the
stack, what outcomes could she observe?

1. Beth wanted to
determine the
probability of getting
heads when she
tosses the stack. Do
you think this
probability is the
same as the
probability of getting
heads with just one
coin? Explain your
answer.

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 Eureka Math Module 5 – Statistics and Probability

2. Make a sturdy stack of 10 pennies in which one end of the stack has a penny showing heads
and the other end tails. Make sure the pennies are taped securely, or you may have a mess
when you toss the stack. Toss the stack to observe possible outcomes.
a. What is the
sample space for
tossing a stack of
10 pennies taped
together?
b. Do you think the
probability of
each outcome of
the sample space
is equal? Explain
your answer.

3. Record the results of 10 tosses. Complete the following table of the relative frequencies of
heads for your 10 tosses:

Toss 1 2 3 4 5 6 7 8 9 10

Result

Relative
frequency of
heads so far

4. Based on the value of

the relative
frequencies of heads
so far, what would
you estimate the
probability of getting
heads to be?

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 Eureka Math Module 5 – Statistics and Probability

5. Toss the stack of 10 pennies another 20 times. Complete the following table:

Toss 11 12 13 14 15 16 17 18 19 20
Result

Toss 21 22 23 24 25 26 27 28 29 30
Result

6. Summarize the
Relative frequency
relative frequency of Total
Number of of heads so far
heads so far by number of
tosses (to the nearest
completing the heads so far
hundredth)
following table:
1

10

15

20

25

30

7. Based on the relative

frequencies for the
30 tosses, what is
your estimate of the
probability of getting
heads? Can you
compare this
estimate to a
theoretical
probability like you
did in the first
example? Explain
your answer.

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 Eureka Math Module 5 – Statistics and Probability

8. Create another stack of pennies. Consider creating a stack using 5 pennies, 15 pennies or
20 pennies taped together in the same way. Again, make sure the pennies are taped
securely!
Toss the stack you made 30 times and record the outcome for each toss.
Toss 1 2 3 4 5 6 7 8 9 10
Result

Toss 11 12 13 14 15 16 17 18 19 20
Result

Toss 21 22 23 24 25 26 27 28 29 30
Result

Summary

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 Eureka Math Module 5 – Statistics and Probability

Lesson 8 - Independent Practice

1. If you created a stack of 15 pennies taped together, do you think the probability of getting a
heads on a toss of the stack would be different than for a stack of 10 pennies? Explain your
answer.

2. If you created a stack of 20 pennies taped together, what do you think the probability of
getting a heads on a toss of the stack would be? Explain your answer.

3. Based on your work in this lesson, complete the following table of the relative frequencies
of heads for the stack you created:

Number Relative frequency of

Total number of
of heads so far (to the
heads so far
tosses nearest hundredth)
1

10

15

20

25

30

4. What is your estimate of the probability that your stack of pennies will land heads up
when tossed? Explain your answer.

5. Is there a theoretical probability you could use to compare to the estimated probability?
Explain you answer.

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 Eureka Math Module 5 – Statistics and Probability

Lesson 9 – Comparing Estimated Probabilities to Probabilities Predicted

by a Model
Essential Questions:

Exploratory Challenge: Game Show—Picking Blue!

Imagine, for a moment, the following situation: You and your classmates are contestants on a
quiz show called Picking Blue! There are two bags in front of you, Bag A and Bag B. Each bag
contains red and blue chips. You are told that one of the bags has exactly the same number of
blue chips as red chips. But you are told nothing about the ratio of blue to red chips in the other
bag.
Each student in your class will be asked to select either Bag A or Bag B. Starting with Bag A, a chip
is randomly selected from the bag. If a blue chip is drawn, all of the students in your class who
selected Bag A win a Blue Token. The chip is put back in the bag. After mixing up the chips in the
bag, another chip is randomly selected from the bag. If the chip is blue, the students who picked
Bag A win another Blue Token. After the chip is placed back into the bag, the process continues
until a red chip is picked. When a red chip is picked, the game moves to Bag B. A chip from the
Bag B is then randomly selected. If it is blue, all of the students who selected Bag B win a Blue
Token. But if the chip is red, the game is over. Just like for Bag A, if the chip is blue, the process
repeats until a red chip is picked from the bag. When the game is over, the students with the
greatest number of Blue Tokens are considered the winning team.
Without any information about the bags, you would probably select a bag simply by guessing. But
surprisingly, the show’s producers are going to allow you to do some research before you select a
bag. For the next 20 minutes, you can pull a chip from either one of the two bags, look at the
chip, and then put the chip back in the bag. You can repeat this process as many times as you
want within the 20 minutes. At the end of 20 minutes, you must make your final decision and
select which of the bags you want to use in the game.

Getting Started
Assume that the producers of the show do not want to give away a lot of their Blue Tokens. As a
result, if one bag has the same number of red and blue chips, do you think the other bag would
have more, or fewer, blue chips than red chips? Explain your answer.

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 Eureka Math Module 5 – Statistics and Probability

Planning the Research

Your teacher will provide you with two bags labeled ‘A’ and ‘B.’ You have 20 minutes to
experiment with pulling chips one at a time from the bags. After you examine a chip, you must
put it back in the bag. Remember, no peeking in the bags as that will disqualify you from the
game. You can pick chips from just one bag, or you can pick chips from one bag and then the
other bag.
Use the results from 20 minutes of research to determine which bag you will choose for the game.
Provide a description outlining how you will carry out your research:

Carrying Out the Research

Share your plan with your teacher. Your teacher will verify whether your plan is within the rules of
the quiz show. Approving your plan does not mean, however, that your teacher is indicating that
your research method offers the most accurate way to determine which bag to select. If your
teacher approves your research, carry out your plan as outlined. Record the results from your
research, as directed by your teacher.

Playing the Game

After the research has been conducted, the competition begins. First, your teacher will shake up
Bag A. A chip is selected. If the chip is blue, all students who selected Bag A win an imaginary blue
token. The chip is put back in the bag, and the process continues. When a red chip is picked from
Bag A, students selecting Bag A have completed the competition. Your teacher will now shake up
Bag B. A chip is selected. If it is blue, all students who selected Bag B win an imaginary blue token.
The process continues until a red chip is picked. At that point, the game is over.
How many blue tokens did you win?

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 Eureka Math Module 5 – Statistics and Probability

Examining Your Results

At the end of the game, your teacher will open the bags and reveal how many blue and red chips
were in each bag. Answer the questions that follow. After you have answered these questions,
discuss them with your class.

1. Before you played the game,

what were you trying to learn
about the bags from your
research?

2. What did you expect to happen

when you pulled chips from the
bag with the same number of
blue and red chips? Did the bag
that you thought had the same
number of blue and red chips
yield the results you expected?

3. How confident were you in

predicting which bag had the
same number of blue and red
chips? Explain.

4. What bag did you select to use

in the competition and why?

5. If you were the show’s

producers, how would you
make up the second bag?
(Remember, one bag has the
same number of red and blue
chips.)

6. If you picked a chip from Bag ‘B’

100 times and found that you
picked each color exactly 50
times, would you know for sure
that bag B was the one with
equal numbers of each color?

Summary

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 Eureka Math Module 5 – Statistics and Probability

Lesson 9 - Independent Practice

Jerry and Michael played a game similar to Picking Blue!. The following results are from their
research using the same two bags:
Jerry’s research: Michael’s research:

Number of Number of Number of Number of

red chips blue chips red chips blue chips
picked picked picked picked
Bag A 2 8 Bag A 28 12
Bag B 3 7 Bag B 22 18

1. If all you knew about the bags were the results of Jerry’s research, which bag would you
select for the game? Explain your answer.

2. If all you knew about the bags were the results of Michael’s research, which bag would you
select for the game? Explain your answer.

3. Does Jerry’s research or Michael’s research give you a better indication of the make-up of
the blue and red chips in each bag? Explain why you selected this research.

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 Eureka Math Module 5 – Statistics and Probability

4. Assume there are 12 chips in each bag. Use either Jerry’s or Michael’s research to estimate
the number of red and blue chips in each bag. Then, explain how you made your estimates.

Bag A Bag B
Number of red chips: Number of red chips:
Number of blue chips: Number of blue chips:

5. In a different game of Picking Blue!, two bags each contain red, blue, green, and yellow
chips. One bag contains the same number of red, blue, green, and yellow chips. In the
second bag, half of the chips are blue. Describe a plan for determining which bag has more
blue chips than any of the other colors.

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 Eureka Math Module 5 – Statistics and Probability

Lesson 10 – Conducting a Simulation to Estimate the

Probability of an Event
Essential Questions:

In previous lessons, you estimated probabilities of events by collecting data empirically or by

establishing a theoretical probability model. There are real problems for which those methods
may be difficult or not practical to use. Simulation is a procedure that will allow you to answer
questions about real problems by running experiments that closely resemble the real situation.

It is often important to know the probabilities of real-life events that may not have known
theoretical probabilities. Scientists, engineers, and mathematicians design simulations to
answer questions that involve topics such as diseases, water flow, climate changes, or functions
of an engine. Results from the simulations are used to estimate probabilities that help
researchers understand problems and provide possible solutions to these problems.

Example 1: Families
How likely is it that a family with three children has all boys or all girls?
Let’s assume that a child is equally likely to be a boy or a girl. Instead of observing the result of
actual births, a toss of a fair coin could be used to simulate a birth. If the toss results in heads
(H), then we could say a boy was born; if the toss results in tails (T), then we could say a girl was
born. If the coin is fair (i.e., heads and tails are equally likely), then getting a boy or a girl is
equally likely.

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Exercises 1–2
Suppose that a family has three children. To simulate the genders of the three children, the
coin or number cube or a card would need to be used three times, once for each child. For
example, three tosses of the coin resulted in HHT, representing a family with two boys and one
girl. Note that HTH and THH also represent two boys and one girl.

1. Suppose that when a

prime number (P) is rolled
on the number cube, it
simulates a boy birth, and
a non-prime (N) simulates
a girl birth. Using such a
number cube, list the
outcomes that would
simulate a boy birth, and
those that simulate a girl
birth. Are the boy and girl
birth outcomes equally
likely?

2. Suppose that one card is

drawn from a regular deck
of cards. A red card (R)
simulates a boy birth, and
a black card (B) simulates a
girl birth. Describe how a
family of three children
could be simulated.

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Example 2
Simulation provides an estimate for the probability that a family of three children would have
three boys or three girls by performing three tosses of a fair coin many times. Each sequence of
three tosses is called a trial. If a trial results in either HHH or TTT, then the trial represents all
boys or all girls, which is the event that we are interested in. These trials would be called a
success. If a trial results in any other order of H’s and T’s, then it is called a failure.
The estimate for the probability that a family has either three boys or three girls based on the
simulation is the number of successes divided by the number of trials. Suppose 100 trials are
performed, and that in those 100 trials, 28 resulted in either HHH or TTT. Then, the estimated
probability that a family of three children has either three boys or three girls would be
28
100
= 0.28.

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Exercises 3–5
Use the following outcomes of 50 trials of tossing a fair coin three times per trial. Use H to
represent a boy birth and T to represent a girl birth.

HHT HTH HHH TTH THT THT HTT HHH TTH HHH
HHT TTT HHT TTH HHH HTH THH TTT THT THT
THT HHH THH HTT HTH TTT HTT HHH TTH THT
THH HHT TTT TTH HTT THH HTT HTH TTT HHH
HTH HTH THT TTH TTT HHT HHT THT TTT HTT

3. Find an estimate of the

probability that a family
with three children will
have exactly one girl using
the following outcomes of
50 trials of tossing a fair
coin three times per trial.

4. Perform a simulation of 50 trials by rolling a fair number cube in order to find an estimate
of the probability that a family with three children will have exactly one girl.

a. Specify what
outcomes of one roll
of a fair number cube
will represent a boy
and what outcomes
will represent a girl.

b. Simulate 50 trials,
keeping in mind that
one trial requires
three rolls of the
number cube. List the
results of your 50
trials.

c. Calculate the
estimated probability.

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5. Calculate the theoretical

probability that a family
with three children will
have exactly one girl.
a. List the possible
outcomes for a family
with three children.
For example, one
possible outcome is
BBB (all three children
are boys).

b. Assume that having a

boy and having a girl
are equally likely.
Calculate the
theoretical probability
that a family with
three children will
have exactly one girl.

c. Compare it to the
estimated
probabilities found in
parts (a) and (b)
above.

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Example 3: Basketball Player

Suppose that, on average, a basketball player makes about three out of every four foul shots.
In other words, she has a 75% chance of making each foul shot she takes. Since a coin toss
produces equally likely outcomes, it could not be used in a simulation for this problem.
Instead, a number cube could be used by specifying that the numbers 1, 2, or 3 represent a hit,
the number 4 represents a miss, and the numbers 5 and 6 would be ignored. Based on the
following 50 trials of rolling a fair number cube, find an estimate of the probability that she
makes five or six of the six foul shots she takes.

441323 342124 442123 422313 441243

124144 333434 243122 232323 224341
121411 321341 111422 114232 414411
344221 222442 343123 122111 322131
131224 213344 321241 311214 241131
143143 243224 323443 324243 214322
214411 423221 311423 142141 411312
343214 123131 242124 141132 343122
121142 321442 121423 443431 214433
331113 311313 211411 433434 323314

Summary

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Lesson 10 - Independent Practice

1. A mouse is placed at the start of the maze shown below.
If it reaches station B, it is given a reward. At each point
where the mouse has to decide which direction to go,
assume that it is equally likely to go in either direction. At
each decision point 1, 2, 3, it must decide whether to go
left (L) or right (R). It cannot go backwards.

a. Create a theoretical model of probabilities for the mouse to arrive at terminal points A,
B, and C.
i. List the possible paths of a sample space for the paths the mouse can take. For
example, if the mouse goes left at decision point 1, and then right at decision point
2, then the path would be denoted LR.

ii. Are the paths in your sample space equally likely? Explain.

iii. What are the theoretical probabilities that a mouse reaches terminal points A, B,
and C? Explain.

b. Based on the following set of simulated paths, estimate the probabilities that the
mouse arrives at points A, B, and C.
RR RR RL LL LR RL LR LL LR RR
LR RL LR RR RL LR RR LL RL RL
LL LR LR LL RR RR RL LL RR LR
RR LR RR LR LR LL LR RL RL LL

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c. How do the simulated probabilities in part (b) compare to the theoretical probabilities
of part (a)?

2. Suppose that a dartboard is made up of the 8 x 8 grid of squares shown below. Also,
suppose that when a dart is thrown, it is equally likely to land on any one of the 64 squares.
A point is won if the dart lands on one of the 16 black squares. Zero points are earned if the
dart lands in a white square.

a. For one throw of a dart, what is the probability of winning a point? Note that a point is
won if the dart lands on a black square.

b. Lin wants to use a number cube to simulate the result of one dart. She suggests that 1
on the number cube could represent a win. Getting 2, 3, or 4 could represent no point
scored. She says that she would ignore getting a 5 or 6. Is Lin’s suggestion for a
simulation appropriate? Explain why you would use it, or if not, how you would change
it.

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c. Suppose a game consists of throwing a dart three times. A trial consists of three rolls of
the number cube. Based on Lin’s suggestion in part (b) and the following simulated
rolls, estimate the probability of scoring two points in three darts.
324 332 411 322 124
224 221 241 111 223
321 332 112 433 412
443 322 424 412 433
144 322 421 414 111
242 244 222 331 224
113 223 333 414 212
431 233 314 212 241
421 222 222 112 113
212 413 341 442 324

d. The theoretical probability model for winning 0, 1, 2, and 3 points in three throws of
the dart as described in this problem is
i. Winning 0 points has a probability of 0.42;
ii. Winning 1 point has a probability of 0.42;
iii. Winning 2 points has a probability of 0.14;
iv. Winning 3 points has a probability of 0.02.
Use the simulated rolls in part (c) to build a model of winning 0, 1, 2, and 3 points, and compare
it to the theoretical model.

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Lesson 11 – Conducting a Simulation to Estimate the

Probability of an Event
Essential Questions:

Examples 1-2: Simulation

In the last lesson, we used coins, number cubes, and cards to carry out simulations. Another
option is putting identical pieces of paper or colored disks into a container, mixing them
thoroughly, and then choosing one.
For example, if a basketball player typically makes five out of eight foul shots, then a colored
disk could be used to simulate a foul shot. A green disk could represent a made shot, and a red
disk could represent a miss. You could put five green and three red disks in a container, mix
them, and then choose one to represent a foul shot. If the color of the disk is green, then the
shot is made. If the color of the disk is red, then the shot is missed. This procedure simulates
one foul shot.

1. Using colored disks, describe how

one at-bat could be simulated for
a baseball player who has a
batting average of 0.300. Note
that a batting average of 0.300
means the player gets a hit (on
average) three times out of every
ten times at bat. Be sure to state
clearly what a color represents.

2. Using colored disks, describe how

one at-bat could be simulated for
a player who has a batting
average of 0.273. Note that a
batting average of 0.273 means
that on average, the player gets
273 hits out of 1,000 at-bats.

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Example 3: Using Random Number Tables

Why is using colored disks not practical for the situation described in Example 2? Another way
to carry out a simulation is to use a random number table, or a random number generator. In a
random number table, the digits 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 occur equally often in the long run.
Pages and pages of random numbers can be found online.
For example, here are three lines of random numbers. The space after every five digits is only
for ease of reading. Ignore the spaces when using the table.

25256 65205 72597 00562 12683 90674 78923 96568 32177 33855

76635 92290 88864 72794 14333 79019 05943 77510 74051 87238

07895 86481 94036 12749 24005 80718 13144 66934 54730 77140

To use the random number table to simulate an at-bat for the 0.273 hitter in Exercise 2, you
could use a three-digit number to represent one at bat. The three-digit numbers from 000-
272 could represent a hit, and the three-digit numbers from 273-999 could represent a non-hit.
Using the random numbers above and starting at the beginning of the first line, the first three-
digit random number is 252, which is between 000 and 272, so that simulated at-bat is a hit.
The next three-digit random number is 566, which is a non-hit.

Continuing on the first line of

the random numbers above,
what would the hit/non-hit
outcomes be for the next six
at-bats? Be sure to state the
random number and whether
it simulates a hit or non-hit.

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Example 4: Baseball Player

A batter typically gets to bat four times in a ballgame. Consider the 0.273 hitter from the
previous example. Use the following steps (and the random numbers shown above) to
estimate that player’s probability of getting at least three hits (three or four) in four times at-
bat.

a. Describe what one trial is

for this problem.

b. Describe when a trial is

called a success and when
it is called a failure.

c. Simulate 12 trials.

d. Use the results of the

simulation to estimate the
probability that a 0.273
hitter gets three or four
hits in four times at-bat.
Compare your estimate
with other groups.

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Example 5: Birth Month

a. In a group of more than 12 people,

is it likely that at least two people,
maybe more, will have the same
birth month? Why? Try it in your
class.

b. Now, suppose that the same

question is asked for a group of
only seven people. Are you likely
to find some groups of seven
people in which there is a match
but other groups in which all
seven people have different birth
months?

Exercises 1–4

1. What might be a good way to

generate outcomes for the birth
month problem—using coins,
number cubes, cards, spinners,
colored disks, or random numbers?

2. How would you simulate one trial of

seven birth months?

3. How is a success determined for

your simulation?

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4. How is the simulated estimate

determined for the probability that
a least two in a group of seven
people were born in the same
month?

Summary

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Lesson 11 - Independent Practice

1. A model airplane has two engines. It can fly if one engine fails but is in serious trouble if
both engines fail. The engines function independently of one another. On any given flight,
the probability of a failure is 0.10 for each engine. Design a simulation to estimate the
probability that the airplane will be in serious trouble the next time it goes up.
a. How would you simulate the status of an engine?

b. What constitutes a trial for this simulation?

c. What constitutes a success for this simulation?

d. Carry out 50 trials of your simulation, list your results, and calculate an estimate of the
probability that the airplane will be in serious trouble the next time it goes up.

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2. In an effort to increase sales, a cereal manufacturer created a really neat toy that has six
parts to it. One part is put into each box of cereal. Which part is in a box is not known until
the box is opened. You can play with the toy without having all six parts, but it is better to
have the complete set. If you are really lucky, you might only need to buy six boxes to get a
complete set. But if you are very unlucky, you might need to buy many, many boxes before
obtaining all six parts.

a. How would you represent the outcome of purchasing a box of cereal, keeping in mind
that there are six different parts? There is one part in each box.

b. What constitutes a trial in this problem?

c. What constitutes a success in a trial in this problem?

d. Carry out 15 trials, list your results, and compute an estimate of the probability that it
takes the purchase of 10 or more boxes to get all six parts.

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3. Suppose that a type A blood donor is needed for a certain surgery. Carry out a simulation to
answer the following question: If 40% of donors have type A blood, what is an estimate of
the probability that it will take at least four donors to find one with type A blood?

a. How would you simulate a blood donor having or not having type A?

b. What constitutes a trial for this simulation?

c. What constitutes a success for this simulation?

d. Carry out 15 trials, list your results, and compute an estimate for the probability that it
takes at least four donors to find one with type A blood.

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Lesson 12 – Applying Probability to Make Informed Decisions

Essential Questions:

Example 1: Number Cube

Your teacher gives you a number cube with numbers 1-6 on its faces. You have never seen that
particular cube before. You are asked to state a theoretical probability model for rolling it
once. A probability model consists of the list of possible outcomes (the sample space) and the
theoretical probabilities associated with each of the outcomes. You say that the probability
1
model might assign a probability of 6 to each of the possible outcomes, but because you have
never seen this particular cube before, you would like to roll it a few times. (Maybe it is a trick
cube.) Suppose your teacher allows you to roll it 500 times, and you get the following results:

Outcome 1 2 3 4 5 6
Frequency 77 92 75 90 76 90

Exercises 1–2

1. If the equally likely model

were correct, about how
many of each outcome
would you expect to see if
the cube is rolled 500
times?

2. Based on the data from the

500 rolls, how often were
odd numbers observed?
How often were even
numbers observed?

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Example 2: Probability Model

Two black balls and two white balls are put in a small cup whose bottom allows the four balls to
fit snugly. After shaking the cup well, two patterns of colors are possible as shown. The pattern
on the left shows the similar colors are opposite each other, and the pattern on the right shows
the similar colors are next to or adjacent to each other.

Philippe is asked to specify a probability model for the chance experiment of shaking the cup
and observing the pattern. He thinks that because there are two outcomes—like heads and tails
on a coin—that the outcomes should be equally likely. Sylvia isn’t so sure that the equally likely
model is correct, so she would like to collect some data before deciding on a model.

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Exercise 3

3. Collect data for Sylvia.

Carry out the experiment
of shaking a cup that
contains four balls, two
black and two white,
observing, and recording
whether the pattern is
opposite or adjacent.
Repeat this process 20
times. Then, combine the
data with that collected by
your classmates.

Do your results agree with

Philippe’s equally likely model,
or do they indicate that Sylvia
had the right idea? Explain.

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Exercises 4–5
There are three popular brands of mixed nuts. Your teacher loves cashews, and in his
experience of having purchased these brands, he suggests that not all brands have the same
percentage of cashews. One has around 20% cashews, one has 25%, and one has 35%.
Your teacher has bags labeled A, B, and C representing the three brands. The bags contain red
beads representing cashews and brown beads representing other types of nuts. One bag
contains 20% red beads, another 25% red beads, and the third has 35% red beads. You are to
determine which bag contains which percentage of cashews. You cannot just open the bags
and count the beads.

4. Work as a class to design a

simulation. You need to
agree on what an outcome
is, what a trial is, what a
success is, and how to
calculate the estimated
probability of getting a
cashew. Base your
estimate on 50 trials.

5. Your teacher will give your

group one of the bags
labeled A, B, or C. Using
your plan from part (a),
collect your data. Do you
think you have the 20%,
25%, or 35% cashews bag?
Explain.

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Exercises 6–8
Suppose you have two bags, A and B, in which there are an equal number of slips of paper.
Positive numbers are written on the slips. The numbers are not known, but they are whole
numbers between 1 and 75, inclusive. The same number may occur on more than one slip of
paper in a bag.
These bags are used to play a game. In this game, you choose one of the bags, and then choose
one slip from that bag. If you choose bag A, and the number you choose from it is a prime
number, then you win. If you choose bag B, and the number you choose from it is a power of 2,
you win. Which bag should you choose?

6. Emma suggests that it doesn’t matter

which bag you choose because you don’t
know anything about what numbers are
inside the bags. So she thinks that you
are equally likely to win with either bag.
Do you agree with her? Explain.

7. Aamir suggests that he would like to

collect some data from both bags before
making a decision about whether or not
the model is equally likely. Help Aamir
by drawing 50 slips from each bag, being
sure to replace each one before choosing
again. Each time you draw a slip, record
whether it would have been a winner or
not. Using the results, what is your
estimate for the probability of drawing a
prime number from bag A and drawing a
power of 2 from bag B?

8. If you were to play this game, which bag

would you choose? Explain why you
would pick this bag.

Summary

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Lesson 12 - Independent Practice

1. Some M&M’s are “defective.” For example, a defective M&M may have its “m” missing, or
it may be cracked, broken, or oddly shaped. Is the probability of getting a defective M&M
higher for peanut M&M’s than for plain M&M’s?
Gloriann suggests the probability of getting a defective plain M&M is the same as the
probability of getting a defective peanut M&M. Suzanne doesn’t think this is correct
because a peanut M&M is bigger than a plain M&M, and, therefore, has a greater
opportunity to be damaged.
a. Simulate inspecting a plain M&M by rolling two number cubes. Let a sum of 7 or 11
represent a defective plain M&M, and the other possible rolls represent a plain M&M
that is not defective. Do 50 trials, and compute an estimate of the probability that a
plain M&M is defective. Record the 50 outcomes you observed. Explain your process.

b. Simulate inspecting a peanut M&M by selecting a card from a well-shuffled deck of

cards. Let a one-eyed face card and clubs represent a defective peanut M&M, and the
other cards represent a peanut M&M that is not defective. Be sure to replace the
chosen card after each trial and to shuffle the deck well before choosing the next card.
Note that the one-eyed face cards are the King of Diamonds, Jack of Hearts, and Jack of
Spades. Do 20 trials, and compute an estimate of the probability that a peanut M&M is
defective. Record the list of 20 cards that you observed. Explain your process.

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c. For this problem, suppose that the two simulations provide accurate estimates of the
probability of a defective M&M for plain and peanut M&M’s. Compare your two
probability estimates, and decide whether Gloriann’s belief is reasonable that the
defective probability is the same for both types of M&M’s. Explain your reasoning.

2. One at a time, mice are placed at the start of the maze shown below. There are four
terminal stations at A, B, C, and D. At each point where a mouse has to decide in which
direction to go, assume that it is equally likely for it to choose any of the possible directions.
A mouse cannot go backwards.

In the following simulated trials, L stands for Left, R for Right, and S for Straight. Estimate
the probability that a mouse finds station C where the food is. No food is at A, B, or D. The
following data were collected on 50 simulated paths that the mice took.

LR RL RL LL LS LS RL RR RR RL
RL LR LR RR LR LR LL LS RL LR
RR LS RL RR RL LR LR LL LS RR
RL RL RL RR RR RR LR LL LL RR
RR LS RR LR RR RR LL RR LS LS

a. What paths constitute a success, and what paths constitute a failure?

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b. Use the data to estimate the probability that a mouse finds food. Show your
calculation.

c. Paige suggests that it is equally likely that a mouse gets to any of the four terminal
stations. What does your simulation suggest about whether her equally likely model is
believable? If it is not believable, what do your data suggest is a more believable
model?

d. Does your simulation support the following theoretical probability model? Explain.
i. The probability a mouse finds terminal point A is 0.167.
ii. The probability a mouse finds terminal point B is 0.167.
iii. The probability a mouse finds terminal point C is 0.417.
iv. The probability a mouse finds terminal point D is 0.250.

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 Eureka Math Module 5 – Statistics and Probability

Lesson 13 – Populations, Samples, and Generalizing from a

Sample to a Population
Essential Questions:

In this lesson, you will learn about collecting data from a sample that is selected from a
population. You will also learn about summary values for both a population and a sample and
think about what can be learned about the population by looking at a sample from that
population.

Exercises 1–4: Collecting Data

1. Describe what you would do if you had to collect data to investigate the following statistical
questions using either a sample statistic or a population characteristic. Explain your
reasoning in each case.
a. How might you collect
data to answer the
question, “Does the soup
taste good?”

b. How might you collect

data to answer the
question, “How many
movies do students in
your class see in a
month?”

c. How might you collect

data to answer the
question, “What is the
median price of a home in
our town?”

d. How might you collect

data to answer the
question, “How many pets
do people own in my
neighborhood?”

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e. How might you collect

data to answer the
question, “What is the
typical number of
absences in math classes
at your school on a given
day?”

f. How might you collect

data to answer the
question, “What is the
typical life span of a
particular brand of
flashlight battery?”

g. How might you collect

data to answer the
question, “What
percentage of girls and of
boys in your school have a
curfew?”

h. How might you collect

data to answer the
question, “What is the
most common blood type
of students in my class?”

A population is

A sample is

Population characteristics are

Statistics is

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 Eureka Math Module 5 – Statistics and Probability

2. For which of the scenarios

in Exercise 1 did you
describe collecting data
from a population and
which from a sample?

3. Think about collecting data

in the scenarios above.
Give at least two reasons
you might want to collect
data from a sample rather
than from the entire
population.

4. Make up a result you might get in response to the situations in Exercise 1, and identify
whether the result would be based on a population characteristic or a sample statistic.

a. Does the soup taste

good?

b. How many movies do

your classmates see in
a month?

c. What is the median

price of a home in our
town?

d. How many pets do

people in my
neighborhood own?

e. What is the typical

number of absences in
math classes at your
school on a given day?

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 Eureka Math Module 5 – Statistics and Probability

f. What is the typical life

span of a particular
brand of flashlight
batteries?

g. What percentage of
girls and of boys in
your school that have
a curfew?

h. What is the most

common blood type of
my classmates?

Exercise 5: Population or Sample?

5. Indicate whether the following statements are summarizing data collected to answer a
statistical question from a population or from a sample. Identify references in the
statement as population characteristics or sample statistics.
a. 54% of the responders to a poll
at a university indicated that
wealth needed to be
distributed more evenly
among people.

b. Are students in the Bay Shore

school district proficient on
the state assessments in
mathematics? In 2013, after all
the tests taken by the students
in the Bay Shore schools were
evaluated, over 52% of those
students were at or above
proficient on the state
assessment.

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 Eureka Math Module 5 – Statistics and Probability

c. Does talking on mobile phones

while driving distract people?
Researchers measured the
reaction times of 38 study
participants as they talked on
mobile phones and found that
the average level of distraction
from their driving was rated
2.25 out of 5.

d. Did most people living in New

York in 2010 have at least a
high school education? Based
on the data collected from all
New York residents in 2010 by
the United States Census
Bureau, 84.6% of people living
in New York had at least a high
school education.

e. Were there more deaths than

births in the United States
between July 2011 and July
2012? Data from a health
service agency indicated that
there were 2% more deaths
than births in the U.S. during
that timeframe.
f. What is the fifth best-selling
book in the United States?
Based on the sales of books in
the United States, the fifth
best-selling book was Oh, the
Places You’ll Go! by Dr. Seuss.

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 Eureka Math Module 5 – Statistics and Probability

Exercises 6–8: A Census

6. When data are collected from an entire population, it is called a census. The United States takes a
census of its population every ten years, with the most recent one occurring in 2010. Go to
http://ri.essortment.com/unitedstatesce_rlta.htm to find the history of the U.S. census.
a. Identify three things that you
found to be interesting.

b. Why is the census important in

the United States?

7. Go to the site: www.census.gov/2010census/popmap/ipmtext.php?fl=36.

Select the state of New York.

a. How many people were living in

New York for the 2010 census?

b. Estimate the ratio of those 65

and older to those under 18
years old. Why is this important
to think about?
c. Is the ratio a population
characteristic or a statistic?
Explain your thinking.
8. The American Community Survey (ACS) takes samples from a small percentage of the U.S.
population in years between the censuses.
(www.census.gov/acs/www/about_the_survey/american_community_survey/)
a. What is the difference between
the way the ACS collects
information about the U.S.
population and the way the U.S.
Census Bureau collects
information?
b. In 2011, the ACS sampled
workers living in New York about
commuting to work each day.
Why do you think these data are
important for the state to know?

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c. Suppose that from a sample of

200,000 New York workers,
32,400 reported traveling more
than an hour to work each day.
From this information,
statisticians determined that
between 16% and 16.4% of the
workers in the state traveled
more than an hour to work
every day in 2011. If there were
8,437,512 workers in the entire
population, about how many
traveled more than an hour to
work each day?
d. Reasoning from a sample to the
population is called making an
inference about a population
characteristic. Identify the
statistic involved in making the
inference in part (c).

e. The data about traveling time to

work suggest that across the
United States typically between
79.8% and 80% of commuters
travel alone, 10% to 10.2%
carpool, and 4.9% to 5.1% use
public transportation. Survey
your classmates to find out how
a worker in their family gets to
work. How do the results
compare to the national data?
What might explain any
differences?
Summary

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Lesson 13 - Independent Practice

1. The lunch program at Blake Middle School is being revised to align with the new nutritional
standards that reduce calories and increase servings of fruits and vegetables. The
administration decided to do a census of all students at Blake Middle School by giving a
survey to all students about the school lunches.
http://frac.org/federal-foodnutrition-programs/school-breakfast-program/school-meal-
nutrition-standards
a. Name some questions that you would include in the survey. Explain why you think
those questions would be important to ask.

b. Read through the paragraph below that describes some of the survey results. Then,
identify the population characteristics and the sample statistics.
3
About 4
of the students surveyed eat the school lunch regularly.
The median number of days per month that students at Blake
Middle School ate a school lunch was 18 days. 36% of students
responded that their favorite fruit is bananas. The survey results
for Tanya’s seventh-grade homeroom showed that the median
number of days per month that her classmates ate lunch at
school was 22 and only 20% liked bananas. The fiesta salad was
approved by 78% of the group of students who tried it, but when
it was put on the lunch menu, only 40% of the students liked it.
Of the seventh graders as a whole, 73% liked spicy jicama strips,
but only 2 out of 5 of all the middle school students liked them.

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2. For each of the following questions: (1) describe how you would collect data to answer the
question, and (2) describe whether it would result in a sample statistic or a population
characteristic.

a. Where should the eighth-grade class go for their class trip?

b. What is the average number of pets per family for families that live in your town?

c. If people tried a new diet, what percentage would have an improvement in cholesterol
reading?

d. What is the average grade point of students who got accepted to a particular state
university?

e. What is a typical number of home runs hit in a particular season for major league
baseball players?

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3. Identify a question that would lead to collecting data from the given set as a population,
and one where the data could be a sample from a larger population.
a. All students in your school

b. Your state

4. Suppose that researchers sampled attendees of a certain movie and found that the mean
age was 17 years old. Based on this observation, which of the following would be most
likely.
a. The mean ages of all of the people who went to see the movie was 17 years old.
b. About a fourth of the people who went to see the movie were older than 51.
c. The mean age of all people who went to see the movie would probably be in an interval
around 17 years of age, i.e., between 15 and 19.
d. The median age of those who attended the movie was 17 years old as well.

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5. The headlines proclaimed: “Education Impacts Work-Life Earnings Five Times More Than
Other Demographic Factors, Census Bureau Reports.” According to a U.S. Census Bureau
study, education levels had more effect on earnings over a 40-year span in the workforce
than any other demographic factor.
www.census.gov/newsroom/releases/archives/education/cb11-153.html
a. The article stated that the estimated impact on annual earnings between a professional
degree and an eighth-grade education was roughly five times the impact of gender,
which was $13,000. What would the difference in annual earnings be with a
professional degree and with an eighth-grade education?

b. Explain whether you think the data are from a population or a sample, and identify
either the population characteristic or the sample statistic.

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Lesson 14 – Selecting a Sample

Essential Questions:

As you learned in Lesson 13, sampling is a central concept in statistics. Examining every
element in a population is usually impossible. So, research and articles in the media typically
refer to a “sample” from a population. In this lesson, you will begin to think about how to
choose a sample.

Exercises 1–2: What is Random?

1. Write down a sequence of

heads/tails you think
would typically occur if you
tossed a coin 20 times.

Compare your sequence to

the ones written by some
of your classmates. How
are they alike? How are
they different?
2. Working with a partner,
toss a coin 20 times, and
write down the sequence
of heads and tails you get.

a. Compare your results

with your classmates.

b. How are your results

from actually tossing
the coin different from
the sequences you
and your classmates
wrote down?

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c. Toni claimed she could

make up a set of
numbers that would
be random. What
would you say to her?

Exercises 3–11: Length of Words in the Poem Casey at the Bat

3. Suppose you wanted to

learn about the lengths of
the words in the poem
Casey at the Bat. You plan
to select a sample of eight
words from the poem and
use these words to answer
the following statistical
question: On average,
how long is a word in the
poem? What is the
population of interest
here?

4. Look at the poem, Casey at

the Bat, by Ernest Thayer,
and select eight words you
think are representative of
words in the poem.
Record the number of
letters in each word you
selected. Find the mean
number of letters in the
words you chose.

5. A random sample is a
sample in which every
possible sample of the
same size has an equal
chance of being chosen.
Do you think the set of

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words you wrote down

was random? Why or why
not?

6. Working with a partner, follow your teacher’s instruction for randomly choosing eight
words. Begin with the title of the poem, and count a hyphenated word as one word.

a. Record the eight

words you randomly
selected, and find the
mean number of
letters in those words.

b. Compare the mean of

your random sample
to the mean you
found in Exercise 4.
Explain how you
found the mean for
each sample.
7. As a class, compare the
means from Exercise 4 and Mean from the sample in Mean from the sample in
the means from Exercise 6. Exercise 4 Exercise 6
Your teacher will provide a
chart to compare the
means. Record your mean
from Exercise 4 and your
mean for Exercise 6 on this
chart.

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8. Do you think the means

from Exercise 4 or the
means from Exercise 6 are
more representative of the
mean of all of the words in
the poem? Explain your
choice.
9. The actual mean of the
words in the poem Casey
at the Bat is 4.2 letters.
Based on the fact that the
population mean is 4.2
letters, are the means
from Exercise 4 or means
from Exercise 6 a better
representation of the
mean of the population.
Explain your answer.
10. How did population mean
of 4.2 letters compare to
the mean of your random
sample from Exercise 6
and to the mean you found
in Exercise 4?
11. Summarize how you would
estimate the mean
number of letters in the
words of another poem
based on what you learned
in the above exercises.
Summary

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Lesson 14 - Independent Practice

1. Would any of the following provide a random sample of letters used in text of the book Harry Potter
and the Sorcerer’s Stone by J.K. Rowling? Explain your reasoning.
a. Use the first letter of every word of a randomly chosen paragraph.

b. Number all of the letters in the words in a paragraph of the book, cut out the numbers, and put
them in a bag. Then, choose a random set of numbers from the bag to identify which letters
you will use.

c. Have a family member or friend write down a list of their favorite words, and count the number
of times each of the letters occurs.

2. Indicate whether the following are random samples from the given population, and explain why or
why not.
a. Population: All students in school; sample includes every fifth student in the hall outside of
class.

b. Population: Students in your class; sample consists of students that have the letter “s” in their
last name.

c. Population: Students in your class; sample selected by putting their names in a hat and
drawing the sample from the hat.

d. Population: People in your neighborhood; sample includes those outside in the neighborhood
at 6:00 p.m.

e. Population: Everyone in a room; sample selected by having everyone toss a coin, and those
that result in heads are the sample.

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3. Consider the two sample distributions of the number of letters in randomly selected words
shown below:

a. Describe each distribution using statistical terms as much as possible.

b. Do you think the two samples came from the same poem? Why or why not?

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4. What questions about samples and populations might you want to ask if you saw the
following headlines in a newspaper?
a. “Peach Pop is the top flavor according to 8 out of 10 people.”

b. “Candidate X looks like a winner! 10 out of 12 people indicate they will vote for
Candidate X.”

c. “Students overworked. Over half of 400 people surveyed think students spend too
many hours on homework.”

d. “Action/adventure was selected as the favorite movie type by an overwhelming 75% of

those surveyed.”

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Lesson 15 – Random Sampling

Essential Questions:

In this lesson, you will investigate taking random samples and how random samples from the
same population vary.

Exercises 1–5: Sampling Pennies

1. Do you think different

random samples from the
same population will be
fairly similar? Explain your
reasoning.

2. The plot shows the number

of years since being minted
(the penny age) for 150
pennies that JJ had
collected over the past
year. Describe the shape,
center, and spread of the
distribution.

3. Place ten dots on the

number line that you think
might be the distribution
of a sample of 10 pennies
from the jar.

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4. Select a random sample of

10 pennies, and make a
dot plot of the ages.
Describe the distribution of
the penny ages in your
sample. How does it
compare to the population
distribution?
5. Compare your sample distribution to the sample distributions on the board.

a. What did you

observe?

b. How does your sample

distribution compare
to those on the
board?

Exercises 6–9: Grocery Prices and Rounding

6. Look over some of the

grocery prices for this
activity. Consider the
following statistical
question, “Do the store
owners price the
merchandise with cents
that are closer to a higher
dollar value or a lower
dollar value?” Describe a
plan that might answer
that question that does
not involve working with
all 100 items.

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7. Do the store owners price the merchandise with cents that are closer to a higher dollar
value or a lower dollar value? To investigate this question in one situation, you will look at
some grocery prices in weekly flyers and advertising for local grocery stores.
a. How would you round
$3.49 and $4.99 to the
nearest dollar?
b. If the advertised price
was three for $4.35,
how much would you
expect to pay for one
item?
c. Do you think more
grocery prices will
round up or round
down? Explain your
thinking.
8. Follow your teacher’s Item Price Rounded Item Price Rounded
instructions to cut out the
items and their prices from
the weekly flyers, and put
them in a bag. Select a
random sample of 25
items without
replacement, and record
the items and their prices
in the table below.

9. Round each of the prices in # of times

Student # of times % of prices
your sample to the nearest rounded
Name rounded up rounded up
dollar, and count the down
number of times you
rounded up and down.

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a. Given the results of

your sample, how
would you answer the
question: Are grocery
prices in the weekly
ads at the local
grocery closer to a
higher dollar value or
a lower dollar value?
b. Share your results
with classmates who
used the same flyer or
ads. Looking at the
results of several
different samples,
how would you
answer the question
in part (a)?

c. Identify the
population, sample,
and sample statistic
used to answer the
statistical question.

d. Bettina says that over

half of all the prices in
the grocery store will
round up. What
would you say to her?

Summary

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Lesson 15 - Independent Practice

1. Look at the distribution of years since the pennies were minted from Example 1. Which of
the following box plots seem like they might not have come from a random sample from
that distribution? Explain your thinking.

2. Given the following sample of scores on a physical fitness test, from which of the following
populations might the sample have been chosen? Explain your reasoning.

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3. Consider the distribution below:

a. What would you expect the distribution of a random sample of size 10 from this
population to look like?

b. Random samples of different sizes that were selected from the population in part (a)
are displayed below. How did your answer to part (a) compare to these samples of size
10?

c. Why is it reasonable to think that these samples could have come from the above
population?

d. What do you observe about the sample distributions as the sample size increases?

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4. Based on your random sample of prices from Exercise 6, answer the following questions:
a. It looks like a lot of the prices end in 9. Do your sample results support that claim?
Why or why not?

b. What is the typical price of the items in your sample? Explain how you found the price
and why you chose that method.

5. The sample distributions of prices for three different random samples of 25 items from a
grocery store are shown below.
a. How do the distributions compare?

b. Thomas says that if he counts the items in his cart at that grocery store and multiplies
by $2.00, he will have a pretty good estimate of how much he will have to pay. What
do you think of his strategy?

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Lesson 16 – Methods for Selecting a Random Sample

Essential Questions:

Example 1: Sampling Children’s Books

What is the longest book you have ever read? The Hobbit has 95,022 words, and The Cat in the
Hat has 830 words. Popular books vary in the number of words they have—not just the
number of different words but the total number of words. The table below shows the total
number of words in some of those books. The histogram displays the total number of words in
150 best-selling children’s books with fewer than 100,000 words.

Book Words Book Words Book Words

Charlie and the
Black Beauty 59,635 30,644 The Hobbit
 95,022
Chocolate Factory
The Catcher in the Judy Moody Was
73,404 Old Yeller 35,968 11,049
Rye in a Mood
The Adventures of
69,066 The Cat in the Hat 830 Treasure Island 66,950
Tom Sawyer
Magic Tree House
Green Eggs and
The Secret Garden 80,398 702 Lions at 5,313
Ham
Lunchtime
Harry Potter and
The Mouse and
22,416 Little Bear 1,630 the Sorcerer’s 77,325
the Motorcycle
Stone
Harry Potter and
The Wind in the The Red Badge of
58,424 47,180 the Chamber of 84,799
Willows Courage
Secrets
Anne Frank: The Junie B. Jones and
My Father’s
7,682 Diary of a Young 82,762 the Stupid Smelly 6,570
Dragon
Girl Bus
Frog and Toad All Midnight for
1,727 65,006 White Mountains 44,763
Year Charlie Bone
The Lion, The
Book of Three 46,926 Witch and the 36,363 Double Fudge 38,860
Wardrobe

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Exercises 1–2

1. From the table,

choose two books
with which you
are familiar, and
describe their
locations in the
data distribution
shown in the
histogram above.

2. Put dots on the

number line that
you think would
represent a
random sample of
size 10 from the
number of words
distribution.

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Example 2: Using Random Numbers to Select a Sample

The histogram indicates the differences in the number of words in the collection of 150 books.
How many words are typical for a best-selling children’s book? Answering this question would
involve collecting data, and there would be variability in that data. This makes the question a
statistical question.
Think about the 150
books used to create
the histogram above as
a population. How
would you go about
collecting data to
determine the typical
number of words for the
books in this
population?
How would you choose
a random sample from
the collection of 150
books discussed in this
lesson?

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The data for the number of words in the 150 best-selling children’s books are listed below.
Select a random sample of the number of words for 10 books.
Books 1–10 59,635 82,762 92,410 75,340 8,234 59,705 92,409 75,338 8,230 82,768

Books 11–20 73,404 65,006 88,250 2,100 81,450 72,404 88,252 2,099 81,451 65,011
Books 21–30 69,066 36,363 75,000 3,000 80,798 69,165 75,012 3,010 80,790 36,361

Books 31–40 80,398 95,022 71,200 3,250 81,450 80,402 71,198 3,252 81,455 95,032

Books 41–50 22,416 11,049 81,400 3,100 83,475 22,476 81,388 3,101 83,472 11,047

Books 51–60 58,424 66,950 92,400 2,750 9,000 58,481 92,405 2,748 9,002 66,954

Books 61–70 7,682 5,313 83,000 87,000 89,170 7,675 83,021 87,008 89,167 5,311

Books 71–80 1,727 77,325 89,010 862 88,365 1,702 89,015 860 88,368 77,328

Books 81–90 46,926 84,799 88,045 927 89,790 46,986 88,042 926 89,766 84,796

Books 91–100 30,644 6,570 90,000 8,410 91,010 30,692 90,009 8,408 91,015 6,574

Books 101–110 35,968 44,763 89,210 510 9,247 35,940 89,213 512 9,249 44,766

Books 111–120 830 8,700 92,040 7,891 83,150 838 92,037 7,889 83,149 8,705

Books 121–130 702 92,410 94,505 38,860 81,110 712 94,503 87,797 81,111 92,412
Books 131–140 1,630 88,250 97,000 7,549 8,245 1,632 97,002 7,547 8,243 88,254

Books 141–150 47,180 75,000 89,241 81,234 8,735 47,192 89,239 81,238 8,739 75,010

Exercises 3–6

3. Follow your
teacher’s
instructions to
generate a set of 10
random numbers.
Find the total
number of words
corresponding to
each book
identified by your
random numbers.

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4. Choose two more

different random
samples of size 10
from the data, and
make a dot plot of
each of the three
samples.

5. If your teacher
randomly chooses
10 books from your
summer vacation
reading list, would
you be likely to get
many books with a
lot of words?
Explain your
thinking using
statistical terms.
6. If you were to
compare your
samples to your
classmates’
samples, do you
think your answer
to Exercise 5 would
change? Why or
why not?

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Exercises 7–9: A Statistical Study of Balance and Grade

7. Is the following question a

statistical question: Do
sixth graders or seventh
graders tend to have
better balance? Why or
why not?
8. Berthio’s class decided to measure balance by finding out how long people can stand on
one foot.
a. How would you rephrase
the question above to
create a statistical
question using this
definition of balance?
Explain your reasoning.

b. What should the class

think about to be
consistent in how they
collect the data if they
actually have people
stand on one foot and
measure the time?

9. Work with your class to devise a plan to select a random sample of sixth graders and a
random sample of seventh graders to measure their balance using Berthio’s method.

a. What is the population?

How will samples be
selected from the
population? And, why is
it important that they be
random samples?

b. How would you conduct

the activity?

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c. What sample statistics will

you calculate, and how will
you display and analyze the
data?

d. What would you accept as

evidence that there actually
is a difference in how long
sixth graders can stand on
one foot compared to
seventh graders?

Summary

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Lesson 16 - Independent Practice

1. The suggestions below for how to choose a random sample of students at your school were
made and vetoed. Explain why you think each was vetoed.
a. Use every fifth person you see in the hallway before class starts.

b. Use all of the students taking math the same time as your class meets.

c. Have students who come to school early do the activity before school starts.

d. Have everyone in the class find two friends to be in the sample.

2. A teacher decided to collect homework from a random sample of her students, rather than
grading every paper every day.
a. Describe how she might choose a random sample of five students from her class of 35
students.

b. Suppose every day for 75 days throughout an entire semester she chooses a random
sample of five students. Do you think some students will never get selected? Why or
why not?

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3. Think back to earlier lessons in which you chose a random sample. Describe how you could
have used a random number generator to select a random sample in each case.
a. A random sample of the words in the poem Casey at the Bat

b. A random sample of the grocery prices on a weekly flyer

4. Sofia decided to use a different plan for selecting a random sample of books from the
population of 150 top-selling children’s books from Example 2. She generated ten random
numbers between 1 and 100,000 to stand for the possible number of pages in any of the
books. Then, she found the books that had the number of pages specified in the sample.
What would you say to Sofia?

5. Find an example from a newspaper, magazine, or another source that used a sample.
Describe the population, the sample, the sample statistic, how you think the sample might
have been chosen, and whether or not you think the sample was random.

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 Eureka Math Module 5 – Statistics and Probability
Lesson 17 – Sampling Variability
Essential Questions:

Example 1: Estimating a Population Mean

The owners of a gym have been keeping track of how long each person spends at the gym.
Eight hundred of these times (in minutes) are shown in the population tables. These 800 times
will form the population that you will investigate in this lesson.
Population
𝟎𝟎 𝟏𝟏 𝟐𝟐 𝟑𝟑 𝟒𝟒 𝟓𝟓 𝟔𝟔 𝟕𝟕 𝟖𝟖 𝟗𝟗
𝟎𝟎𝟎𝟎 45 58 49 78 59 36 52 39 70 51
𝟎𝟎𝟎𝟎 50 45 45 66 71 55 65 33 60 51
𝟎𝟎𝟎𝟎 53 83 40 51 83 57 75 38 43 77
𝟎𝟎𝟎𝟎 49 49 81 57 42 36 22 66 68 52
𝟎𝟎𝟎𝟎 60 67 43 60 55 63 56 44 50 58
𝟎𝟎𝟎𝟎 64 41 67 73 55 69 63 46 50 65
𝟎𝟎𝟎𝟎 54 58 53 55 51 74 53 55 64 16
𝟎𝟎𝟎𝟎 28 48 62 24 82 51 64 45 41 47
𝟎𝟎𝟎𝟎 70 50 38 16 39 83 62 50 37 58
𝟎𝟎𝟎𝟎 79 62 45 48 42 51 67 68 56 78
𝟏𝟏𝟏𝟏 61 56 71 55 57 77 48 65 61 62
𝟏𝟏𝟏𝟏 65 40 56 47 44 51 38 68 64 40
𝟏𝟏𝟏𝟏 53 22 73 62 82 78 84 50 43 43
𝟏𝟏𝟏𝟏 81 42 72 49 55 65 41 92 50 60
𝟏𝟏𝟏𝟏 56 44 40 70 52 47 30 9 58 53
𝟏𝟏𝟏𝟏 84 64 64 34 37 69 57 75 62 67
𝟏𝟏𝟏𝟏 45 58 49 78 59 36 52 39 70 51
𝟏𝟏𝟏𝟏 50 45 45 66 71 55 65 33 60 51
𝟏𝟏𝟏𝟏 53 83 40 51 83 57 75 38 43 77
𝟏𝟏𝟏𝟏 49 49 81 57 42 36 22 66 68 52
𝟐𝟐𝟐𝟐 60 67 43 60 55 63 56 44 50 58
𝟐𝟐𝟐𝟐 64 41 67 73 55 69 63 46 50 65
𝟐𝟐𝟐𝟐 54 58 53 55 51 74 53 55 64 16
𝟐𝟐𝟐𝟐 28 48 62 24 82 51 64 45 41 47
𝟐𝟐𝟐𝟐 70 50 38 16 39 83 62 50 37 58
𝟐𝟐𝟐𝟐 79 62 45 48 42 51 67 68 56 78
𝟐𝟐𝟐𝟐 61 56 71 55 57 77 48 65 61 62
𝟐𝟐𝟐𝟐 65 40 56 47 44 51 38 68 64 40
𝟐𝟐𝟐𝟐 53 22 73 62 82 78 84 50 43 43
𝟐𝟐𝟐𝟐 81 42 72 49 55 65 41 92 50 60
𝟑𝟑𝟑𝟑 56 44 40 70 52 47 30 9 58 53
𝟑𝟑𝟑𝟑 84 64 64 34 37 69 57 75 62 67
𝟑𝟑𝟑𝟑 45 58 49 78 59 36 52 39 70 51

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Eureka Math Module 5 – Statistics and Probability

𝟑𝟑𝟑𝟑 50 45 45 66 71 55 65 33 60 51
𝟑𝟑𝟑𝟑 53 83 40 51 83 57 75 38 43 77
𝟑𝟑𝟑𝟑 49 49 81 57 42 36 22 66 68 52
𝟑𝟑𝟑𝟑 60 67 43 60 55 63 56 44 50 58
𝟑𝟑𝟑𝟑 64 41 67 73 55 69 63 46 50 65
𝟑𝟑𝟑𝟑 54 58 53 55 51 74 53 55 64 16
𝟑𝟑𝟑𝟑 28 48 62 24 82 51 64 45 41 47
𝟒𝟒𝟒𝟒 53 70 59 62 33 31 74 44 46 68
𝟒𝟒𝟒𝟒 37 51 84 47 46 33 53 54 70 74
𝟒𝟒𝟒𝟒 35 45 48 45 56 60 66 60 65 57
𝟒𝟒𝟒𝟒 42 81 67 64 60 79 46 48 67 56
𝟒𝟒𝟒𝟒 41 21 41 58 48 38 50 53 73 38
𝟒𝟒𝟒𝟒 35 28 43 43 55 39 75 45 68 36
𝟒𝟒𝟒𝟒 64 31 31 40 84 79 47 63 48 46
𝟒𝟒𝟒𝟒 34 36 54 61 33 16 50 60 52 55
𝟒𝟒𝟒𝟒 53 52 48 47 77 37 66 51 61 64
𝟒𝟒𝟒𝟒 40 44 45 22 36 64 50 49 64 39
𝟓𝟓𝟓𝟓 45 69 67 33 55 61 62 38 51 43
𝟓𝟓𝟓𝟓 55 39 46 56 53 50 44 42 40 60
𝟓𝟓𝟓𝟓 11 36 56 69 72 73 71 48 58 52
𝟓𝟓𝟓𝟓 81 47 36 54 81 59 50 42 80 69
𝟓𝟓𝟓𝟓 40 43 30 54 61 13 73 65 52 40
𝟓𝟓𝟓𝟓 71 78 71 61 54 79 63 47 49 73
𝟓𝟓𝟓𝟓 53 70 59 62 33 31 74 44 46 68
𝟓𝟓𝟓𝟓 37 51 84 47 46 33 53 54 70 74
𝟓𝟓𝟓𝟓 35 45 48 45 56 60 66 60 65 57
𝟓𝟓𝟓𝟓 42 81 67 64 60 79 46 48 67 56
𝟔𝟔𝟔𝟔 41 21 41 58 48 38 50 53 73 38
𝟔𝟔𝟔𝟔 35 28 43 43 55 39 75 45 68 36
𝟔𝟔𝟔𝟔 64 31 31 40 84 79 47 63 48 46
𝟔𝟔𝟔𝟔 34 36 54 61 33 16 50 60 52 55
𝟔𝟔𝟔𝟔 53 52 48 47 77 37 66 51 61 64
𝟔𝟔𝟔𝟔 40 44 45 22 36 64 50 49 64 39
𝟔𝟔𝟔𝟔 45 69 67 33 55 61 62 38 51 43
𝟔𝟔𝟔𝟔 55 39 46 56 53 50 44 42 40 60
𝟔𝟔𝟔𝟔 11 36 56 69 72 73 71 48 58 52
𝟔𝟔𝟔𝟔 81 47 36 54 81 59 50 42 80 69
𝟕𝟕𝟕𝟕 40 43 30 54 61 13 73 65 52 40
𝟕𝟕𝟕𝟕 71 78 71 61 54 79 63 47 49 73
𝟕𝟕𝟕𝟕 53 70 59 62 33 31 74 44 46 68
𝟕𝟕𝟕𝟕 37 51 84 47 46 33 53 54 70 74
𝟕𝟕𝟕𝟕 35 45 48 45 56 60 66 60 65 57
𝟕𝟕𝟕𝟕 42 81 67 64 60 79 46 48 67 56
𝟕𝟕𝟕𝟕 41 21 41 58 48 38 50 53 73 38
𝟕𝟕𝟕𝟕 35 28 43 43 55 39 75 45 68 36
𝟕𝟕𝟕𝟕 64 31 31 40 84 79 47 63 48 46
𝟕𝟕𝟕𝟕 34 36 54 61 33 16 50 60 52 55

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 Eureka Math Module 5 – Statistics and Probability

Look at the values in the

population. Can you find the
longest time spent in the gym
in the population? Can you
find the shortest?

On average, roughly how long

do you think people spend at
the gym? In other words, by
just looking at the numbers in
the two tables, make an
estimate of the population
mean.

You could find the population mean by typing all 800 numbers into a calculator or a computer,
adding them up, and dividing by 800. This would be extremely time-consuming, and usually it is
not possible to measure every value in a population.
Instead of doing a calculation using every value in the population, we will use a random sample
to find the mean of the sample. The sample mean will then be used as an estimate of the
population mean.

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Example 2: Selecting a Sample Using a Table of Random Digits

The table of random digits provided with this lesson will be used to select items from a
population to produce a random sample from the population. The list of digits is determined by
a computer program that simulates a random selection of the digits 0, 1, 2, 3, 4, 5, 6, 7, 8 or 9.
Imagine that each of these digits is written on a slip of paper and placed in a bag. After
thoroughly mixing the bag, one slip is drawn, and its digit is recorded in this list of random
digits. The slip is then returned to the bag, and another slip is selected. The digit on this slip is
recorded and then returned to the bag. The process is repeated over and over. The resulting
list of digits is called a random number table.
How could you use a table of random digits to take a random sample?
Step 1: Place the table of random digits in front of you. Without looking at the page, place the
eraser end of your pencil somewhere on the table. Start using the table of random digits at the
number closest to where your eraser touched the paper. This digit and the following two
specify which observation from the population tables will be the first observation in your
sample.
For example, suppose the eraser end of your pencil lands on the twelfth number in row 3 of the
random digit table. This number is 5, and the two following numbers are 1 and 4. This means
that the first observation in your sample is observation number 514 from the population. Find
observation number 514 in the population table. Do this by going to Row 51 and moving across
to the column heading “4.” This observation is 53, so the first observation in your sample is 53.
If the number from the random number table is any number 800 or greater, you will ignore this
number and use the next three digits in the table.

Step 2: Continue using the table of random digits from the point you reached, and select the
other four observations in your sample like you did above.
For example, continuing on from the position in the example given in Step 1,
 The next number from the random digit table is 716, and observation 716 is 63
 The next number from the random digit table is 565, and observation 565 is 31.
 The next number from the random digit table is 911, and there is no observation 911.
So, we ignore these three digits.
 The next number from the random digit table is 928, and there is no observation 928.
So, we ignore these three digits.
 The next number from the random digit table is 303, and observation 303 is 70.
The next number from the random digit table is 677, and observation 677 is 42.

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Table of Random Digits

Row
𝟏𝟏 6 6 7 2 8 0 0 8 4 0 0 4 6 0 3 2 2 4 6 8
𝟐𝟐 8 0 3 1 1 1 1 2 7 0 1 9 1 2 7 1 3 3 5 3
𝟑𝟑 5 3 5 7 3 6 3 1 7 2 5 5 1 4 7 1 6 5 6 5
𝟒𝟒 9 1 1 9 2 8 3 0 3 6 7 7 4 7 5 9 8 1 8 3
𝟓𝟓 9 0 2 9 9 7 4 6 3 6 6 3 7 4 2 7 0 0 1 9
𝟔𝟔 8 1 4 6 4 6 8 2 8 9 5 5 2 9 6 2 5 3 0 3
𝟕𝟕 4 1 1 9 7 0 7 2 9 0 9 7 0 4 6 2 3 1 0 9
𝟖𝟖 9 9 2 7 1 3 2 9 0 3 9 0 7 5 6 7 1 7 8 7
𝟗𝟗 3 4 2 2 9 1 9 0 7 8 1 6 2 5 3 9 0 9 1 0
𝟏𝟏𝟏𝟏 2 7 3 9 5 9 9 3 2 9 3 9 1 9 0 5 5 1 4 2
𝟏𝟏𝟏𝟏 0 2 5 4 0 8 1 7 0 7 1 3 0 4 3 0 6 4 4 4
𝟏𝟏𝟏𝟏 8 6 0 5 4 8 8 2 7 7 0 1 0 1 7 1 3 5 3 4
𝟏𝟏𝟏𝟏 4 2 6 4 5 2 4 2 6 1 7 5 6 6 4 0 8 4 1 2
𝟏𝟏𝟏𝟏 4 4 9 8 7 3 4 3 8 2 9 1 5 3 5 9 8 9 2 9
𝟏𝟏𝟏𝟏 6 4 8 0 0 0 4 2 3 8 1 8 4 0 9 5 0 9 0 4
𝟏𝟏𝟏𝟏 3 2 3 8 4 8 8 6 2 9 1 0 1 9 9 3 0 7 3 5
𝟏𝟏𝟏𝟏 6 6 7 2 8 0 0 8 4 0 0 4 6 0 3 2 2 4 6 8
𝟏𝟏𝟏𝟏 8 0 3 1 1 1 1 2 7 0 1 9 1 2 7 1 3 3 5 3
𝟏𝟏𝟏𝟏 5 3 5 7 3 6 3 1 7 2 5 5 1 4 7 1 6 5 6 5
𝟐𝟐𝟐𝟐 9 1 1 9 2 8 3 0 3 6 7 7 4 7 5 9 8 1 8 3
𝟐𝟐𝟐𝟐 9 0 2 9 9 7 4 6 3 6 6 3 7 4 2 7 0 0 1 9
𝟐𝟐𝟐𝟐 8 1 4 6 4 6 8 2 8 9 5 5 2 9 6 2 5 3 0 3
𝟐𝟐𝟐𝟐 4 1 1 9 7 0 7 2 9 0 9 7 0 4 6 2 3 1 0 9
𝟐𝟐𝟐𝟐 9 9 2 7 1 3 2 9 0 3 9 0 7 5 6 7 1 7 8 7
𝟐𝟐𝟐𝟐 3 4 2 2 9 1 9 0 7 8 1 6 2 5 3 9 0 9 1 0
𝟐𝟐𝟐𝟐 2 7 3 9 5 9 9 3 2 9 3 9 1 9 0 5 5 1 4 2
𝟐𝟐𝟐𝟐 0 2 5 4 0 8 1 7 0 7 1 3 0 4 3 0 6 4 4 4
𝟐𝟐𝟐𝟐 8 6 0 5 4 8 8 2 7 7 0 1 0 1 7 1 3 5 3 4
𝟐𝟐𝟐𝟐 4 2 6 4 5 2 4 2 6 1 7 5 6 6 4 0 8 4 1 2
𝟑𝟑𝟑𝟑 4 4 9 8 7 3 4 3 8 2 9 1 5 3 5 9 8 9 2 9
𝟑𝟑𝟑𝟑 6 4 8 0 0 0 4 2 3 8 1 8 4 0 9 5 0 9 0 4
𝟑𝟑𝟑𝟑 3 2 3 8 4 8 8 6 2 9 1 0 1 9 9 3 0 7 3 5
𝟑𝟑𝟑𝟑 6 6 7 2 8 0 0 8 4 0 0 4 6 0 3 2 2 4 6 8
𝟑𝟑𝟑𝟑 8 0 3 1 1 1 1 2 7 0 1 9 1 2 7 1 3 3 5 3
𝟑𝟑𝟑𝟑 5 3 5 7 3 6 3 1 7 2 5 5 1 4 7 1 6 5 6 5
𝟑𝟑𝟑𝟑 9 1 1 9 2 8 3 0 3 6 7 7 4 7 5 9 8 1 8 3
𝟑𝟑𝟑𝟑 9 0 2 9 9 7 4 6 3 6 6 3 7 4 2 7 0 0 1 9
𝟑𝟑𝟑𝟑 8 1 4 6 4 6 8 2 8 9 5 5 2 9 6 2 5 3 0 3
𝟑𝟑𝟑𝟑 4 1 1 9 7 0 7 2 9 0 9 7 0 4 6 2 3 1 0 9
𝟒𝟒𝟒𝟒 9 9 2 7 1 3 2 9 0 3 9 0 7 5 6 7 1 7 8 7

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Exercises 1-4
Initially, you will select just five values from the population to form your sample. This is a very
small sample size, but it is a good place to start to understand the ideas of the lesson.
1. Use the table of random numbers
to select five values from the
population of times. What are the
five observations in your sample?
2. For the sample that you selected,
calculate the sample mean.

3. You selected a random sample and

calculated the sample mean in
order to estimate the population
mean. Do you think that the mean
of these five observations is
exactly correct for the population
mean? Could the population mean
be greater than the number you
calculated? Could the population
mean be less than the number you
calculated?
4. In practice, you only take one
sample in order to estimate a
population characteristic. But, for
the purposes of this lesson,
suppose you were to take another
random sample from the same
population of times at the gym.
Could the new sample mean be
closer to the population mean
than the mean of these five
observations? Could it be farther
from the population mean?

Exercises 5–7
As a class, you will now investigate sampling variability by taking several samples from the same
population. Each sample will have a different sample mean. This variation provides an example
of sampling variability.

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 Eureka Math Module 5 – Statistics and Probability

5. Place the table of random

digits in front of you, and
without looking at the page,
place the eraser end of your
pencil somewhere on the
table of random numbers.
Start using the table of
random digits at the number
closest to where your eraser
touches the paper. This digit
and the following two specify
which observation from the
population tables will be the
first observation in your
sample. Write this three-
digit number and the
corresponding data value
from the population in the
space below.
6. Continue moving to the right
in the table of random digits
from the place you ended in
Exercise 5. Use three digits
at a time. Each set of three
digits specifies which
observation in the population
is the next number in your
sample. Continue until you
have four more observations,
and write these four values
in the space below.

7. Calculate the mean of the

five values that form your
sample. Round your answer
to the nearest tenth. Show
your work and your sample
mean in the space below.

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 Eureka Math Module 5 – Statistics and Probability

Exercises 8–11
You will now use the sample means from Exercise 7 from the entire class to make a dot plot.

8. Write the sample means for

everyone in the class.

9. Use all the sample means to

make a dot plot using the
axis given below.
(Remember, if you have
repeated or close values,
stack the dots one above the
other.)

35 40 45 50 55 60 65 70
Sample Mean

10. What do you see in the dot

plot that demonstrates
sampling variability?

Remember that in practice you only take one sample. (In this lesson, many samples were
taken in order to demonstrate the concept of sampling variability.) Suppose that a statistician
plans to take a random sample of size 5 from the population of times spent at the gym and
that he will use the sample mean as an estimate of the population mean.
11. Approximately how far can
the statistician expect the
sample mean to be from the
population mean?

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 Eureka Math Module 5 – Statistics and Probability

Summary

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 Eureka Math Module 5 – Statistics and Probability

Lesson 17 - Independent Practice

1. Yousef intends to buy a car. He wishes to estimate the mean fuel efficiency (in miles per
gallon) of all cars available at this time. Yousef selects a random sample of 10 cars and
looks up their fuel efficiencies on the Internet. The results are shown below.
22 25 29 23 31 29 28 22 23 27

a. Yousef will estimate the mean fuel efficiency of all cars by calculating the mean for his
sample. Calculate the sample mean, and record your answer below. (Be sure to show
your work.)

b. In practice, you only take one sample to estimate a population characteristic.

However, if Yousef were to take another random sample of 10 cars from the same
population, would he likely get the same value for the sample mean?

c. What if Yousef were to take many random samples of 10 cars? Would all of the sample
means be the same?

d. Using this example, explain what sampling variability means.

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 Eureka Math Module 5 – Statistics and Probability

2. Think about the mean number of siblings (brothers and sisters) for all students at your
school.
a. What do you think is the approximate value of the mean number of siblings for the
population of all students at your school?

b. How could you find a better estimate of this population mean?

c. Suppose that you have now selected a random sample of students from your school.
You have asked all of the students in your sample how many siblings they have. How
will you calculate the sample mean?

d. If you had taken a different sample, would the sample mean have taken the same
value?

e. There are many different samples of students that you could have selected. These
samples produce many different possible sample means. What is the phrase used for
this concept?

f. Does the phrase you gave in part (e) apply only to sample means?

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 Eureka Math Module 5 – Statistics and Probability

Lesson 18 – Sampling Variability and the Effect of Sample Size

Essential Questions:

Example 1: Sampling Variability

The previous lesson investigated the statistical question, “What is the typical time spent at the gym?”
by selecting random samples from the population of 800 gym members. Two different dot plots of
sample means calculated from random samples from the population are displayed below. The first
dot plot represents the means of 20 samples with each sample having 5 data points. The second dot
plot represents the means of 20 samples with each sample having 15 data points.

Based on the first dot plot, Jill answered the statistical question by indicating the mean time people
spent at the gym was between 34 and 78 minutes. She decided that a time approximately in the
middle of that interval would be her estimate of the mean time the 800 people spent at the gym. She
estimated 52 minutes. Scott answered the question using the second dot plot. He indicated that the
mean time people spent at the gym was between 41 and 65 minutes. He also selected a time of 52
minutes to answer the question.

Describe the differences in the

two dot plots.

Which dot plot do you feel

more confident in using to
answer the statistical question?
Explain your answer.
In general, do you want
sampling variability to be large
or small? Explain.

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 Eureka Math Module 5 – Statistics and Probability

Exercises 1–3
In the previous lesson, you saw a population of 800 times spent at the gym. You will now select a
random sample of size 15 from that population. You will then calculate the sample mean.

1. Start by selecting a three-digit number from the

table of random digits. Place the random digit table
in front of you. Without looking at the page, place
the eraser end of your pencil somewhere on the
table of random digits. Start using the table of
random digits at the digit closest to your eraser.
This digit and the following two specify which
observation from the population will be the first
observation in your sample. Write the value of this
observation in the space below. (Discard any three-
digit number that is 800 or larger, and use the next
three digits from the random digit table.)
2. Continue moving to the right in the table of random
digits from the point that you reached in Exercise 1.
Each three-digit number specifies a value to be
selected from the population. Continue in this way
until you have selected 14 more values from the
population. This will make 15 values altogether.
Write the values of all 15 observations in the space
below.

3. Calculate the mean of your 15 sample values. Write

the value of your sample mean below. Round your
answer to the nearest tenth. (Be sure to show your
work.)

Exercises 4–6
You will now use the sample means from Exercise 3 for the entire class to make a dot plot.

4. Write the sample

means for everyone in
the class in the space
below.

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 Eureka Math Module 5 – Statistics and Probability

5. Use all the sample

means to make a dot
plot using the axis
given below.
(Remember, if you
have repeated values
or values close to each
other, stack the dots
one above the other.) 35 40 45 50 55 60 65 70
Sample Mean

6. In the previous lesson,

you drew a dot plot of
sample means for
samples of size 5.
How does the dot plot
above (of sample
means for samples of
size 15) compare to
the dot plot of sample
means for samples of
size 5? For which
sample size (5 or 15)
does the sample mean
have the greater
sampling variability?
This exercise illustrates
the notion that the
greater the sample size…

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 Eureka Math Module 5 – Statistics and Probability

Exercises 7–8

7. Remember that in practice you

only take one sample. Suppose
that a statistician plans to take a
random sample of size 15 from
the population of times spent at
the gym and will use the sample
mean as an estimate of the
population mean. Based on the
dot plot of sample means that
your class collected from the
population, approximately how
far can the statistician expect
the sample mean to be from
the population mean? (The
actual population mean is 53.9
minutes.)

8. How would your answer in

Exercise 7 compare to the
equivalent mean of the
distances for a sample of size 5?

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 Eureka Math Module 5 – Statistics and Probability

Exercises 9–11
Suppose everyone in your class selected a random sample of size 25 from the population of times
spent at the gym.

9. What do you think the dot

plot of the class’s sample
means would look like?
Make a sketch using the
axis. 35 40 45 50 55 60 65 70
Sample Mean

10. Suppose that a statistician

plans to estimate the
population mean using a
sample of size 25.
According to your sketch,
approximately how far can
the statistician expect the
sample mean to be from
the population mean?

11. Suppose you have a choice

of using a sample of size 5,
15, or 25. Which of the
three makes the sampling
variability of the sample
mean the smallest? Why
would you choose the
sample size that makes the
sampling variability of the
sample mean as small as
possible?

Summary

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 Eureka Math Module 5 – Statistics and Probability

Lesson 18 - Independent Practice

1. The owner of a new coffee shop is keeping track of how much each customer spends (in
dollars). One hundred of these amounts are shown in the table below. These amounts will
form the population for this question.
𝟎𝟎 𝟏𝟏 𝟐𝟐 𝟑𝟑 𝟒𝟒 𝟓𝟓 𝟔𝟔 𝟕𝟕 𝟖𝟖 𝟗𝟗
𝟎𝟎 6.18 4.67 4.01 4.06 3.28 4.47 4.86 4.91 3.96 6.18
𝟏𝟏 4.98 5.42 5.65 2.97 2.92 7.09 2.78 4.20 5.02 4.98
𝟐𝟐 3.12 1.89 4.19 5.12 4.38 5.34 4.22 4.27 5.25 3.12
𝟑𝟑 3.90 4.47 4.07 4.80 6.28 5.79 6.07 7.64 6.33 3.90
𝟒𝟒 5.55 4.99 3.77 3.63 5.21 3.85 7.43 4.72 6.53 5.55
𝟓𝟓 4.55 5.38 5.83 4.10 4.42 5.63 5.57 5.32 5.32 4.55
𝟔𝟔 4.56 7.67 6.39 4.05 4.51 5.16 5.29 6.34 3.68 4.56
𝟕𝟕 5.86 4.75 4.94 3.92 4.84 4.95 4.50 4.56 7.05 5.86
𝟖𝟖 5.00 5.47 5.00 5.70 5.71 6.19 4.41 4.29 4.34 5.00
𝟗𝟗 5.12 5.58 6.16 6.39 5.93 3.72 5.92 4.82 6.19 5.12

a. Place the table of random digits in front of you. Select a starting point without looking
at the page. Then, taking two digits at a time, select a random sample of size 10 from
the population above. Write the 10 values in the space below. (For example, suppose
you start at the third digit of row four of the random digit table. Taking two digits gives
you 19. In the population above, go to the row labeled 1, and move across to the
column labeled 9. This observation is 4.98, and that will be the first observation in your
sample. Then, continue in the random digit table from the point you reached.)
Calculate the mean for your sample, showing your work. Round your answer to the
nearest thousandth.

b. Using the same approach as in part (a), select a random sample of size 20 from the
population.
Calculate the mean for your sample of size 20. Round your answer to the nearest
thousandth.

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 Eureka Math Module 5 – Statistics and Probability

c. Which of your sample means is likely to be the better estimate of the population
mean? Explain your answer in terms of sampling variability.

2. Two dot plots are shown below. One of the dot plots shows the values of some sample
means from random samples of size 10 from the population given in Problem 1. The other
dot plot shows the values of some sample means from random samples of size 20 from the
population given in Problem 1.
Dot Plot A

Dot Plot B

Which dot plot is for sample means from samples of size 10, and which dot plot is for
sample means from samples of size 20? Explain your reasoning.

The sample means from samples of size 10 are shown in Dot Plot .

The sample means from samples of size 20 are shown in Dot Plot .

3. You are going to use a random sample to estimate the mean travel time for getting to
school for all the students in your grade. You will select a random sample of students from
your grade. Explain why you would like the sampling variability of the sample mean to be
small.

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 Eureka Math Module 5 – Statistics and Probability

Lesson 19 – Understanding Variability When Estimating a

Population Proportion
Essential Questions:

In a previous lesson, you selected several random samples from a population. You recorded
values of a numerical variable. You then calculated the mean for each sample, saw that there
was variability in the sample means, and created a distribution of sample means to better see
the sampling variability. You then considered larger samples and saw that the variability in the
distribution decreased when the sample size increases. In this lesson, you will use a similar
process to investigate variability in sample proportions.

Example 1: Sample Proportion

Your teacher will give your group a bag that contains colored cubes, some of which are red.
With your classmates, you are going to build a distribution of sample proportions.

a. Each person in your group Cube Outcome (Color)

should randomly select a 1
sample of 10 cubes from 2
the bag. Record the data 3
for your sample in the 4
table below. 5
6
7
8
9
10

b. What is the proportion of

red cubes in your sample
of 10?

This value is called the…

The sample proportion is

found by…

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 Eureka Math Module 5 – Statistics and Probability

c. Write your sample

proportion on a post-it
note, and place it on the
number line that your
teacher has drawn on the
board. Place your note
above the value on the
number line that
corresponds to your
sample proportion.

The graph of all the students’

sample proportions is
called a…

d. Describe the shape of the

distribution.

e. Describe the variability in

the sample proportions.

f. What do you think is the

population proportion?

g. How confident are you of

your estimate?

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 Eureka Math Module 5 – Statistics and Probability

Example 2: Sampling Variability

What do you think would happen to the sampling distribution if everyone in class took a
random sample of 30 cubes from the bag? To help answer this question, you will repeat the
random sampling you did in Exercise 1, except now you will draw a random sample of 30 cubes
instead of 10.

a. Take a random sample of Cube Outcome (Color) Cube Outcome (Color)

30 cubes from the bag. 1 16
Carefully record the 2 17
outcome of each draw. 3 18
4 19
5 20
6 21
7 22
8 23
9 24
10 25
11 26
12 27
13 28
14 29
15 30

b. What is the proportion of

red cubes in your sample
of 30?

c. Write your sample

proportion on a post-it
note, and place the note
on the number line that
your teacher has drawn
on the board. Place your
note above the value on
the number line that
corresponds to your
sample proportion.

d. Describe the shape of the

distribution.

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Exercises 1–5

1. Describe the variability in the

sample proportions.

2. Based on the distribution,

answer the following:
a. What do you think is the
population proportion?
b. How confident are you of
your estimate?

c. If you were taking a

random sample of 30
cubes and determined the
proportion that was red,
do you think your sample
proportion will be within
0.05 of the population
proportion? Explain.
3. Compare the sampling
distribution based on samples
of size 10 to the sampling
distribution based on samples
of size 30.
4. As the sample size increased
from 10 to 30, describe what
happened to the sampling
variability of the sample
proportions.
5. What do you think would
happen to the sampling
variability of the sample
proportions if the sample size
for each sample was 50
instead of 30? Explain.
Summary

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Lesson 19 - Independent Practice

1. A class of seventh graders wanted to find the proportion of M&M’s that are red. Each
seventh grader took a random sample of 20 M&M’s from a very large container of M&M’s.
Following is the proportion of red M&M’s each student found.
0.15 0 0.1 0.1 0.05 0.1 0.2 0.05 0.1
0.1 0.15 0.2 0 0.1 0.15 0.15 0.1 0.2
0.3 0.1 0.1 0.2 0.1 0.15 0.1 0.05 0.3

a. Construct a dot plot of the sample proportions.

b. Describe the shape of the distribution.

c. Describe the variability of the distribution.

d. Suppose the seventh-grade students had taken random samples of size 50. Describe
how the sampling distribution would change from the one you constructed in part (a).

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2. A group of seventh graders wanted to estimate the proportion of middle school students
who suffer from allergies. The members of one group of seventh graders each took a
random sample of 10 middle school students, and the members of another group of
seventh graders each took a random sample of 40 middle school students. Below are two
sampling distributions of the sample proportions of middle school students who said that
they suffer from allergies. Which dot plot is based on random samples of size 40? How can
you tell?

Dot Plot A:

Dot Plot B:

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3. The nurse in your school district would like to study the proportion of middle school
students who usually get at least eight hours of sleep on school nights. Suppose each
student in your class plans on taking a random sample of 20 middle school students from
your district, and each calculates a sample proportion of students who said that they usually
get at least eight hours of sleep on school nights.
a. Do you expect everyone in your class to get the same value for their sample
proportion? Explain.

b. Suppose each student in class increased the sample size from 20 to 40. Describe how
you could reduce the sampling variability.

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Lesson 20 – Estimating a Population Proportion

Essential Questions:

Example 1: Mean of Sample Proportions

A class of 30 seventh graders wanted to estimate the proportion of middle school students who
were vegetarians. Each seventh grader took a random sample of 20 middle school students.
Students were asked the question, “Are you a vegetarian?” One sample of 20 students had
three students who said that they were vegetarians. For this sample, the sample proportion is
3
20
, or 0.15. Following are the proportions of vegetarians the seventh graders found in 30
samples. Each sample was of size 20 students. The proportions are rounded to the nearest
hundredth.
0.15 0.10 0.15 0.00 0.10 0.15 0.10 0.10 0.05 0.20
0.25 0.15 0.25 0.25 0.30 0.20 0.10 0.20 0.05 0.10
0.10 0.30 0.15 0.05 0.25 0.15 0.20 0.10 0.20 0.15

How many samples are

needed to calculate the
sample proportion?

How is the distribution of the

sample proportions formed?

What is the population

proportion?

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Exercises 1–9

1. The first student reported

a sample proportion of
0.15. Interpret this value in
terms of the summary of
the problem in the
example.
2. Another student reported
a sample proportion of 0.
Did this student do
something wrong when
selecting the sample of
middle school students?
3. Assume you were part of
this seventh-grade class
and you got a sample
proportion of 0.20 from a
random sample of middle
school students. Based on
this sample proportion,
what is your estimate for
the proportion of all
middle school students
who are vegetarians?
4. Construct a dot plot of the
30 sample proportions.

5. Describe the shape of the

distribution.

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6. Using the 30 class results

listed above, what is your
estimate for the
proportion of all middle
school students who are
vegetarians? Explain how
you made this estimate.
7. Calculate the mean of the
30 sample proportions.
How close is this value to
the estimate you made in
Exercise 6?

8. The proportion of all

middle school students
who are vegetarians is
0.15. This is the actual
proportion for the entire
population of middle
school students used to
select the samples. How
the mean of the 30 sample
proportions compares with
the actual population
proportion depends on the
students’ samples.

9. Do the sample proportions

in the dot plot tend to
cluster around the value of
the population
proportion? Are any of the
sample proportions far
away from 0.15? List the
proportions that are far
away from 0.15.

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Example 2: Estimating Population Proportion

Two hundred middle school students at Roosevelt Middle School responded to several survey
questions. A printed copy of the responses the students gave to various questions will be
provided by your teacher.
The data are organized in columns and are summarized by the following table:

Column Heading Description

ID Numbers from 1 to 200
Method used to get to school:
Travel to School
Walk, car, rail, bus, bike, skateboard, boat, other
Favorite Season Summer, fall, winter, spring
Allergies Yes or no
Art, English, languages, social studies, history,
Favorite School Subject geography, music, science, computers, math, PE,
other
Classical, country, heavy metal, jazz, pop, punk
Favorite Music rock, rap, reggae, R&B, rock and roll, techno,
gospel, other
What superpower would you Invisibility, super strength, telepathy, fly, freeze
like? time

The last column in the data file is based on the question: Which of the following superpowers
would you most like to have? The choices were invisibility, super strength, telepathy, the ability
to fly, or the ability to freeze time.
The class wants to determine the proportion of Roosevelt Middle School students who
answered freeze time to the last question. You will use a sample of the Roosevelt Middle
School population to estimate the proportion of the students who answered freeze time to the
last question.
A random sample of 20 student responses is needed. You are provided the random number
table you used in a previous lesson. A printed list of the 200 Roosevelt Middle School students
is also provided. In small groups, complete the following exercise:

a. Select a random sample of

20 student responses
from the data file. Explain
how you selected the
random sample.

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 Eureka Math Module 5 – Statistics and Probability

b. In the table below, list the Response

20 responses for your 1
sample. 2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
c. Estimate the population
proportion of students
who responded “freeze
time” by calculating the
sample proportion of the
20 sampled students who
responded “freeze time”
to the question.

d. Combine your sample

proportion with other
students’ sample
proportions, and create a
dot plot of the
distribution of the sample
proportions of students
who responded “freeze
time” to the question.

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 Eureka Math Module 5 – Statistics and Probability

e. By looking at the dot plot,

what is the value of the
proportion of the 200
Roosevelt Middle School
students who responded
“freeze time” to the
question?

f. Usually you will estimate

the proportion of
Roosevelt Middle School
students using just a
single sample proportion.
How different was your
sample proportion from
your estimate based on
the dot plot of many
samples?
g. Circle your sample
proportion on the dot
plot. How does your
sample proportion
compare with the mean
of all the sample
proportions?
h. Calculate the mean of all
of the sample
proportions. Locate the
mean of the sample
proportions in your dot
plot; mark this position
with an X. How does the
mean of the sample
proportions compare with
your sample proportion?

Summary

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Lesson 20 - Independent Practice

1. A class of 30 seventh graders wanted to estimate the proportion of middle school students
who played a musical instrument. Each seventh grader took a random sample of 25 middle
school students and asked each student whether or not they played a musical instrument.
Following are the sample proportions the seventh graders found in 30 samples.
0.80 0.64 0.72 0.60 0.60 0.72 0.76 0.68 0.72 0.68
0.72 0.68 0.68 0.76 0.84 0.60 0.80 0.72 0.76 0.80
0.76 0.60 0.80 0.84 0.68 0.68 0.70 0.68 0.64 0.72

a. The first student reported a sample proportion of 0.80. What does this value mean in
terms of this scenario?

b. Construct a dot plot of the 30 sample proportions.

c. Describe the shape of the distribution.

d. Describe the variability of the distribution.

e. Using the 30 class sample proportions listed above, what is your estimate for the
proportion of all middle school students who played a musical instrument?

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2. Select another variable or column from the data file that is of interest. Take a random
sample of 30 students from the list, and record the response to your variable of interest of
each of the 30 students.
a. Based on your random sample, what is your estimate for the proportion of all middle
school students?

b. If you selected a second random sample of 30, would you get the same sample
proportion for the second random sample that you got for the first random sample?
Explain why or why not.

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 Eureka Math Module 5 – Statistics and Probability
Lesson 21 – Why Worry About Sampling Variability?
Essential Questions:

There are three bags, Bag A, Bag B, and Bag C, with 100 numbers in each bag. You and your
classmates will investigate the population mean (the mean of all 100 numbers) in each bag.
Each set of numbers has the same range. However, the population means of each set may or
may not be the same. We will see who can uncover the mystery of the bags!

Exercises 1-13
1. To begin your investigation, start by selecting a random sample of ten numbers from Bag A.
Remember to mix the numbers in the bag first. Then, select one number from the bag. Do not put
it back into the bag. Write the number in the chart below. Continue selecting one number at a time
until you have selected ten numbers. Mix up the numbers in the bag between each selection.

Selection 1 2 3 4 5 6 7 8 9 10

Bag A

a. Create a dot plot of

your sample of ten
numbers. Use a dot to
represent each
number in the sample.

b. Do you think the mean

of all the numbers in
Bag A might be 10?
Why or why not?

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c. Based on the dot plot,

what would you
estimate the mean of
the numbers in Bag A
to be? How did you
make your estimate?
d. Do you think your
sample mean will be
close to the population
mean? Why or why
not?
e. Is your sample mean
the same as your
neighbors’ sample
means? Why or why
not?
2. Repeat the process by
selecting a random Selection 1 2 3 4 5 6 7 8 9 10
sample of ten numbers
from Bag B. Bag B

a. Create a dot plot of

your sample of ten
numbers. Use a dot
to represent each of
the numbers in the
sample.

b. Based on your dot

plot, do you think the
mean of the numbers
in Bag B is the same
or different from the
mean of the numbers
in Bag A? Explain
your thinking.

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3. Repeat the process

once more by selecting Selection 1 2 3 4 5 6 7 8 9 10
a random sample of ten
numbers from Bag C. Bag C

a. Create a dot plot of

your sample of ten
numbers. Use a dot
to represent each of
the numbers in the
sample.

b. Based on your dot

plot, do you think the
mean of the numbers
in Bag C is the same
or different from the
mean of the numbers
in Bag A? Explain
your thinking.

4. Are your dot plots of

the three bags the
same as the dot plots of
other students in your
class? Why or why not?

5. Calculate the mean of

the numbers for each Mean of the sample of
of the samples from numbers
Bag A, Bag B, and Bag C. Bag A
Bag B
Bag C

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 Eureka Math Module 5 – Statistics and Probability

a. Are the sample

means you calculated
the same as the
sample means of
other members of
your class? Why or
why not?

b. How do your sample

means for Bag A and
for Bag B compare?

c. Calculate the
difference of sample
mean for Bag A minus
sample mean for Bag
B (MeanA − MeanB).
Based on this
difference, can you
be sure which bag has
the larger population
mean? Why or why
not?

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 Eureka Math Module 5 – Statistics and Probability

Exercises 6-10

6. Based on the class dot plots

of the sample means, do
you think the mean of the
numbers in Bag A and the
mean of the numbers in Bag
B are different? Do you
think the mean of the
numbers in Bag A and the
mean of the numbers in Bag
C are different? Explain
your answers.
7. Based on the difference
between the sample mean
of Bag A and the sample
mean of Bag B (MeanA −
MeanB) that you calculated
in Exercise 5, do you think
that the two populations
(Bags A and B) have
different means, or do you
think that the two
population means might be
the same?
8. Based on this difference,
can you be sure which bag
has the larger population
mean? Why or why not?
9. Is your difference in sample
means the same as your
neighbors’ differences?
Why or why not?
10. Plot your difference of the
means (MeanA − MeanB)
on a class dot plot.
Describe the distribution of
differences plotted on the
graph. Remember to
discuss center and spread.

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Exercises 11-13
11. Why are the differences
in the sample means of
Bag A and Bag B not
always 0?
12. Does the class dot plot
contain differences that
were relatively far away
from 0? If yes, why do
you think this
happened?
13. Suppose you will take a
sample from a new bag.
How big would the
difference in the
sample mean for Bag A
and the sample mean
for the new bag
(MeanA − Meannew)
have to be before you
would be convinced
that the population
mean for the new bag is
different from the
population mean of Bag
A? Use the class dot
plot of the differences
in sample means for
Bags A and B (which
have equal population
means) to help you
answer this question.

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Exercises 14-16

14. Calculate the sample

mean of Bag A minus
the sample mean of
Bag C (MeanA −
MeanC ).

15. Plot your difference

(MeanA − MeanC) on a
class dot plot.

16. How do the centers of

the class dot plots for
MeanA − MeanB and
MeanA − MeanC
compare?

Exercise 17
17. Each bag has a
population mean that is
either 10.5 or 14.5.
State what you think
the population mean is
for each bag. Explain
your choice for each
bag.

Summary

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 Eureka Math Module 5 – Statistics and Probability

Lesson 21 - Independent Practice

Below are three dot plots. Each dot plot represents the differences in sample means for
random samples selected from two populations (Bag A and Bag B). For each distribution, the
differences were found by subtracting the sample means of Bag B from the sample means of
Bag A (sample mean A − sample mean B).
1. Does the graph below indicate that the population mean of Bag A is larger than the
population mean of Bag B? Why or why not?

2. Use the graph above to estimate the difference in the population means
(Mean A – Mean B).

3. Does the graph below indicate that the population mean of Bag A is larger than the
population mean of Bag B? Why or why not?

4. Does the graph below indicate that the population mean of Bag A is larger than the
population mean of Bag B? Why or why not?

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 Eureka Math Module 5 – Statistics and Probability

5. In the above graph, how many differences are greater than 0? How many differences are
less than 0? What might this tell you?

6. In Problem 4, the population mean for Bag A is really larger than the population mean for
Bag B. Why is it possible to still get so many negative differences in the graph?

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 Eureka Math Module 5 – Statistics and Probability

Lesson 22 – Using Sample Data to Compare the Means of

Two or More Populations
Essential Questions:

Examples 1–3
Tamika’s mathematics project is to see whether boys or girls are faster in solving a KenKen-type
puzzle. She creates a puzzle and records the following times that it took to solve the puzzle (in
seconds) for a random sample of 10 boys from her school and a random sample of 11 girls from
her school:
Mean MAD
Boys 39 38 27 36 40 27 43 36 34 33 35.3 4.04
Girls 41 41 33 42 47 38 41 36 36 32 46 39.4 3.96

1. On the same scale, draw

dot plots for the boys’ data
and for the girls’ data.
Comment on the amount
of overlap between the
two dot plots. How are the
dot plots the same, and
how are they different?

2. Compare the variability in

the two data sets using the
MAD (mean absolute
deviation). Is the variability
in each sample about the
same? Interpret the MAD
in the context of the
problem.

3. In the previous lesson, you learned that a difference between two sample means is
considered to be meaningful if the difference is more than what you would expect to see
just based on sampling variability. The difference in the sample means of the boys’ times
and the girls’ times is 4.1 seconds (39.4 seconds – 35.3 seconds). This difference is
approximately 1 MAD.

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 Eureka Math Module 5 – Statistics and Probability

a. If 4 sec. is used to
approximate the values
of 1 MAD for both boys
and for girls, what is
the interval of times
that are within 1 MAD
of the sample mean for
boys?

b. Of the 10 sample
means for boys, how
many of them are
within that interval?

c. Of the 11 sample
means for girls, how
many of them are
within the interval you
calculated in part (a)?

d. Based on the dot plots,

do you think that the
difference between the
two sample means is a
meaningful difference?
That is, are you
convinced that the
mean time for all girls
at the school (not just
this sample of girls) is
different from the
mean time for all boys
at the school? Explain
your choice based on
the dot plots.

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 Eureka Math Module 5 – Statistics and Probability

Examples 4–7
How good are you at estimating a minute? Work in pairs. Flip a coin to determine which
person in the pair will go first. One of you puts your head down and raises your hand. When
your partner says “start,” keep your head down and your hand raised. When you think a
minute is up, put your hand down. Your partner will record how much time has passed. Note
that the room needs to be quiet. Switch roles except this time you talk with your partner
during the period when the person with his head down is indicating when he thinks a minute is
up. Note that the room will not be quiet.

Use your class data to complete the following.

4. Calculate the mean minute

time for each group. Then,
find the difference
between the “quiet” mean
and the “talking” mean.

5. On the same scale, draw

dot plots of the two data
distributions, and discuss
the similarities and
differences in the two
distributions.

6. Calculate the mean

absolute deviation (MAD)
for each data set. Based on
the MADs, compare the
variability in each sample.
Is the variability about the
same? Interpret the MADs

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 Eureka Math Module 5 – Statistics and Probability

in the context of the

problem.

7. Based on your calculations,

is the difference in mean
time estimates
meaningful? Part of your
reasoning should involve
the number of MADs that
separate the two sample
means. Note that if the
MADs differ, use the larger
one in determining how
many MADs separate the
two means.

Summary

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 Eureka Math Module 5 – Statistics and Probability

Lesson 22 - Independent Practice

1. A school is trying to decide which reading program to purchase.
a. How many MADs separate the mean reading comprehension score for a standard
program (mean = 67.8, MAD = 4.6, 𝑛𝑛 = 24) and an activity-based program
(mean = 70.3, MAD = 4.5, 𝑛𝑛 = 27)?

b. What recommendation would you make based on this result?

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2. Does a football filled with helium go farther than one filled with air? Two identical footballs
were used: one filled with helium and one filled with air to the same pressure. Matt was
chosen from your team to do the kicking. You did not tell Matt which ball he was kicking.
The data (yards) follow.
Air 25 23 28 29 27 32 24 26 22 27 31 24 33 26 24 28 30
Helium 24 19 25 25 22 24 28 31 22 26 24 23 22 21 21 23 25

Mean MAD
Air
Helium

a. Calculate the difference between the sample mean distance for the football filled with
air and for the one filled with helium.

b. On the same scale, draw dot plots of the two distributions, and discuss the variability in
each distribution.

c. Calculate the MAD for each distribution. Based on the MADs, compare the variability in
each distribution. Is the variability about the same? Interpret the MADs in the context
of the problem.

d. Based on your calculations, is the difference in mean distance meaningful? Part of your
reasoning should involve the number of MADs that separate the sample means. Note
that if the MADs differ, use the larger one in determining how many MADs separate
the two means.

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3. Suppose that your classmates were debating about whether going to college is really worth
it. Based on the following data of annual salaries (rounded to the nearest thousands of
dollars) for college graduates and high school graduates with no college experience, does it
appear that going to college is indeed worth the effort? The data are from people in their
second year of employment.
College Grad 41 67 53 48 45 60 59 55 52 52 50 59 44 49 52
High School Grad 23 33 36 29 25 43 42 38 27 25 33 41 29 33 35

a. Calculate the difference between the sample mean salary for college graduates and for
high school graduates.

b. On the same scale, draw dot plots of the two distributions, and discuss the variability in
each distribution.

c. Calculate the MAD for each distribution. Based on the MADs, compare the variability in
each distribution. Is the variability about the same? Interpret the MADs in the context
of the problem.

d. Based on your calculations, is going to college worth the effort? Part of your reasoning
should involve the number of MADs that separate the sample means.

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 Eureka Math Module 5 – Statistics and Probability

Lesson 23 – Using Sample Data to Compare the Means of

Two or More Populations
Essential Questions:

Example 1: Texting
With texting becoming so popular, Linda wanted to determine if middle school students
memorize real words more or less easily than fake words. For example, real words are food,
car, study, swim; whereas fake words are stk, fonw, cqur, ttnsp. She randomly selected 28
students from all middle school students in her district and gave half of them a list of 20 real
words and the other half a list of 20 fake words.

a. How do you think Linda

might have randomly
selected 28 students from
all middle school students in
her district?
b. Why do you think Linda
selected the students for
her study randomly?
Explain.
c. She gave the selected
students one minute to
memorize their lists after
which they were to turn
the lists over and, after two
minutes, write down all the
words that they could
remember. Afterward,
they calculated the number
of correct words that they
were able to write down.
Do you think a penalty
should be given for an
incorrect word written
down? Explain your
reasoning.

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 Eureka Math Module 5 – Statistics and Probability

Exercises 1–4
Suppose the data (number of correct words recalled) she collected were as follows
For students given the real words list: 8, 11, 12, 8, 4, 7, 9, 12, 12, 9, 14, 11, 5, 10.
For students given the fake words list: 3, 5, 4, 4, 4, 7, 11, 9, 7, 7, 1, 3, 3, 7.

1. On the same scale, draw dot

plots for the two data sets.

2. From looking at the dot plots,

write a few sentences
comparing the distribution of
the number of correctly recalled
real words with the distribution
of number of correctly recalled
fake words. In particular,
comment on which type of
word, if either, that students
recall better. Explain.

3. Linda made the following

calculations for the two data
sets:
Mean MAD
Real words recalled 9.43 2.29

Fake words recalled 5.36 2.27

How many MADs separate the

mean number of real words
recalled and the mean number
of fake words recalled for the
students in the study?

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 Eureka Math Module 5 – Statistics and Probability

4. In the last lesson, our work

suggested that if the number of
MADs that separate the two
sample means is 2 or more,
then it is reasonable to
conclude that not only do the
means differ in the samples, but
that the means differ in the
populations as well. If the
number of MADs is less than 2,
then you can conclude that the
difference in the sample means
might just be sampling
variability and that there may
not be a meaningful difference
in the population means. Using
these criteria, what can Linda
conclude about the difference
in population means based on
the sample data that she
collected? Be sure to express
your conclusion in the context
of this problem.

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 Eureka Math Module 5 – Statistics and Probability

Example 2
Ken, an eighth-grade student, was interested in doing a statistics study involving sixth-grade
and eleventh-grade students in his school district. He conducted a survey on four numerical
variables and two categorical variables (grade level and gender). His Excel population database
for the 265 sixth graders and 175 eleventh graders in his district has the following description:
Column Name Description
1 ID ID numbers are from 1 through 440
1–128 Sixth-grade females
129–265 Sixth-grade males
266–363 Eleventh-grade females
364–440 Eleventh-grade males
2 Texting Number of minutes per day text (whole number)
3 ReacTime Time in seconds to respond to a computer screen stimulus (two
decimal places)
4 Homework Total number of hours per week spent on doing homework (one
decimal place)
5 Sleep Number of hours per night sleep (one decimal place)
a. Ken decides to base his study on
a random sample of 20 sixth
graders and a random sample of
20 eleventh graders. The sixth
graders have IDs 1-265, and the
eleventh graders are numbered
266-440. Advise him on how to
randomly sample 20 sixth
graders and 20 eleventh graders
from his data file.

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 Eureka Math Module 5 – Statistics and Probability

Suppose that from a random number generator:

The random ID numbers for his 20 sixth graders:

231 15 19 206 86 183 233 253 142 36 195 139 75 210 56 40 66 114 127 9

The random ID numbers for his 20 eleventh graders:

391 319 343 426 307 360 289 328 390 350 279 283 302 287 269 332 414 267 428
b. For each set, find the
homework hours data from the
population database that
corresponds to these randomly
selected ID numbers.

c. On the same scale, draw dot

plots for the two sample data
sets.

d. From looking at the dot plots,

list some observations
comparing the number of hours
per week that sixth graders
spend on doing homework and
the number of hours per week
that eleventh graders spend on
doing homework.

e. Calculate the mean and MAD

for each of the data sets. How
many MADs separate the two Mean (hr.) MAD (hr.)
sample means? (Use the larger
Sixth Grade
MAD to make this calculation if
the sample MADs are not the
Eleventh Grade
same.)

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f. Ken recalled Linda suggesting

that if the number of MADs is
greater than or equal to 2, then
it would be reasonable to think
that the population of all sixth-
grade students in his district
and the population of all
eleventh-grade students in his
district have different means.
What should Ken conclude
based on his homework study?
Summary

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 Eureka Math Module 5 – Statistics and Probability

Lesson 23 - Independent Practice

1. Based on Ken’s population database, compare the amount of sleep that sixth-grade females
get on average to the amount of sleep that eleventh-grade females get on average.

Find the data for 15 sixth-grade females based on the following random ID numbers:
65 1 67 101 106 87 85 95 120 4 64 74 102 31 128

Find the data for 15 eleventh-grade females based on the following random ID numbers:
348 313 297 351 294 343 275 354 311 328 274 305 288 267 301

2. On the same scale, draw dot plots for the two sample data sets.

3. Looking at the dot plots, list some observations comparing the number of hours per week
that sixth graders spend on doing homework and the number of hours per week that
eleventh graders spend on doing homework.

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 Eureka Math Module 5 – Statistics and Probability

4. Calculate the mean and MAD for each of the data sets. How many MADs separate the two
sample means? (Use the larger MAD to make this calculation if the sample MADs are not
the same.)
Mean (hr.) MAD (hr.)
Sixth-grade females
Eleventh-grade females

5. Recall that if the number of MADs in the difference of two sample means is greater than or
equal to 2, then it would be reasonable to think that the population means are different.
Using this guideline, what can you say about the average number of hours of sleep per night
for all sixth-grade females in the population compared to all eleventh-grade females in the
population?

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