height of each person **in** my class? **What** are the **math** test scores of the students **in** my class? How old am I? How many 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** question as one that anticipates variability **in** the data related to the question and accounts for it **in** the answers. **What** resources do you already have for teaching **statistics**? How do these match the standards? SP Resources Raisin Activity Raisin Activity MARS – Mean, Median, **Mode** MARS – Mean, Median, **Mode**/by evaluating expressions **Math**-Magic **Math**-Magic Using variables **What** are students asked /ratio). Fractions are written **in** an unusual way. Instruction **does** not focus on a conceptual /

**Math** Week 1 The Standards O Remember the standards are the concepts we will need to master at the end of the Unit! O Week 1: MCC6.SP.1 and SP.3 O Recognize a **statistical** question as one that antici[ates variability **in** the data related to the question and accounts for it **in**/IQR is the range between the upper Q 3 and lower Q1 quartile **in** a box plot. O Q3- Q1 O **What** **does** the size of your IQR tell you about the data? Ticket Out the Door O Find the mean, median, **mode** and range of the given data O 15,18,14,9,14 /

wants to do his **math** homework tonight Probability = 1, Sure Event Yes! You can have as much as you like! (sun rising **in** the east) 0<=Possibility <= 1 ConditionP(A) Get 3 ConditionP(A) Head Tail ConditionP(A) Get 3 **What** exactly **does** probability mean???? The more/have more than one **mode** Median: the middle value when all values **in** order {2, 2, 3, 4, 5, 6, 9} 4 or average of two numbers Range: difference between lowest and highest 9- 2 = 7 **Statistics** {2, 2, 6, 9, 3, 4, 5} Mean, Median, **Mode**, Range Question #4/

size **does** NOT fit all!!) Instructors have the prerogative to allow or disallow laptops **in** the / the PowerPoint slide **in** Design **mode** (not Run **mode**). Show them how to take notes **in** the bottom of / together work **in** final project Bring together work **in** final project Examples **Math** on Trial **Math** on Trial /A? **What** questions do you have? **What** questions do you have? **What** don’t you understand? **What** don’t/ Details of Local Legal Cases **Statistics** Regarding Sports Figures **Statistics** Regarding Sports Figures Descriptions of/

Mechanical Engineer BMayer@ChabotCollege.edu Engr/**Math**/Physics 25 Chp7 **Statistics**-1 BMayer@ChabotCollege.edu ENGR-25_Lec-19_Statistics-1.ppt 2 Bruce Mayer, PE Engineering/**Math**/Physics 25: Computational Methods Learning Goals Use MATLAB to solve Problems **in** **Statistics** Probability Use Monte Carlo (/19_Statistics-1.ppt 22 Bruce Mayer, PE Engineering/**Math**/Physics 25: Computational Methods 175 711 536... is a DEAL! The ORDER **in** Which the Ping-Pong Balls are Drawn **Does** NOT affect the Winning Odds If we Had/

**Statistical** point of view –Some connections Notation; linear problems; illustration –Example: geomagnetism from satellite observations –Example: seismic velocity from (p) and x(p) –Example: differential rotation of the Sun from normal **mode** splitting Identifiability and uniqueness –Sketch of identifiablity and extremal modeling –Backus-Gilbert theory –Example: solar differential rotation –Example: seismic velocity **in**/**in** geophysics often “solved” using applied **math**/ best one! But **what** **does** best mean? Loss and/

of heteroskedasticity **in** our errors, we confirmed our conclusion using robust standard errors (HC3). Okay, but **what** **does** it mean? How do we interpret the parameter estimate? Mathematical interpretations can be more confusing than illuminating. Generally, graphical interpretations provide our best hope for understanding the complexity of the relationship. However, because we have an interaction with a dichotomous predictor, the **math** may be helpful/

, Finite **Math** & **Statistics** stayed same – 33% increase **in** students passing a college level **math** course 2008-09 – More students passed a college level **math** course **in** Spring 2009 than were enrolled **in** a college level **math** course **in** Spring 2008 Developmental Students **In** College Level **Math** – Before redesign 71% success for developmental students **in** **math** – After redesign 76% success rate for developmental students **in** **math** – Fall 2008 developmental students 79% success rate **in** **math** while college **math** success/

**does** a cube have? a.Four Four b.Six Six c.Eight Eight d.None None Game board Game board Geometry (200) **What** shape has four sides? a. A pentagon b. A quadrilateral c. A hexagon d. A octagon a. A pentagon b. A quadrilateral c. A hexagon d. A octagon **What**/. Then he circles the number that comes exactly **in** the middle. It is likely that Ian is trying to find the a.**Mode** **Mode** b.Median Median c.Mean Mean d.Range Range Game board Game board **Statistics** (400) To find the ______ **in** the following numbers: 8, 1, 20, Laura/

t a number used more **in** the number set than all of the other numbers; therefor, this number set **does** not have a **MODE**. LESSON PART 6 **WHAT** IS THE PURPOSE FOR MEAN AND **MODE**? **WHAT** IS THE PURPOSE FOR MEAN AND **MODE**? Both aspects of a number/://MOODLESHARE.ORG/COURSE/VIEW.PHP?ID=104 homepage ADDITIONAL RESOURCES HTTP://**MATH**.ABOUT.COM/OD/**STATISTICS**/A/MEANMEDIAN.HTM HTTP://**MATH**.ABOUT.COM/OD/**STATISTICS**/A/MEANMEDIAN.HTM HTTP://**MATH**.ABOUT.COM/OD/**STATISTICS**/A/MEANMEDIAN.HTM HTTP://WWW.YOUTUBE.COM/WATCH?V=5C9LBF3B65S HTTP/

high end) Bimodal Normal Distribution Positively Skewed Distribution Negatively Skewed Distribution Bimodal Distribution **mode** Exercise 3 Draw a distribution shape that you would expect for Summer Institute attendees/ Compare range between groups **Math** scores ranged 20 points for School A & 5 points for school B 100 cyclists finishing **in** 1 st – 5 th / **What** questions might we test with our survey using inferential **statistics**? Our results are unlikely to occur if the predicted relationship **does** NOT exist **in** /

**Statistics** Part II **Math** 416 Game Plan Creating Quintile Creating Quintile Decipher Quintile Decipher Quintile Per Centile Creation Per Centile Creation Per Centile Interpretation Per Centile Interpretation **Statistical** Interpretation **Statistical**/**in** the group is very concentrated. Eg The data **in**/ R2R2R2R2990 R1R1R1R11010 **Does** not look bad/**Statistical** Analysis You need to see **what** all these techniques mean. Lets put it all together… You need to see **what**/The **mode** being very different may be a problem The **mode** being/

above, answer the following question: How many yards **does** the football travel if you pass it from the /**in** the major components of **statistical** analysis: mean, median, **mode**, and range, through a real-life data set. Students will also have an opportunity for reviewing measurement conversion. Level/Subject: ABE/GED **Math** Materials: No materials are needed for this activity. A calculator may aid **in**/ Car Payment answer:__________________ Pay Check Deductions Calculate **what** percent each of the following is of the /

**in** ELA and the DLM ELA. A student may not take the PARCC assessment **in** **math** and the DLM **math**. A student may not take the NJASK/NJBCT assessment **in** science and the APA science. 2014-2015 NJ APA Administrators Training **What** Must Be Written **in**/ **mode** to document the student’s answer **Does** not use the student’s communication **mode** Allows the student to review her/his work **Does** not/ out-of-state, and/or **in** a medical facility. Participation by all students ensures that the **statistical** review of the test items is /

**in** ELA and the DLM ELA. A student may not take the PARCC assessment **in** **math** and the DLM **math**. A student may not take the NJASK/NJBCT assessment **in** science and the APA science. 2014-2015 NJ APA Administrators Training **What** Must Be Written **in**/ **mode** to document the student’s answer **Does** not use the student’s communication **mode** Allows the student to review her/his work **Does** not/ the Year End model occurs **in** mid- October to mid-November 2014. This field test will gather **statistical** information on each test item /

**Mode** (Central tendencies) Mean means average, so the first time you think I’m mean….just know I’m average. =) To get the mean: Standard Deviation 𝜎 The average value away from the average. **Math**/-whisker plot Allows comparison of two samples of nonparametric data (data that **does** not fit a normal distribution) Medians and quartiles Lowest value, 2: Q1/ **statistics**. 3. Display **in** bar graphs 4. Test for differences. 5. Two sample t-test Chi-Square Results Makes comparison between the data collected and **what** we/

box contains less than 16 cookies? Why **does** Nabisco tell the consumer there are 16 cookies **in** a box? Additional Questions: Approximately how many standard deviations above or below the mean were the number of crackers **in** your box? **What** is the shape, center and spread of the distribution of animal crackers per box? **Statistics** Standards for Algebra II/**Math** III Normal Distribution Activities: Animal Cracker/

Southampton LDC A few **statistics** 93% 12.6% 10% 22% 8% 60% People **in** the US unable to do algebra UK 2004 GCSE cohort who took **maths** Proportion who gained below grade E US citizens who cannot do arithmetic Girls **in** the US who do higher **maths** Dyslexic people who also have difficulty with **maths** Self-esteem or **maths**-esteem? **Maths** is difficult for me **What** shall I do/

**in** applied Physics often are tackled using applied **math** methods for “Ill-posed problems” (e.g., Tichonov regularization, analytic inversions) Those methods are designed to answer different questions; can behave poorly with data (bad bias & variance) Inference construction: **statistical** viewpoint more appropriate for data Elements of the **Statistical**/ δ) = E θ l (θ, δ(X)) Good estimator has small risk, but **what** **does** small mean? Strategy Rare that a single estimator has smallest risk for every Estimator/

Correlation Analysis Method is looking for correlated spatial patterns **in** two different fields **Math** Correlation matrix C XY =XY T C XY = M N = M N L L **Math** SVD vectors of C: **in** U (X-field) and V (Y-field) matrices/**modes** Are results of EOF analysis accurate? **Statistical** significance is always an issue. If something correlates (even very well) with something else (or appears to be systematically preceding/following), this **does** not mean one causes the other. They both can be caused by something else. **What**/

**statistic**. Others might be better termed “semi-automatic,” **in** the sense that they automatically list various options and values of measures that might be used to help evaluate them. Caution: Different regression software may use the same name (e.g., “Forward Selection” or “Backward Elimination”) to designate different algorithms. Be sure to read the documentation to know find out just **what** the algorithm **does** **in**/Factor Syntax:- factor /variables read write **math** science socst /criteria factors(2) /extraction/

/mm – arch/i386/lib – arch/i386/**math**-emu if the floating-point coprocessor is not /– develop & debug the software of target board Target board – **what** we want to build Connection between host computer & target board /**Does** not use disk space. Access point to the device driver. Character special file – I/O operations **in** character **mode** Block special file – I/O operations **in** block **mode**/**statistics** about the sockets /proc/modules : information about modules loaded, size and status /proc/stat : Linux kernel **statistics**/

Our book **does** not use this notation, but I will use it **in** this lecture to simplify **what** I have to type (i.e., writing the letters adjacent **does** not make me use the equation editor!). Probability and **Statistics** for Teachers, **Math** 507, /**mode**), and we looked at data resistant to summary (e.g., phone books). The key is to make sure the summary is clear and accurate, just as you would **in** writing a summary of a book. Probability and **Statistics** for Teachers, **Math** 507, Lecture 5 31 **Statistical** Interlude God, **in**/

**Modes** SQL Statement Cache Raw / Standard Tables Changes to “Explain **Mode**” Fuzzy Checkpoints IBM Informix MaxConnect 5 Smart Large Objects and Dbspaces Simple/Complex Datatypes and Casting User Defined Routines and Functions Collections DataBlades and the Blade Manager HDR / Enterprise Replication – A Snapshot Java **in** the Engine **What**/with log flush Recalculates Table **Statistics**, user may need to run update **statistics** on a target only system **Does** not provide for intra-transaction /

2, 3, 4, 4, 4, 5, 6, 8, 9 Lesson 2 CYP1 4-2 Find **Mode**, Median, and Outliers A.**mode** = 0; median = 2 B.**mode** = 5; median = 5 C.**mode** = 6; median = 0 D.**mode** = 3; median = 5 Find the **mode** and median of the following set of data: 6, 8, 2, 4, 5, 0, 6,/ family **does** not like to go to the pool when the water temperature is below 70°F. Based upon the information **in** this line graph, **what** time should they avoid going to the pool? End of Lesson 8 4 4 **Statistics**: Data and Graphs 4 4 CR Menu Five-Minute Checks **Math** Tool /

**Statistics** for Science Journalists Journalists hate **math** Definition of journalist: A do-gooder who hates **math**. “Word person, not a numbers person.” 1936 JQ article noting habitual numerical errors **in** newspapers Japanese 6 th graders more accurate on **math**/**Mode**: The most common value Outliers: Atypical values/the values from the mean. **What** is “normal”? Don’t consider/0 Number of Points Doesn’t Matter r =.8 Important! Correlation **does** not imply causation. Correlation of variables When considering relationships between measurement /

fit like the **mode**, so I put/**In**-stateOut-of-state Private525 Public6010 **Does** this table, above, show an association? **Does** the table below show an association? **In**-stateOut-of-state Public6010 Private525 **What** **does**/**Statistical** Association? (not sure **what** part of the day this fits **in** the best, if at all) CCSS.**Math**.Practice.MP1 Make sense of problems and persevere **in** solving them. Make sense of trends **in** scatterplots Make sense of outliers/influential points Persevere **in** trying different functional fits CCSS.**Math**/

Mean The following is a list of Elliott’s test score from his **math** course. Test 1 68 Test 272 Test 390 Test 486 Now add /**does** not exist, find the 4 th and the 5 th and find the mean of the two numbers. **What**’s the Median? Let’s Take a Look! **Mode** The **mode** is the most "typical" value The **Mode** it is the most repeated value **in** the data set. There might be no **mode** **in**/ first lesson on descriptive **statistics**. You should be able to figure mean, median and **mode** for an ungrouped list of data. Stop **in** again for a second /

**Modes** SQL Statement Cache Raw / Standard Tables Changes to “Explain **Mode**” Fuzzy Checkpoints IBM Informix MaxConnect 4 Smart Large Objects and Dbspaces Simple/Complex Datatypes and Casting User Defined Routines and Functions Collections DataBlades and the Blade Manager Enterprise Replication – A Snapshot Java **in** the Engine **What**/with log flush Recalculates Table **Statistics**, user may need to run update **statistics** on a target only system **Does** not provide for intra-transaction /

of social groups by social class, gender and ethnicity **in** contemporary society. **Statistics** on educational achievement by class, gender and ethnicity; trends/ raise attainment **in** the top groups and lower it **in** the bottom sets. j)**What** **does** have an effect/or reject the ethos of the school. Woods identifies 8 different **modes** of adaptation to the school; 1) Ingratiation (most positive,/. The observation was conducted **in** English lessons (a traditionally feminine subject) and **Maths** lessons (a traditionally masculine /

**MATH** 2160 4 th Exam Review **Statistics** and Probability Problem Solving – Polya’s 4 Steps Understand the problem –**What** **does** this mean? –How do you understand? Devise a plan –**What** goes into this step? –Why is it important? Carry out the plan –**What** happens here? –**What** belongs **in** this step? Look back –**What** **does**/ be the case that there are three or more **modes**. –Used when the most common measurement is desired –Finding the best tasting pizza **in** town **Statistics** Range –The difference of the highest and lowest terms/

**Math** Pacing Probability - Simple Probability and Odds 1.Which measure of central tendency best describes the data? Explain. 2. 78, 82, 85, 86, 87, 88, 88, 88, 89, 89, 90, 92, 95, 98, 98 Mean: 3.1, Median: 3.6, **Mode**:1.1 Probability - Simple Probability and Odds **Statistics**/outcomes Simplify. Answer:The probability of selecting a student who **does** not have blonde hair is Find Probabilities of Simple Events Example/ 52 cards. **What** are the odds against selecting a 2 or 3? There are four 2s and four 3s **in** a deck of/

Read **what** is being asked carefully. Lesson Discuss the linear equation question **in** class. /**Does** It teach as It Assesses? We have done 6 different randomized controlled experiment, and ASSISTments consistently leads to **statistically**/**in** **Math**. (Prof. David Silvernail) Richmond Virginia (Henrico Country) Is Homework Important? Etta Kralovec, author of The End of Homework: How Homework Disrupts Families, Overburdens Children, and Limits Learning "When work goes home, teachers have little control over who **does**/

of social groups by social class, gender and ethnicity **in** contemporary society. **Statistics** on educational achievement by class, gender and ethnicity; trends/ raise attainment **in** the top groups and lower it **in** the bottom sets. j)**What** **does** have an effect/or reject the ethos of the school. Woods identifies 8 different **modes** of adaptation to the school; 1) Ingratiation (most positive,/. The observation was conducted **in** English lessons (a traditionally feminine subject) and **Maths** lessons (a traditionally masculine /

**Math** Reflections Looking at Data Organizing and Interpreting / by the height of the bar. Useful **Statistics** **What** **does** the **mode** tell you about the distribution of a set of data? Can the **mode** be used to describe both categorical and numerical data? **What** **does** the median tell you about the distribution of/ and numerical data? **Mode** and Median **Mode** is the value **in** the data set that occurs most frequently. There may be more than one **mode**. The median is the value that divides an ordered set of data **in** half; half the /

7 7 10 There can be one or more than one score which occurs most frequently. **In** these cases they are both **modes** – list them both. **Mode** = 7 Median = 6 Lets try to now solve the same problem using the ‘**STATISTICS**’ function on our calculators. 2, 3, 4, 4, 6, 7, 8, 9,/of best fit. We fit the line ‘by eye’ to try and balance the data points above the line with points below the line. **What** **does** it look like?...... Drawing the line of best fit We fit the line ‘by eye’ to try and balance the data points above the /

**Math**. and Stat. York University May 13, 2010. **What** is Clustering Cluster: a collection of data objects ◦ Similar to one another within the same cluster ◦ Dissimilar to the objects **in**/ Conclusion and Discussions Review of existing algorithms K-**modes** 1. This algorithm is built on the idea/CD vector shows some clustering pattern. But are they **statistically** significant? **Statistical** Hypothesis Testing: Null Hypothesis: Uniformly distributed. Alternative:/ the number of clusters. It **does** not demand or search for the/

out a child’s modality first **Modes** of Learning I John 1:1 **Modes** of Learning I John 1:1 /Color/Music/Rhyme Use visualization Use visualization Use Manipulatives **in** **Math** Use Manipulatives **in** **Math** Take notes with pictures Use computer graphics Graphic organizers /paper and pencil? Why do we grade? **What** role **does** learning styles play **in** assessment? How can we develop assessments that go/to grade. Having a “normal” distribution is fine for **statistics**, but horrific for the regular classroom. Averaging grades also /

a 27 on the **math** of the ACT. The ACT score distribution is unimodal symmetric with a mean of 18 and a standard deviation of 6. Who **does** better? (Hint: / The mean, median, and **mode** are located at the center of the distribution and are equal to each other. The curve is unimodal (single **mode**) The curve never touches the/194.5 inches long and he is interested **in** knowing **what** percentage of SUVs is longer than his. Using his **statistical** knowledge, he drew a normal curve and labeled the appropriate area/

will actually decay is a total mystery. But, **statistically**, half will transmute **in** a given half life. First, let’s practice the/**in** partial half lives. The **math** is easy **in** high school. Total time passed: 2.695 days 5.390 days 8.085 days **What**’s the half life **in** time? **What**’s the decay **mode**? K-37 I-131 Ra-226 Uranium 238 **What** are the half lives of these radioisotopes? **What** is their decay **mode**/ – 195 = 1816 (that was a very good year!) How **does** a nuclear power plant make electricity? To make it sound really easy/

test to ensure his test median is 98? Ex. 5 **What** measure of central tendency is best used to **in** determining batting averages for baseball players? Ex.4 The most repeated score on the **math** test was 85%. **What** measure of central tendency **does** this represent? He could score a 98, 99, or 100. The **mode** The mean 1.2 Box and Whisker Plots Box and/

subject areas other than reading and **math**. Scores **in** grades 4 and 8 were increasing yearly before “No Child Left Behind” began. Use and Misuse of **Statistics** Data can be manipulated to appear more favorable than it actually is. Quaker Oatmeal Use and Misuse of **Statistics** **In** mid-1980s scientists notices a rise **in** brain tumors after NutraSweet was introduced. **In** the mid-1980s the number of/

do buyers choose most often for their car?” White was the response. **What** **statistical** measure **does** the response “white” represent? A.Mean B.Median C.**Mode** D.Range E.Interquartile range 49 NAEP Grade 8 **Math** Warm Ups 49.How many degrees are **in** the acute angle formed by the hands of the clock **in** the figure above? A.10 º B.30 º C.36 º D.60 º E/

who has taken the ACT has a score greater than 31. 2) **What** percent of students score less than or equal to 31. 3) **What** **does** this tell you about an ACT score greater than 31? 21 26 31 36 6 11 16.0235 +.0015 =.0250 **Statistics** Standards for Algebra II/**Math** III Normal Distribution Animal Cracker Lab The label on a 2.125 oz/

**Mode** : The value that occurs the most **in** a set of data. Can be more than one value. Quartiles : The median splits into lists of equal length. The medians of these two lists are called quartiles. 31-Mar-17 Created by Mr Lafferty **Maths** Dept Created by Mr Lafferty **Maths** Dept **Statistics**/-17 Created by Mr. Lafferty **Maths** Dept. ∑x = 720 ∑x2 = 65218 Standard Deviation For a Sample of Data Q1b(iii) Who are fitter the athletes or staff. Compare means Athletes are fitter Q1b(iv) **What** **does** the deviation tell us. Staff /

**In** a group, you will receive a set of question strips with answers (we will limit to the **statistical** questions). First, create a tally chart of the data. Now, draw a line plot of the data. **Does** your line plot have a title? Units? A defined population? Describe your data – At **what** places do most of the points fall? Are there gaps? **What** is the **mode**/

you notice about the average of the length and weight? **What** do you notice about the spread of the length and weight? **Does** the information support the hypothesis? It is important to consider whether information on all of these **statistical** calculations is essential. Wf - 2003 Points to note about the **statistical** calculations: The mean, **mode** and median are all measures of central tendency The range/

However, this graph still **does** not address the problem of comparing all months together as equals. **In** our next graph, we will show you **what** that might look like. /contour of the rise. **What** makes **statistical** information reliable and accurate? To make sure **statistics** are accurate and reliable, one must keep a number of things **in** mind. Here are the/ business because many people apply them **in** places where they should not be applied. That is where medians and **modes** come **in**. **In** cases where a survey turns up many/

us decide how to evaluate the data (or **in** research, make conclusions) **What** **Does** “**Statistics**” Do? * Describes sets of data *Compares (For Evaluation) sets to other sets *Making Conclusions (Inferences) Types of **Statistics** Descriptive: “describes” a set of scores – /of 20 students Complete “Stat Problems #1” (**Math** for Muscle Heads) DATA EVALUATION: “Draw Me a Picture” Organizing the Data Tables: Ordering the data Pictures: (Histograms) Seeing a pattern **in** the data Formulas: Trusting your eyes Examining Data/

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