National polls are often conducted by asking the opinions of a few thousand adults nationwide and using them to infer the opinions of all adults in the nation. Explain who is in the sample and who is in the population for such polls. Please use a poll from a newspaper, TV, a magazine, or from the Internet.
Directions:
Please do some research on this topic by using your textbook or the Internet to answer the complete prompt. For assistance, please see:
APA7 citation generator: Citefast automatically formats citations in APA 7th edition. (n.d.). Cite Fast. https://www.citefast.com/?s=APA7#_Webpage
Requirements:
post should be at least 60 words in length, answer all portions of the prompt, and contain a cited source in APA formatting.
Category: Statistics
What is the fraction of workers of age group 30-40 to total number of workers? A
What is the fraction of workers of age group 30-40 to total number of workers?
A.5/13. B.3/13. C.2/13. D.4/13
This assignment requires the use of STATABE software, specifically the use of St
This assignment requires the use of STATABE software, specifically the use of Stata to calculate the appropriate descriiptive statistics based on the level of measurement. These descriiptive statistics are then transcribed into a Word or Excel table for a clear presentation of the data.
This assignment requires the use of STATABE software, specifically the use of St
This assignment requires the use of STATABE software, specifically the use of Stata to calculate the appropriate descriiptive statistics based on the level of measurement. These descriiptive statistics are then transcribed into a Word or Excel table for a clear presentation of the data.
Many of you took the SAT exam before college. Let’s review the latest national (
Many of you took the SAT exam before college. Let’s review the latest national (U.S.) data reported by the College Board on SAT results, as posted here:
https://reports.collegeboard.org/media/2022-04/2021-total-group-sat-suite-of-assessments-annual-report%20%281%29.pdf
Complete this HW in EXCEL and submit an excel document.
What are the mean and SD for: Overall (Total) SAT score, ERW and Math?
Do these scores follow a normal curve? How do you know?
Using a normal curve table, what percentage of students have a Z score a.) below 1.5, b.) above 1.5, c.) above 2.10, d.) below 2.10, e.) below -1.5, f.) above .45, g.) below -1.78?
What is the SAT score if a student had a z score of a.) .45, b.) 1.5, c.) 2.10, d.) -1.5, e.) -1.78
What SAT score is needed to be in the a.) top 10%? b.) top 25%? c.) top 50%?
Review the differences by gender, first language learned, and parental highest education (page 3 & 6). Please write up a brief description of the pattern of results for each table.
Math Activity #1 – Statistics/Data Grade 3 (20 points) As part of each unit, y
Math Activity #1 – Statistics/Data Grade 3
(20 points)
As part of each unit, you will be expected to submit an activity appropriate for elementary school students. The activity will be related to a topic for that unit. For our first activity, I am giving you some specific guidance about the topic and the grade level.
Assignment Guidelines:
0 Go to the Georgia Standards for Excellence Curriculum Framework and look at Unit 1: Number and Operations in Base Ten https://www.georgiastandards.org/Georgia-Standards/Frameworks/3rd-Math-Unit-1.pdf OR Unit 6: Measurement https://www.georgiastandards.org/Georgia-Standards/Frameworks/3rd-Math-Unit-6.pdf
0 Scroll through the units and look for activities that have some type of graphing or data component (similar to the content we have been learning in MA230).
0 Select one lesson/activity, which will likely be a few pages. Print these pages, since you will be writing on this lesson plan and turning it in.
0 Write one paragraph briefly summarizing the lesson and another paragraph explaining why you selected this particular lesson. (This can be on an attached sheet of paper or written on the printed lesson plan).
0 Select two of the Mathematical Practices that the lesson addresses (these are listed in the lesson plan). Highlight where in the lesson plan you think students would be engaged in these two practices (You may want to color code, and highlight one practice, 1 color, and the other practice another color). Write extra notes by these spots in the lesson plan explaining your justification of how students are engaged in the mathematical practice.
0 Highlight one of the Common Core standards that the lesson addresses. Next to it write how this lesson addresses that standard.
0 If you need, use the NC 2017 Unpacked Content #th Grade Math Standard documents at https://www.dpi.nc.gov/teach-nc/curriculum-instruction/standard-course-study/all to help you understand what each standard is referencing for students to do.
———————————————————————————————————————-
0 Your submission should have:
0 The lesson plan with markings/highlighting and two paragraphs.
0 An additional paper if you wanted more room for writing (optional).
0 Due: September 23rd in class or online.
RUBRIC (20 points)
Lesson Plan (2 points)
2 points A lesson plan was printed from Georgia Standards for Excellence Curriculum Framework website and addresses the recommended grade band and topic.
1 pointsA lesson plan was printed but is either from another website or covers something other than recommended grade band and topic.
0 pointA lesson plan is not printed/submitted.
Paragraph Summary (4 points)
4 points The summary provides a clear and detailed picture of what students are doing and learning in this lesson. It also includes information about the role of the teacher in the lesson.
3 pointsThe summary provides some details but some generalities too about what students are doing and learning in this lesson and/or about the role of the teacher in the lesson.
2 pointsThe summary provides a vague picture of what students are doing and learning in this lesson and/or about the role of the teacher in the lesson.
1 pointThe summary is brief and general. It could be used to describe a lot of different lessons.
Rationale for Lesson Plan Selection (4 points)
4 points A detailed paragraph provides description of at least 2 reasons why the lesson plan was selected.
3 pointsA detailed paragraph provides description of at least 1 reason why the lesson plan was selected.
2 pointsA general paragraph provides some ideas about why the lesson plan was selected.
1 pointNo paragraph was included.
Two Mathematical Practices (5 points)
5 pointsAt least two mathematical practices are highlighted and discussed with accuracy. Strong examples are marked and discussed from the activity as evidence of how students would be engaged in each mathematical practice.
4 points At least two mathematical practices are highlighted and discussed, but
there may be some inaccuracies. Some examples are marked and discussed as evidence of how students would be engaged in each mathematical practice.
3 pointsOne mathematical practice is highlighted and discussed with accuracy. Some examples are marked and discussed as evidence of how students would be engaged in the mathematical practice.
2 pointsMathematical practices are highlighted but there are some misconceptions about what students are doing to be engaged in each of them.
1 pointsMathematical practice(s) are highlighted but there is no descriptions or markings in the lesson plan.
Standard Addressed (5 points)
5 points The explanation of how this lesson addresses the highlighted content standard is accurate and demonstrates mathematical thinking and understanding of the standard.
4 pointsThe explanation of how this lesson addresses the highlighted content standard is accurate, but may lack mathematical thinking or explaining.
3 pointThe explanation of how this lesson addresses the highlighted content standard has some inaccuracies.
2 pointThere is only a content standard highlighted/addressed.
1 pointThere is no content standard highlighted/addressed.
Many of you took the SAT exam before college. Let’s review the latest national (
Many of you took the SAT exam before college. Let’s review the latest national (U.S.) data reported by the College Board on SAT results, as posted here:
https://reports.collegeboard.org/media/2022-04/2021-total-group-sat-suite-of-assessments-annual-report%20%281%29.pdf
Complete this HW in EXCEL and submit an excel document.
What are the mean and SD for: Overall (Total) SAT score, ERW and Math?
Do these scores follow a normal curve? How do you know?
Using a normal curve table, what percentage of students have a Z score a.) below 1.5, b.) above 1.5, c.) above 2.10, d.) below 2.10, e.) below -1.5, f.) above .45, g.) below -1.78?
What is the SAT score if a student had a z score of a.) .45, b.) 1.5, c.) 2.10, d.) -1.5, e.) -1.78
What SAT score is needed to be in the a.) top 10%? b.) top 25%? c.) top 50%?
Review the differences by gender, first language learned, and parental highest education (page 3 & 6). Please write up a brief description of the pattern of results for each table.
Math Activity #1 – Statistics/Data Grade 3 (20 points) As part of each unit, y
Math Activity #1 – Statistics/Data Grade 3
(20 points)
As part of each unit, you will be expected to submit an activity appropriate for elementary school students. The activity will be related to a topic for that unit. For our first activity, I am giving you some specific guidance about the topic and the grade level.
Assignment Guidelines:
0 Go to the Georgia Standards for Excellence Curriculum Framework and look at Unit 1: Number and Operations in Base Ten https://www.georgiastandards.org/Georgia-Standards/Frameworks/3rd-Math-Unit-1.pdf OR Unit 6: Measurement https://www.georgiastandards.org/Georgia-Standards/Frameworks/3rd-Math-Unit-6.pdf
0 Scroll through the units and look for activities that have some type of graphing or data component (similar to the content we have been learning in MA230).
0 Select one lesson/activity, which will likely be a few pages. Print these pages, since you will be writing on this lesson plan and turning it in.
0 Write one paragraph briefly summarizing the lesson and another paragraph explaining why you selected this particular lesson. (This can be on an attached sheet of paper or written on the printed lesson plan).
0 Select two of the Mathematical Practices that the lesson addresses (these are listed in the lesson plan). Highlight where in the lesson plan you think students would be engaged in these two practices (You may want to color code, and highlight one practice, 1 color, and the other practice another color). Write extra notes by these spots in the lesson plan explaining your justification of how students are engaged in the mathematical practice.
0 Highlight one of the Common Core standards that the lesson addresses. Next to it write how this lesson addresses that standard.
0 If you need, use the NC 2017 Unpacked Content #th Grade Math Standard documents at https://www.dpi.nc.gov/teach-nc/curriculum-instruction/standard-course-study/all to help you understand what each standard is referencing for students to do.
———————————————————————————————————————-
0 Your submission should have:
0 The lesson plan with markings/highlighting and two paragraphs.
0 An additional paper if you wanted more room for writing (optional).
0 Due: September 23rd in class or online.
RUBRIC (20 points)
Lesson Plan (2 points)
2 points A lesson plan was printed from Georgia Standards for Excellence Curriculum Framework website and addresses the recommended grade band and topic.
1 pointsA lesson plan was printed but is either from another website or covers something other than recommended grade band and topic.
0 pointA lesson plan is not printed/submitted.
Paragraph Summary (4 points)
4 points The summary provides a clear and detailed picture of what students are doing and learning in this lesson. It also includes information about the role of the teacher in the lesson.
3 pointsThe summary provides some details but some generalities too about what students are doing and learning in this lesson and/or about the role of the teacher in the lesson.
2 pointsThe summary provides a vague picture of what students are doing and learning in this lesson and/or about the role of the teacher in the lesson.
1 pointThe summary is brief and general. It could be used to describe a lot of different lessons.
Rationale for Lesson Plan Selection (4 points)
4 points A detailed paragraph provides description of at least 2 reasons why the lesson plan was selected.
3 pointsA detailed paragraph provides description of at least 1 reason why the lesson plan was selected.
2 pointsA general paragraph provides some ideas about why the lesson plan was selected.
1 pointNo paragraph was included.
Two Mathematical Practices (5 points)
5 pointsAt least two mathematical practices are highlighted and discussed with accuracy. Strong examples are marked and discussed from the activity as evidence of how students would be engaged in each mathematical practice.
4 points At least two mathematical practices are highlighted and discussed, but
there may be some inaccuracies. Some examples are marked and discussed as evidence of how students would be engaged in each mathematical practice.
3 pointsOne mathematical practice is highlighted and discussed with accuracy. Some examples are marked and discussed as evidence of how students would be engaged in the mathematical practice.
2 pointsMathematical practices are highlighted but there are some misconceptions about what students are doing to be engaged in each of them.
1 pointsMathematical practice(s) are highlighted but there is no descriptions or markings in the lesson plan.
Standard Addressed (5 points)
5 points The explanation of how this lesson addresses the highlighted content standard is accurate and demonstrates mathematical thinking and understanding of the standard.
4 pointsThe explanation of how this lesson addresses the highlighted content standard is accurate, but may lack mathematical thinking or explaining.
3 pointThe explanation of how this lesson addresses the highlighted content standard has some inaccuracies.
2 pointThere is only a content standard highlighted/addressed.
1 pointThere is no content standard highlighted/addressed.
Variable Activity What makes a function of a discrete variable a candidate for
Variable Activity
What makes a function of a discrete variable a candidate for a discrete random variable distribution? What about the counterpart of this candidacy in the case of a continuous variable? Explain in a one-page, APA formatted response.
Investment Classes Activity
For each investment class in Table 3, assume that future returns are normally distributed with the population mean and standard deviation as given. Based on this assumption:
For each investment class, find the probability of a return that is less than zero (that is, find the probability of a loss). Is your answer reasonable for all investment classes? Explain.
For each investment class, find the probability of a return that is: Greater than 5%.
Greater than 10%.
Greater than 20%.
Greater than 50%.
For which investment classes is the probability of the return greater than 50% is essentially zero? For which investment classes is the probability of such a return greater than 1 percent? Greater than 5%?
For which investment classes is the probability of loss essentially zero?
For which investment classes is the probability of loss greater than 1%? Greater than 10%? Greater than 20%?
The Monty Hall problem is a brain teaser, in the form of a probability puzzle, l
The Monty Hall problem is a brain teaser, in the form of a probability puzzle, loosely based on the American television game show Let’s Make a Deal and named after its original host, Monty Hall. The problem was originally posed in a letter by Steve Selvin to the American Statistician in 1975. It became famous as a question from a reader’s letter, quoted in Marilyn vos Savant’s “Ask Marilyn” column in Parade magazine in 1990:
Suppose you’re on a game show, and you’re given the choice of three doors: Behind one door is a car; behind the others, 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 to you, “Do you want to pick door No. 2?” Is it to your advantage to switch your choice?
1. Would you stay with your original door selection, or would you switch? Explain your reasoning.
2. Watch at least one of the following videos about the Monty Hall Problem.
Monty Hall Problem
(If you would like additional explanation, you can watch the following additional videos:
Monty Hall Problem for Dummies or Probability and the Monty Hall Problem or The Monty Hall Problem – Explained )
Indicate which video(s) you watched. If you found another one on your own, include the link.
3. What is the probability of winning if you stay with your original door selection?
4. What is the probability of winning if you switch to the other door, after you’ve been shown the door with a goat?
5. Write a paragraph explaining why a contestant should switch doors on the game show.
Note: Parts of this discussion were based on CC LICENSED CONTENT, ORIGINAL
Discussion: Probability. Provided by: Lumen Learning. License: CC BY-SA: Attribution-ShareAlike
Video Citations:
Numberphile (2014, May 22). Monty Hall Problem [Video]. | Youtube | 5.30 min.
Numberphile (2014, May 28). Monty Hall Problem for Dummies [Video]. | Youtube | 4.17 min.
Khan Academy (2012, Jun 27). Probability and the Monty Hall Problem [Video]. | Youtube | 7.22 mins.
AsapSCIENCE (2012, Nov 6). The Monty Hall Problem – Explained [Video]. | Youtube| 2.47 mins.