Question

1
Interactive Student CuitIon,
2 4-1: Key Concept
3
4-1. MatriAL Tor SCHOOL.
4
4-1. MatriAL TOP SCHOOL,
5
4-1. VIT LUGIN
Grade 8 Lesson 4-1
Practice & Problem Solving
Enrichment
a Scatter Plot
V
Racing The table shows the racing times, in minutes, for the first two laps in a race. Make a scatter plot for the data.
Racing Times
Lap 1 2.4 1.4 1.6 2.4 2.3 1.5 2.2
Lap 2 |2.2 1.7 1.5 2.5 2.5 1.8 1.4
Racing Times
Racing Times
Racing Times
Racing Times
O
31
>
2.5
2.5
2.5
2.5
Q
-
2-
2
2
2-
15
1.5
15
1.5
Lap 1 (min)
Lap 2 (min)
Lap 2 (min)
Lap 2 (min)
1
>
1.
1.
>
1 1.5 2 2.5 3
1 1.5 2 2.5 3
1 1.5 2 2.5 3
1.5 2 2.5 3
Lap 2 (min)
Lap 1 (min)
Lap 1 (min)1
Interactive Student CuitIon,
2 4-1: Key Concept
3
4-1. MatriAL Tor SCHOOL.
4
4-1. MatriAL TOP SCHOOL,
5
4-1. VIT LUGIN
Grade 8 Lesson 4-1
Practice & Problem Solving
Enrichment
a Scatter Plot
V
Racing The table shows the racing times, in minutes, for the first two laps in a race. Make a scatter plot for the data.
Racing Times
Lap 1 2.4 1.4 1.6 2.4 2.3 1.5 2.2
Lap 2 |2.2 1.7 1.5 2.5 2.5 1.8 1.4
Racing Times
Racing Times
Racing Times
Racing Times
O
31
>
2.5
2.5
2.5
2.5
Q
-
2-
2
2
2-
15
1.5
15
1.5
Lap 1 (min)
Lap 2 (min)
Lap 2 (min)
Lap 2 (min)
1
>
1.
1.
>
1 1.5 2 2.5 3
1 1.5 2 2.5 3
1 1.5 2 2.5 3
1.5 2 2.5 3
Lap 2 (min)
Lap 1 (min)
Lap 1 (min)
Lap 1 (min)

Lap 1 (min)

Answer 1

Here are the data pairs (Lap 1, Lap 2) you should plot as points on a scatter plot:

(2.4, 2.2)
(1.4, 1.7)
(1.6, 1.5)
(2.4, 2.5)
(2.3, 2.5)
(1.5, 1.8)
(2.2, 1.4)

Plot Lap 1 on the horizontal axis and Lap 2 on the vertical axis. Use an axis range of about 1.0 to 3.0 (or 1.0–2.5) with ticks at 0.5 increments.

Interpretation: the points show a moderate positive association (Pearson r ≈ 0.63) — runners who were slower on lap 1 tended also to be slower on lap 2 (and faster on lap 1 tended to stay faster on lap 2). You can draw a rough upward-sloping trend line to show this.