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Recent research suggests that the amount of time that parents spend talking about numbers can have a big impact on the mathematical development of their children (Levine, Suriyakham, Rowe, Huttenlocher, and Gunderson, 2010). In the study, the researchers visited the children's homes between the ages of 14 and 30 months and recorded the amount of "number talk" they heard from the children's parents. The researchers then tested the children's knowledge of the meaning of numbers at 46 months. The following data are similar to the results obtained in the study. Children's Knowledge-of-Numbers Scores for Two Groups of Parents Low Number-Talk Parents High Number-Talk Parents 3, 4, 5, 4, 5 4, 2, 3, 5, 4 5, 3, 4, 5, 4 2, 1, 2, 3, 4 3, 3, 2, 2, 1 5, 3, 4, 1, 2 Complete the following distribution table. 3 2 1 X flow 5 4 fhigh Using the following graphing tool, sketch a polygon showing the frequency distributions for children with low number-talk parents and children with high number-talk parents. (Use red crosses and line segments for children with low number-talk parents, and blue dots and line segments for children with high number-talk parents. (Hint: First drag all the points in one color to the horizontal axis, and then drag them upward to the correct frequency at each X value.)

Recent research suggests that the amount of time that parents spend talking about numbers can have a big impact on the mathematical development of their children (Levine, Suriyakham, Rowe, Huttenlocher, and Gunderson, 2010). In the study, the researchers visited the children's homes between the ages of 14 and 30 months and recorded the amount of "number talk" they heard from the children's parents. The researchers then tested the children's knowledge of the meaning of numbers at 46 months. The following data are similar to the results obtained in the study. Children's Knowledge-of-Numbers Scores for Two Groups of Parents Low Number-Talk Parents High Number-Talk Parents 3, 4, 5, 4, 5 4, 2, 3, 5, 4 5, 3, 4, 5, 4 2, 1, 2, 3, 4 3, 3, 2, 2, 1 5, 3, 4, 1, 2 Complete the following distribution table. 3 2 1 X flow 5 4 fhigh Using the following graphing tool, sketch a polygon showing the frequency distributions for children with low number-talk parents and children with high number-talk parents. (Use red crosses and line segments for children with low number-talk parents, and blue dots and line segments for children with high number-talk parents. (Hint: First drag all the points in one color to the horizontal axis, and then drag them upward to the correct frequency at each X value.)

MATLAB: An Introduction with Applications
MATLAB: An Introduction with Applications
6th Edition
ISBN:9781119256830
Author:Amos Gilat
Publisher:Amos Gilat
Chapter1: Starting With Matlab
Section: Chapter Questions
Problem 1P
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at each X value.) 7 6 0 0 2 3 X Does it appear that there is a difference between the two groups? Low no talk parent High no. talk parent The scores for both the groups are nearly the same. O The scores for children from the high number-talk parents are noticeably higher. The scores for children from the high number-talk parents are noticeably lower.
Transcribed Image Text:at each X value.) 7 6 0 0 2 3 X Does it appear that there is a difference between the two groups? Low no talk parent High no. talk parent The scores for both the groups are nearly the same. O The scores for children from the high number-talk parents are noticeably higher. The scores for children from the high number-talk parents are noticeably lower.
Recent research suggests that the amount of time that parents spend talking about numbers can have a big impact on the mathematical development of their children (Levine, Suriyakham, Rowe, Huttenlocher, and Gunderson, 2010). In the study, the researchers visited the children's homes between the ages of 14 and 30 months and recorded the amount of "number talk" they heard from the children's parents. The researchers then tested the children's knowledge of the meaning of numbers at 46 months. The following data are similar to the results obtained in the study. X 5 Complete the following distribution table. 4 3 Children's Knowledge-of-Numbers Scores for Two Groups of Parents Low Number-Talk Parents High Number-Talk Parents 3, 4, 5, 4, 5 4, 2, 3, 5, 4 5, 3, 4, 5, 4 2 1 2, 1, 2, 3, 4 3, 3, 2, 2, 1 5, 3, 4, 1, 2 flow fhigh Using the following graphing tool, sketch a polygon showing the frequency distributions for children with low number-talk parents and children with high number-talk parents. (Use red crosses and line segments for children with low number-talk parents, and blue dots and line segments for children with high number-talk parents. (Hint: First drag all the points in one color to the horizontal axis, and then drag them upward to the correct frequency at each X value.)
Transcribed Image Text:Recent research suggests that the amount of time that parents spend talking about numbers can have a big impact on the mathematical development of their children (Levine, Suriyakham, Rowe, Huttenlocher, and Gunderson, 2010). In the study, the researchers visited the children's homes between the ages of 14 and 30 months and recorded the amount of "number talk" they heard from the children's parents. The researchers then tested the children's knowledge of the meaning of numbers at 46 months. The following data are similar to the results obtained in the study. X 5 Complete the following distribution table. 4 3 Children's Knowledge-of-Numbers Scores for Two Groups of Parents Low Number-Talk Parents High Number-Talk Parents 3, 4, 5, 4, 5 4, 2, 3, 5, 4 5, 3, 4, 5, 4 2 1 2, 1, 2, 3, 4 3, 3, 2, 2, 1 5, 3, 4, 1, 2 flow fhigh Using the following graphing tool, sketch a polygon showing the frequency distributions for children with low number-talk parents and children with high number-talk parents. (Use red crosses and line segments for children with low number-talk parents, and blue dots and line segments for children with high number-talk parents. (Hint: First drag all the points in one color to the horizontal axis, and then drag them upward to the correct frequency at each X value.)
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