of Word have more capabilities than just word processing. The **Drawing** tool allows simple desktop publishing operations such as adding graphics to/. PROPERTIES: TO GET THE GENERAL INFORMATION ABOUT THE FILES. STEPS: FILE – PROPERTIES – GENERAL/SUMMERY/**STATISTICS**/CONTENT – OK. EXIT : TO CLOSE MICROSOFT WORD. STEPS: FILE – EXIT. MICROSOFT WORD EDIT /the IETF had closed its HTML Working Group **in** September 1997. HTML 3.2 dropped **math** formulas entirely, reconciled overlap among various proprietary extensions/

sine and cosine of complementary angles. 8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles **in** applied problems. 72 CCSS 9-12 **Statistics** and Prob Interpreting Categorical and Quantitative Data Summarize, represent, and interpret data on a single count or /….. y = sin x y = 2 sin x y = sin (2x) 143 Strategy #4 **Draw** pictures/ Create mental images/ Foster visualization 144 Thinking vs. **Math** 24.The number of boys attending Fairfield High School is twice the number of girls. If 1/6/

it **in** Stata. use hsb2, clear. tabstat **math**, stats(cv) variable | cv -------------------------- **math** |.1779551 -------------------------- ‘tabstat’ is a flexible command for summarizing **statistics**—e.g., to summarize stats by a categorical variable:. tabstat **math**, / may vary, always have the same overall shape. Is any symmetrical density curve a normal distribution? **Draw** three symmetrical distributions that aren’t normal curves. Normal distributions—which are idealized forms—are accurately described /

this is what is **in** the bag: ► G B R G G B G G B R **Statistics** & Probability 600 ► What is the probability of rolling a die and rolling 3 or 5? **Statistics** & Probability 700 ► These are test scores for a **Math** test: ► 99, 99, 87, 94, 78, 88, 99, 88, 79 ► Find the range, median & mode **Statistics** & Probability 800 ► **Draw** a line plot for/

**Math** Content Readiness Definition Students who perform at the College Content- Ready level **in** Mathematics and Literacy demonstrate foundational mathematics and quantitative reasoning necessary for introductory courses **in** a variety of disciplines. They also demonstrate subject area knowledge and skills associated with readiness for entry-level, transferrable, credit-bearing mathematics and **statistic**/ to type the length and width of each rabbit pen you **draw**. Then type the area of each rabbit pen. Be sure /

nature of a definition, & show that simple definitions are or are not satisfied by given examples; Use theorems to **draw** logical conclusions from given information; Understand the logic of direct proofs & proofs by contradiction, & construct very simple /Plus 3 modules from the Year 3 list. *These two modules cannot both be taken **in** Year 4 General **Maths** Applied **Maths** / Theoretical Physics Pure **Maths** **Statistics** / OR Project Modules Other Subjects G1R9: BSc Mathematical Sciences with a European Language From /

right answer **Statistics** utilizes mathematics but is more! Interpreting the context to answer a question What is the **Statistical** Investigative Cycle? Formulate a Question Collect Data Analyze Data using Graphs & Measures Interpret Results **in** the Context Using Non-Standard Units CCSS.**MATH**.CONTENT.1./ object is the number of same-size length units that span it with no gaps or overlaps. CCSS.**MATH**.CONTENT.2.MD.D.10 **Draw** a picture graph and a bar graph to represent a data set with up to four categories. Practice/

histograms, stem-and-leaf plots, and circle graphs Scale factor, scale **drawings**, and effect of scale factor on length, perimeter, area & surface /**in** during a **math** lesson or unit? How do we get students to engage **in** these practices if they are not already? Content Standards Standards for Mathematical Practice See you **in** an hour Please sit by school when you return from lunch If you are the only one from your school, join any school you want Develop understanding of the progression of the **Statistics**/

& Wong, 2008, p. 740). **In** randomized controlled trial and regression discontinuity designs assignment mechanism is usually known Using Interviews to Understand the Assignment Mechanism | Rickles | SREE 2010 | Slide 7 Overview | Causal Inference | Assignment Mechanism | Literature | Data & Methods Interview Findings | Example at Three Schools | Implications | Conclusions Two Objectives **Draw** attention to the importance of studying the assignment mechanism **Statistical** inference for causal effects/

-1.65 g 12 Bluman Chapter 1 Example 1 : a) Number of people **in** the classroom b) Weights of new born babies **in** a hospital c) Eye colors of students **in** **Math** 227 Quantitative – Discrete because # of people can be counted. Quantitative – Continuous because/ 2 Ogives Ogives use upper class boundaries and cumulative frequencies of the classes. 80 Bluman, Chapter 2 Constructing **Statistical** Graphs Step 1 **Draw** and label the x and y axes. Step 2 Choose a suitable scale for the frequencies or cumulative frequencies/

subject to disciplinary sanctions, including suspension and dismissal. Grading for **Math** 15 Distribution of letter grades will depend on the overall performance of the students **in** the course GradeTotal points achieved AOver 425 BOver 375 COver /applying **statistical** and logical techniques to describe, summarize, and compare data. Organizing and examining the collected data using narratives, charts, graphs or tables Useful tool to analyze data **in** order to understand and extract information, so that we can **draw** /

of a **Statistical** Study HAWKES LEARNING SYSTEMS **math** courseware specialists To determine how a particular political candidate was going to fare **in** an upcoming election, different counties **in** the state were randomly selected and every eligible voter **in** the randomly selected counties was surveyed. Cluster To determine who will win a $100,000 shopping spree at the local mall, the owner of the mall **draws** a/

Development Program Mathematics, **Statistics** and Computer Science/stuff is “easy” compared to that =) – Likewise on the **math** topics **In** Sum: The following is just a place to start – More examples/data[i + 2]; // var alpha = data[i + 3]; // } // We must create a new image Function to **draw** the altered image loadImage.js // drawAlteredImage -- must call drawOrigImage before this // ------------------------------------------------------------------------ drawAlteredImage: function() { var canvas = document./

applications. Ordinary people who can see **statistics** **in** perspective are often the most innovative and credible users of **statistics**. **Statistics** has little to do with **math** There are some exact probabilities that are used, and you may need **math** to calculate them, but this is / we expect if this was repeated many times under the same conditions. The concept of repeating the experiment (repeatedly **draw** a sample) will follow us all the time during this course Precision and accuracy The results of a measurement or/

or Elementary Algebra) **Statistics** BIOLOGY SAMPLE PROBLEM 1.Choose a whale you want to **draw**, and find its maximum length **in** metric units. 2.Determine an optimum scale for your **drawing** to fit your paper/with technology Understand exponential growth Contextualized settings of the content **Statistics** Common sense interpretation The **statistics** taught **in** **Math** 105, **Math** **in** Society ECONOMICS SAMPLE PROBLEM The following equations describe an economy (where quantities are **in** billions of dollars): C = 400 + 0.8Y D/

as a Second Language English as a Native Language Unit 17/Slide 19 Interpreting a Three-Way Interaction (**Draw** Three Pictures!) **In** our sample, we observe a **statistically** significant three-way interaction between QP, CP1 and CP2 (p <.05). ((((If (big IF) you / and the other interacting predictor be a “level predictor.” You choose which is which based on your theory/story (the **math** does not care!). 3.For your super-concise summary fit for an elevator conversation, establish your THREE central variables. You /

shows her new balance? Geometry/ Measurement SPI 0406.4.8 Travis is 6 feet 9 inches. How tall is he **in** inches? Data, **Statistics**, and Probability SPI 0406.5.3 Louisa recorded her **math** test scores for the month of October. They were 94, 93, 95, 87, 94, 78, and 85. What/are you most likely to pull out of the bag with one **draw**? Pot Luck SPI 0606.1.2 Estimate the product to the nearest whole number. 42.7 x 49.9 6th Grade - 3rd Nine Weeks **Math** Review Week 2 STANDARD QUESTION Number and Operations SPI 0606.2.1/

that one of the variables is the cause of (or directly affects) the other variable Misused **Statistics** **in** the News http://www.businessinsider.com/fox-news-charts- tricks-data-2012-11 http://www/ 600 **in** **math**? What percent of males scored between 300 and 400 **in** critical reading? SAT Critical ReadingMathematicsWriting μσμσμσ Males498116532119481115 Females493112499113494112 Example What percent of male students scored above a 700 **in** **math**? What percent of females scored above a 600 **in** reading? **Draw** a /

**Maths** Notes **Statistics** 4. Cumulative Frequency and Box Plots 4. Cumulative Frequency and Box Plots Why do we bother with **Statistical** Diagrams? The answer to this question is similar to the one for: “why do we bother working out averages and measures of spreads?”. We live **in** a world jam-packed full of **statistics**/information that can be found on a Cumulative Frequency graph. Top Tip: if you have the chance, **draw** your box plot directly below your cumulative frequency graph, using the same scale on the x axis, /

choose unit from drop down menu.] Use your keyboard to type the length and width of each rabbit pen you **draw**. Then type the area of each rabbit pen. Be sure to select the correct unit for each answer. /**Math** and ELA will have Performance Tasks Performance Task ELA Student Directions: Part 1 (35 minutes) Your assignment: You will read a short story and article, watch a video, review research **statistics**, and then write an argumentative essay about your opinion on virtual schools. Steps you will be following: **In**/

Foundation Pulse Rates - Nuffield Foundation Pulse Rates - Nuffield Foundation Cumulative Tables and Graphs - **Maths** is Fun Cumulative Tables and Graphs - **Maths** is Fun **Drawing** Histograms - TESDrawing Histograms - TES GCSE Histograms Worksheet – TES GCSE Histograms Worksheet – TES /Routemap Subject content: Online resources: S4.1 understand what is meant by the term ‘population’ **in** **statistical** terms S4.2 developing ideas of sampling to include the concept of a simple random sample from /

. Thinking is the last thing they associate with **math**.” - G. Gadanidis, 1999, Top 10 Reasons to Skip **Math** Class, p. 29 “Lies, damn lies, **statistics**.” - Benjamin Disraeli EQAO Grade 9 Regional “Lies, damn lies, **statistics**.” - Benjamin Disraeli TIMSS-R Data (1999)/ original copy) then multiply by factor of.5, use domain – ½ to +½ 4)**Draw** equilateral triangle with sides length 2 so top vertex touches bottom of circle, fill **in** red, … Skills are to mathematics what scales are to music or spelling to writing. The/

uses most of the paper. 3. **Draw** a straight line through the points that you think best represent the relationship between x and y. What criteria did you use for **drawing** the line you selected? 28 Doing **Statistics** for Business The Least Squares technique finds/salary of a person who takes no **math** courses. Do the same thing for a person who takes 10 **math** courses. Do you think these predictions are valid? Why or why not? 36 Doing **Statistics** for Business Creating Contingency Tables **in** Excel 1. From the Data menu,/

for **math** skills does not mean that the individual has zero **math** skills Ratio scale: physical measures (height) and counting; has absolute zero. Groups What are descriptive **statistics**? Purpose and examples? Answer the following questions What are descriptive **statistics**? Purpose/ we can now more easily calculate other **statistics** such as correlations Hypothesis Testing **In** order to **draw** valid conclusions from our sample, we must show that our results are **statistically** significant and not random We would like to/

19-Apr-17 Created by Mr.Lafferty **Maths** Dept **Statistic** Graphs MNU 2-20b MTH 2-21a MTH 3-21a What is a Survey Organising Data Reading Pictographs Reading Bar Graphs Constructing Line Graphs www./Be able to read information from a Pie Chart. 2. Be able to construct a Pie Chart. www.mathsrevision.com 19-Apr-17 Created by Mr.Lafferty **Maths** Dept Created by Mr. Lafferty **Maths** Dept. **Drawing** Pie Charts **In** a survey, people were asked to indicate which one of five sports they liked best. The information is given/

**math** topics **in**-depth at each grade be specific and clear about content Provide for student diversity **in** learning **math** 16 Singapore’s Proficiencies Are Centered Around Problem Solving Numbers, Geometry, **Statistics**, Algebra Computation, Mental **Math**, Data Analysis Thinking Skills Heuristics 17 Florida’s Desired **Math**/ : Source: Singapore MOE 47 Visual Approach: Use Model **Drawing** 48 Source: Singaporemath.com Inc (2003). Active Primary **Math** Series Singapore Textbooks Use Scaffolding Within Multi-step Problems : /

9% 6% 7% 10% 8% 9% National *** *** *** 8% 5% 7% 10% 7% 9% **Maths** Policy Rationale Mathematics is part of everyday life and we aim to ensure that our children have a solid foundation of /number problems Year 2 Core Skills Measure Fractions **Statistics** Choose and use appropriate standard units to estimate and measure length/height **in** any direction (m/cm); mass (kg// long multiplication for two-digit numbers Multiply and divide numbers mentally **drawing** upon known facts Divide numbers up to 4 digits by a one/

upon information obtained by a subset of the population. This is the material **in** **Math** 127B. Descriptive **Statistics**: This type of **statistics** uses graphs, tables, charts and the calculation of various **statistical** measures (mean, standard deviation, etc.) to organize and summarize information about a population. This is material **in** **Math** 127A. Inferential **Statistics**: This type of **statistics** consists of techniques (hypothesis testing, confidence intervals, etc.) to reach conclusions about/

data, planning studies, studying probability, and **drawing** **statistical** inferences. Prerequisites: Successful completion of three years of mathematics or a course grade of 90% **in** Geometry and/or teacher recommendation. For your fourth year of **math**… **Math** 4N (may be renamed by your senior year) **Math** 4 / 4H (Pre-Calculus) Advanced Placement (AP) **Statistics** Advanced Placement (AP) Calculus **Math** 4N **Statistics** Based – Social Sciences **in** college (e.g., elementary school teacher/

summarizations include various kinds of charts and graphs.Descriptive statisticsmean standard deviation Inferential **statistics** is used to model patterns **in** the data, accounting for randomness and **drawing** inferences about the larger population. These inferences may take the form of/understand. He loved to announce **in** letters that he had just solved a problem **in** **math** but then refused to disclose its solution, leaving it for others to figure out. Fermats passion **in** **math** was **in** yet another branch - number theory/

of the curve are on the low end or left side. Note how much this differs from the SAT **math** score frequency distribution. As you will see **in** the Levels of Measurement section, we call the competence scale variable ordinal. 30 Descriptive **Statistics** Scatter plot Scatter plot is a plot or graph of two variables that shows how the score on one variable/

= {heart, club, spade, diamond}. This experiment meets the conditions of a random experiment. An event could be **drawing** either a spade or a club, which would be given by the set of simple events, {spade, club}. Probability/, and Uncertainty Section 6.10 Conditional Probability Probability Law Number 8: HAWKES LEARNING SYSTEMS **math** courseware specialists An extremely important concept **in** **statistical** analysis is independence. Independence describes a special kind of relationship between two events. Two events/

animation effects, and custom apps for studying geometric models of contextual situations, physical mechanisms, tessellations, and special shapes. **Statistics** & Probability—The software for work on data analysis and probability problems provides tools for graphic display and analysis of data/ the value of 4.27 words (actual difference) fall **in** this distribution? Is this difference likely to have happened by chance? What conclusions can we **draw**? Core **Math** Tools Download today at: www.nctm.org/coremathtools

d) **Draw** the associated scatterplot. (e) Raise some predictive questions **in** this context/**math** as long as possible. So most don’t know any of the **statistics** when they take the courses **in** bio or other fields. Integrating **Statistics** into Mathematics Students see the equation of a line **in** pre- algebra, **in** elementary algebra, **in** intermediate algebra, **in** college algebra, and **in** precalculus. Yet many still have trouble with it **in** calculus. They see **statistics** ONCE **in** an introductory **statistics** course. But **statistics**/

and working as a high school **math** teacher **in** Dearborn, MI. She began her masters **in** education at U of M **in** 2012 but transferred to a masters program **in** **statistics** later that year. She hopes to pursue research **in** education and the social sciences. Outline/safety stock, above the forecast. Vocabulary Time A student **in** your class raises his hand and asks “What’s the difference between correlation, association, and regression?”. What would you say, do, or **draw**? The answer Association is the most general. All of/

students to learn. Student-engaged learning around high-cognitive-demand tasks used **in** every classroom. Agenda Surface Area & Volume **Statistics** Fractions Probability 5 acos2010.wikispaces.com Electronic version of handouts /**in** the class, and he wants to write an article for the paper saying that **math** is the most popular subject at the school. Explain why this is not a valid conclusion, and suggest a way to gather better data to determine what subject is most popular. Use random sampling to **draw**/

know Suggests explanations and reflects on processes **Draws** evidence based conclusions and explanations Identifies /**Statistics** NSW Curriculum and Learning Innovation Centre Building Capacity Resources Stage 5.3 Single Variable Data Analysis Measures of spreadSingle Variable Data Analysis Measures of spread MA5.3-18SP NSW Curriculum and Learning Innovation Centre Task A content from Single Variable Data Analysis **in** Stages 5.1 and 5.2. NSW Curriculum and Learning Innovation Centre Units of learning **in** **maths**/

of **statistics** that involves procedures for **drawing** conclusions about a population when the data comprise a sample selected from the population Definitions (cont) Population (or universe) – is a collection of data containing every item connected to the variable under investigation Sample – is a collection of data constituting only a part of a population Census – is a list of all the items **in** a/

1 unit on the predictor variable Slope of the regression line **Drawing** the Regression Line Page 495 1.**Draw** and label the axes for a scatter diagram 2.Figure predicted / You really do not want to do this **math**! Limitations of Regression Regression inaccurate if Correlation is curvilinear Restriction **in** range is present Unreliable measures are used Does / and drag the independent variables **Statistics** Descriptives Continue OK SPSS Multiple Prediction Rule 1 SPSS Multiple Prediction Rule 2 SPSS Multiple/

on the predictor variable Slope of the regression line **Drawing** the Regression Line Page 495 1.**Draw** and label the axes for a scatter diagram 2./ do not want to do this **math**! Limitations of Regression Regression inaccurate if Correlation is curvilinear Restriction **in** range is present Unreliable measures are / Linear and drag the dependent variable and drag the independent variables **Statistics** Descriptives Continue OK SPSS Multiple Prediction Rule 1 SPSS Multiple Prediction Rule 2/

Email: ifloresc@stevens.edu Email: ifloresc@stevens.eduifloresc@stevens.edu Mailbox: **in** **Math**. Dept office. Mailbox: **in** **Math**. Dept office. Grades Homework (30%) – almost every week, /**Statistical** Inference Part II: **Statistical** Inference Formal Method of **drawing** conclusions Formal Method of **drawing** conclusions Formal **Statistical** Tests Formal **Statistical** Tests Testing the reliability of conclusions Testing the reliability of conclusions Part III: Advanced **Statistical** Inference Part III: Advanced **Statistical**/

**Maths** Dept. **Statistics** www.mathsrevision.com Simple Pie Charts Bar Charts & Line Graphs Constructing Pie Charts Level 4+ 6-Jul-16Created by Mr.Lafferty **Maths** Dept Starter Questions Starter Questions www.mathsrevision.com Level 4+ 6-Jul-16Created by Mr. Lafferty **Maths** /they liked best. The information is given **in** the table. Display the information **in** a pie chart. Rugby Football Cricket Ice Hockey Squash 6-Jul-16Created by Mr. Lafferty **Maths** Dept. Total **Drawing** Pie Charts **In** a survey, people were asked to /

column. Pick three quiz scores randomly from each column. a) Number each row one through ten. b) On your calculator, press **Math** and arrow over to PRB. c) For column 1, Press 5:randInt and enter (1,10). Press ENTER. Record the number./The job of the statistician is to see through the variability and **draw** appropriate conclusions. Critical Evaluation Before accepting the results of a **statistical** study, we need to make sure the data was obtained **in** an unbiased fashion. Common problems to be aware of include a) /

meaningful, realistic context **in** order to facilitate transfer of learning. ▪ Develop students skills **in** interpreting numerical or graphical information appearing within documents and text. Use different strategies to teach and work through **math** concepts **Draw** a Picture or /fruits and if you look closely, 13 arrows Average Student Height **Statistical** Analysis Activity Objectives: The main objective is to engage students **in** the major components of **statistical** analysis: mean, median, mode, and range, through a /

Collins’ **Maths** PICTIONARY First Edition Rules: Teams will take it **in** turn to **draw** a given Mathematical word/topic/item etc. The other members of the team will try and guess what is being drawn and therefore, the word on the card **In** teams of/ Mr. Collins’ **Maths** PICTIONARY First Edition N Number A Algebra S Shape, Space & Measure D Data Handling M Miscellaneous Mr. Collins’ **Maths** PICTIONARY First Edition N Standard Form A Symbols S Angles D **Statistics** M Examination Mr. Collins’ **Maths** PICTIONARY First Edition N/

interpret mathematical models such as formulas, graphs, tables and schematics, and **draw** inferences from them. 6.To recognize the limitations of mathematical and **statistical** models. 7.To develop the view that mathematics is an evolving /**Math** 1319 - Mathematics **in** the Modern World An introduction to some of the great ideas of mathematics, including current applications of logic, algebra, geometry, **statistics**, and other topics. Intended for students whose majors do not require **MATH** 2301, **MATH** 1508 or **MATH**/

use )G-Type : Box (you will need to use ) XList : List1XList : List1 Freq : 1Freq : 1 Now press QUIT **Draw** your **statistical** graphs and use Trace (F1) Press GRPH (F1), then GPH1Press GRPH (F1), then GPH1 QUIT and press GRPH then GPH2QUIT and press GRPH then GPH2/ presentation can be viewed online You can find it on the Shared Drive (U:) **in** **Maths** – Advanced Level CoursesYou can find it on the Shared Drive (U:) **in** **Maths** – Advanced Level Courses You can also find it on CurWebYou can also find it on CurWeb

slope Standards 1-3 Number Systems, Expressions and Equations Standards 4-10 Geometry Scale **drawings**, constructions, area, surface area, and volume Standards 11-16 **Statistics** **Drawing** inferences about populations based on samples Standards 17-20 Probability – Standards 21-24 Recommend/7 Solve px + q = r, p(x + q) = r Integers Most of the numbers you have worked with **in** **math** class this year have been greater than or equal to zero. However, numbers less than zero can provide important information. Where have/

Sons. All rights reserved. Table 5.5 Probability Distribution of the Number of Students with **Math** Anxiety **in** a Sample of Two Students Prem Mann, Introductory **Statistics**, 8/E Copyright © 2013 John Wiley & Sons. All rights reserved. MEAN AMD / any given day. Using the Poisson probability distribution table, write the probability distribution of x. **Draw** a graph of the probability distribution. Prem Mann, Introductory **Statistics**, 8/E Copyright © 2013 John Wiley & Sons. All rights reserved. Table 5.17 Probability/

letters are **in** the names of each person **in** my class? What is my height? How many pets are owned by each student **in** my grade level? How many letters are **in** my name? What is my **math** test score? Examples of **Statistical** Questions: Non-Examples of **Statistical** Questions: / x and y-axis. Reporting the number of observations. MCC6.SP.5 Summarize numerical data sets **in** relation to their context, such as by: Examples: **Draw** a frequency chart to report the number of observations Describe a graph or information on how it/

Ads by Google