Recent research suggests that the amount of time that parents spend talking about numbers can have a big effect on the mathematical development of their children (Levine, Suriyakham, Rowe, Huttenlocher, & 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 €œnumber 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.

Sketch a polygon showing the frequency distribution for children with low number-talk parents. In the same graph, sketch a polygon showing the scores for the children with high number-talk parents. (Use two different colors or use a solid line for one polygon and a dashed line for the other.) Does it appear that there is a difference between the two groups?
                                                                                                                                                                                                                                                 

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Children's Knowledge-of-Numbers Scores for Two Groups of Parents Low Number-Talk Parents High Number-Talk Parents 2, 1, 2, 3, 4 3, 3, 2, 2, 1 5, 3, 4, 1, 2 3, 4, 5, 4, 5 4, 2. 3, 5, 4 5, 3, 4. 5, 4