Ten sixth-grade students record the amounts of time each took to travel to school. The dot plot shows their travel times.

The mean travel time for these students is approximately 9 minutes. The MAD is approximately 4.2 minutes.​

1. Is 9 or 4.2 a better estimate for the typical amount of time the ten sixth-grade students travel to school? Explain your reasoning.
2. Based on the mean and MAD, Jada believes that travel times between 5 and 13 minutes are common for this group. Do you agree? Explain your reasoning.
3. A different group of ten sixth-grade students also record their travel times to school. Their mean travel time was also 9 minutes, but the MAD was about 7 minutes. What could the dot plot of this second data set be? Describe or draw how it might look.

The dot plots show the amounts of time that ten South African students and ten Australian students took to get to school. Without calculating, answer the questions.

A dot plot, South Africa, travel time in minutes, 0 to 60 by tens. Data indicates 5 minutes, 2 dots. 10 minutes, 2 dots. 15 minutes, 2 dots. 30 minutes, 1 dot. 40 minutes, 1 dot. 45 minutes, 1 dot. 60 minutes, 1 dot.

A dot plot, Australia, travel time in minutes, 0 to 60 by tens. Data indicates 5 minutes, 1 dot. 7 minutes, 1 dot. 9 minutes, 1 dot. 15 minutes, 2 dots. 20 minutes, 3 dots. 25 minutes, 1 dot. 45 minutes, 1 dot.

1. Which data set has the smaller mean? Explain your reasoning.

2. Which data set has the smaller MAD? Explain your reasoning.

3. What does a smaller mean tell us in this context?

4. What does a smaller MAD tell us in this context?

Without evaluating each expression, determine which value is the greatest. Explain how you know.

1. \(7\frac56 - 9\frac34\)
2. \((\text-7\frac56) + (\text-9\frac34)\)
3. \((\text-7\frac56) \boldcdot 9\frac34\)
4. \((\text-7\frac56) \div (\text-9\frac34)\)