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End of Unit 6 Test Answers

This document contains the answers to an end-of-unit test for a Cambridge Lower Secondary Mathematics course. The test covers topics like data collection methods, data representation, sampling techniques, and analyzing results. For each question, the correct answers are provided along with brief explanations. The document concludes by noting that while the tests were written by the authors, the questions may not fully reflect Cambridge Assessment International Education's approach.

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8K views1 page

End of Unit 6 Test Answers

This document contains the answers to an end-of-unit test for a Cambridge Lower Secondary Mathematics course. The test covers topics like data collection methods, data representation, sampling techniques, and analyzing results. For each question, the correct answers are provided along with brief explanations. The document concludes by noting that while the tests were written by the authors, the questions may not fully reflect Cambridge Assessment International Education's approach.

Uploaded by

hidoraroblox
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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CAMBRIDGE LOWER SECONDARY MATHEMATICS 7: END-OF-UNIT 6 TEST

Stage 7 End-of-unit 6 test


Answers
1 For example: a survey, a questionnaire, an experiment, interviews.

2 a continuous

b categorical

c discrete

d continuous

3 a Allow any sensible method, such as surveying all gym users on a particular day or surveying
a quota taken from several days.

b Answer must include gender, age and frequency of visits.

c Record using a tally chart or similar.

d Display using a bar chart or other suitable chart.

4 a boys 14 ÷ 25 = 56%; girls 16 ÷ 40 = 40%

b Yes, boys do spend more time doing homework than girls.

c The sample is too small to be confident that the answer is correct.

5 a Any two valid methods. For example: pick names from a hat or take the first few names from
different classes.

b Allow any valid answers. For example, advantage: less affected by untypical learners;
disadvantage: takes longer to organise and to carry out the survey.

The tests and mark schemes have been written by the authors. These may not fully reflect the approach of
Cambridge Assessment International Education.

1
Cambridge Lower Secondary Mathematics 7 – Byrd, Byrd & Pearce © Cambridge University Press 2021

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