Category: Mathematics homework help

you will again be making a concept map covering sections 10.1, 10.2, 10.3 and 10.5. Remember to include prepositions and a paragraph explaining your thought process in creating your map. If you do not remember proper guidelines, please go back to the chapter 3 concept map assignment or one of the examples from previous chapters.
Chapter 10 material

Example attached
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part 2
Please follow the formatting guidance listed in the template:
– Introduce the data you are working with
– Introduce the test you will be doing
– Insert the first test images scaled to fit the document
– Discuss your findings and introduce the next test
– Insert second test results scaled to fit the document
– Discuss the findings and any conclusions
Times new roman font and double spacing should be used. Dont put labels like task 1, task 2. Dont just post all your images and put a paragraph at the bottom. 

For this assignment, you will create an interdisciplinary lesson that targets objectives for your content area and grade level, along with targeting one objective for English/Language Arts/Reading for your grade level. Keep the following in mind as you prepare your lesson plan:
Include the grade and content area in which you are pursuing licensure.
Find a piece of reading that you will share with your students. This can be a storybook, a nonfiction book, a set of instructions, a poem, a song, an article, a current event article, an excerpt from a book, a single chapter from a novel,  a short story, or any other type of reading you can think of. Make sure to include a link to the piece of reading or include the full text of the reading in your lesson plan document. Many storybooks are on YouTube, so a link to the YouTube video of someone reading the book is acceptable. Include an explanation regarding why you chose this piece of reading and how it connects to your content area.
Copy/paste the number/letter code and full wording of each state standard you plan to target for your content area and grade level. Copy/paste the number/letter code and full wording of ONE state standard for English/Language Arts/Reading (ELAR) for your grade level that you plan to target in your lesson. Do not include extra standards. Only include the standards you will use to create your objectives. If you are seeking certification for secondary English, you will copy/paste at least TWO state standards for ELAR and one state standard for either math, social studies, or science.
Create a properly written objective for each state standard that you have referenced. You should include at least 2 objectives, but no more than 4 objectives in total. If you are seeking certification for secondary English/Language Arts, then you will choose one of the other 3 core content areas to include in your lesson (math, social studies, science). Then include at least two English objectives and one objective from either math, social studies, or science.
Include a warm-up for your lesson that introduces the topic of the piece of reading you will share with your students and that introduces your objectives.
Instructional Strategies: Explain how you will use high-yield strategies to teach your objectives and guide the learning. Explain how you will include one specific literacy strategy to teach your ELAR objective. This should be the most detailed section of your lesson plan and should be highly focused on what you will do and not what your students will do.
Include a list of materials needed for the lesson including technology
Include a lesson closure / formative assessment. Note you must address BOTH components in order to earn full points on the rubric. Your closure activity may include a formative assessment component, but if you are combining the two, you must make this explicit in your plan. Make sure to show evidence of directly teaching the skills and concepts you plan to assess in the instructional strategies section. The assessments you plan need to make sense with the lesson you plan in the instructional strategies section. This is where you can explain what your students will do.
Include a plan for summative assessment. Make sure to show evidence of directly teaching the skills and concepts you plan to assess in the instructional strategies section. Your summative assessment needs to directly assess the skills and concepts from your direct teaching in the instructional strategies section.
Provide a plan to reinforce your objectives either through homework or during class the next day.

Now you will type your findings for the week. The first part should include the overall shape of each of the histograms as well as comparing or contrasting the mean and standard deviation for each week. Be sure to also note the difference in the 80th percentile values. Are there any inequalities that you are noticing between the income based on your race?

he “Monty Hall Problem” 
A famous controversy about a probability question erupted over an item in the “Ask Marilyn” column in Parade Magazine, written by Marilyn Vos Savant. The problem her column addressed was loosely based on a TV game show called Let’s Make a Deal, hosted by Monty Hall, and hence is known as the Monty Hall Problem. Here’s the question:
Suppose that you’re on a game show and you’re given the choice of three doors: Behind one door is a car, behind the other two doors are goats. You pick a door, say No. 1, and the host who knows what’s behind the doors opens another door, say No. 3, which has a goat. He then says do you want to change your pick to door No. 2? Is it to your advantage to switch your choice?
Marilyn answered that the probability of winning was higher if the contestant switched. This answer generated many letters, including a few from mathematicians, claiming that she was wrong. Marilyn answered with the following logic. When you first pick door No. 1, the chance that you picked the one with the car is P(door 1) = 1/3. The probability that you chose a door with a goat is 2/3. When the host opens door No. 3 to reveal a goat, this does not change the 1/3 probability that you picked the right door (Door 1) in the first place. As only one other door remains (Door 2), the probability that it contains the car is 1 – P(Door 1) = 1 – 1/3 = 2/3. Therefore, it pays to switch doors. Visit a few of the many websites devoted to the Monty Hall Problem to gain some understanding of its subtleties. Do you agree with Marilyn’s logic? If so, try to explain it in your own words. If not, present an alternative approach. 
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Answer questions on document attached watching these videos

he “Monty Hall Problem” 
A famous controversy about a probability question erupted over an item in the “Ask Marilyn” column in Parade Magazine, written by Marilyn Vos Savant. The problem her column addressed was loosely based on a TV game show called Let’s Make a Deal, hosted by Monty Hall, and hence is known as the Monty Hall Problem. Here’s the question:
Suppose that you’re on a game show and you’re given the choice of three doors: Behind one door is a car, behind the other two doors are goats. You pick a door, say No. 1, and the host who knows what’s behind the doors opens another door, say No. 3, which has a goat. He then says do you want to change your pick to door No. 2? Is it to your advantage to switch your choice?
Marilyn answered that the probability of winning was higher if the contestant switched. This answer generated many letters, including a few from mathematicians, claiming that she was wrong. Marilyn answered with the following logic. When you first pick door No. 1, the chance that you picked the one with the car is P(door 1) = 1/3. The probability that you chose a door with a goat is 2/3. When the host opens door No. 3 to reveal a goat, this does not change the 1/3 probability that you picked the right door (Door 1) in the first place. As only one other door remains (Door 2), the probability that it contains the car is 1 – P(Door 1) = 1 – 1/3 = 2/3. Therefore, it pays to switch doors. Visit a few of the many websites devoted to the Monty Hall Problem to gain some understanding of its subtleties. Do you agree with Marilyn’s logic? If so, try to explain it in your own words. If not, present an alternative approach. 
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Answer questions on document attached watching these videos

 Please view to attached docs for more instructions. Please use attached template.
Imagine you are working in the marketing department of a company. Your supervisor assumes that if the
company spends more on digital advertisements it would lead to an increase in sales. In fact, she hopes
that doubling the budget for digital advertising will result in daily sales that are greater than $10,000. She
wants to solve the problem at hand and asks you to investigate. To verify this assumption, the marketing
department will raise the digital advertisement budget for a six-month period, then analyze the collected
data at the end of that period.
You collect monthly data from the past six months and then randomly sample 30 days. The results of your
sample and your calculations are shown in the Excel file provided in the assignment instructions.
Write a two to three (2–3) page report using the provided template in which you:
1. Construct a box-and-whisker plot for the daily sales.
2. Copy the sample mean, median, and standard deviation for the daily sales.
3. Copy the 95% Confidence Interval for the daily sales.
4. Conduct a hypothesis test to verify if the claim that the mean daily sales is greater than $10,000
is supported. Clearly state the logic of your test, the calculations, and the conclusion of your test.
5. Provide the following discussion based on the conclusion of your test:
a. If you conclude that the mean daily sales is greater than $10,000, provide three (3)
possible causes. Share marketing strategies that will support this upward trend the
company is experiencing.
Or
b. If you conclude that the claim of mean daily sales is not greater than $10,000 is not
supported or justified, provide a detailed explanation to your supervisor of how the
company can increase daily sales. Include marketing strategies that will support an
increase in daily sales. Include your speculation on the reason(s) behind the claim.

Instead of lecture questions you will again be making a concept map covering sections 5.1-5.3 below. Remember to include prepositions and a paragraph explaining your thought process in creating your map. Dont forget prepositions.

Part 1
The purpose of this activity is to find a model for linear data and to make predictions. 
Everyone will be working with the same two pieces of data but you will be asking different people and therefore will have slightly different results. Your goal is to find the relationship between height (in inches) and shoe size.
1. Ask 10 different people how tall they are (in inches) and their shoe size. Record your responses in a table here. (+5)
2. Put your paired data into statcrunch and run the linear regression. What is the equation of your line of best fit? (+2)
3. Using your equation from statcrunch, predict the shoe size of someone who is 60 inches tall. (+2)
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Part 2
Answer the questions in the document attached watching these videos

Refer to these videos to answer questions on worksheet attached

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The purpose of this activity is two fold. Can you create a graph from data you collect and can you explain what is misleading about a graph.
Part 1:
1. Create a question that you can ask 10 people. Write the question you created and the results. (+2)
2. Create a graph of your choosing which represents the results. Briefly explain why you chose this type of graph. (+2)
Part 2: 
3. Do a google search for a misleading graph. Add either the image or the weblink for this graph (+2)
4. Briefly explain what is misleading about this graph and what you would do to fix it (+2)
5. After you have completed your post, find a classmates post and comment on their graph construction. Do you agree with their choice of graph? Is there anything they could do to improve their graph? (+2)