Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

Session 3, Part D:
Ordering Hats (35 minutes)

In This Part: Understanding the Question | Data Analysis Using a Stem and Leaf Plot
Using a Histogram to Analyze the Hat-Size Data | Summary

In Parts A-C of this session, you learned several ways to organize numerical data by forming groups. Grouping is especially useful for wide-ranging data or data measured on the number line. Note 5

In the following activity, you will apply several of the methods you have learned for grouping data to solve a problem about how many hats to order.

Hats are made in a variety of styles and sizes. A merchant must decide what styles to keep in stock and how many of each size to order. At our theoretical hat shop, a unisex "Standard Fit" hat is available in the following sizes:

Standard Size

 S1 520 to < 530 S2 530 to < 540 S3 540 to < 550 S4 550 to < 560 S5 560 to < 570 S6 570 to < 580 S7 580 to < 590 S8 590 to < 600 S9 600 to < 610 S10 610 to < 620

Are certain hat sizes more common than others? If not, then an equal number of each hat size can be ordered. But if certain sizes are more common, the merchant needs to order larger quantities of the more common sizes.

Problem D1

Before you begin, make an initial guess about whether you expect all hat sizes to be equally common. Explain your answer. If you think some hat sizes will be more common than others, which hat size would you expect to be the most common, and why?

 Video Segment In this video segment, the hat-ordering problem is introduced, and participants describe their initial expectations for a hat-size distribution. Watch this segment after completing Problem D1. How could a hat merchant determine which hat sizes are most common? If you're using a VCR, you can find this segment on the session video approximately 7 minutes and 46 seconds after the Annenberg Media logo.