New York Survey Data Instructions A consulting firm was hired to perform a survey on people living in New York City. The survey was completed monthly for six months by 445 randomly selected people in different boroughs. There were a number of items on the survey, but six basic biographical items will be studied for this exercise. The data for the people surveyed in one of these monthly surveys can be found in the Excel file SURVEY. The variables that were used for the basic biographical data are found on the last page of the exercise. In this exercise, some of the estimation techniques presented in the module will be applied to the New York survey results. You may assume that these respondents represent a simple random sample of all potential respondents within the community, and that the population is large enough that application of the finite population correction would not make an appreciable difference in the results. New York City governmental agency personnel like to have point estimates regarding variables describing the biographical information of the people living within the different boroughs. It is very helpful for them to have some idea regarding the likely accuracy of these estimates as well. Therein lies the benefit of the techniques presented in this module and applied here. 1. Item A in the description of the data collection instrument lists variables 1 through 5, which represent the respondent’s general attitude toward each of the five boroughs. Each of these variables has numerically equal distances between the possible responses, and for purposes of analysis they may be considered to be of the interval scale of measurement. 1. Determine the point estimate, and then construct the 95% confidence interval for μ1= the average attitude toward Manhattan. 2. Repeat part (a) for μ2through μ5, the average attitudes toward Brooklyn, Queens, The Bronx and Staten Island, respectively. 2. Given the breakdown of responses for variable 6 (highest level of education), determine the point estimate, then construct the 95% confidence interval for π6= the population proportion of doctoral degrees. 3. Given the breakdown of responses for variable 7 (marital status of respondent), determine the point estimate, and then construct the 95% confidence interval for π7 = the population proportion in the “single or other” category. 4. Assume the governmental agencies requested estimates of the mean attitudes towards each borough with a margin of error of 0.05 for each borough. If the governmental agency personnel want to have 95% confidence that the sample mean will fall within this margin of error, how large should the sample sizes be for each borough? Paper Requirements · Write a report that uses the Written Assignment Requirements under the heading Expectations for APA format. · Items that should be included, at a minimum, are a title page, an introduction, a body that answers the questions posed in the problem, and a conclusion paragraph that add ...

1. New York Survey Data
Instructions
A consulting firm was hired to perform a survey on people
living in New York City. The survey was completed monthly for
six months by 445 randomly selected people in different
boroughs. There were a number of items on the survey, but six
basic biographical items will be studied for this exercise. The
data for the people surveyed in one of these monthly surveys
can be found in the Excel file SURVEY. The variables that were
used for the basic biographical data are found on the last page
of the exercise.
In this exercise, some of the estimation techniques presented in
the module will be applied to the New York survey results. You
may assume that these respondents represent a simple random
sample of all potential respondents within the community, and
that the population is large enough that application of the finite
population correction would not make an appreciable difference
in the results.
New York City governmental agency personnel like to have
point estimates regarding variables describing the biographical
information of the people living within the different boroughs.
It is very helpful for them to have some idea regarding the
likely accuracy of these estimates as well. Therein lies the
benefit of the techniques presented in this module and applied
here.
1. Item A in the description of the data collection instrument
lists variables 1 through 5, which represent the respondent’s
general attitude toward each of the five boroughs. Each of these
variables has numerically equal distances between the possible
responses, and for purposes of analysis they may be considered
to be of the interval scale of measurement.
1. Determine the point estimate, and then construct the 95%
confidence interval for μ1= the average attitude toward
Manhattan.

2. 2. Repeat part (a) for μ2through μ5, the average attitudes
toward Brooklyn, Queens, The Bronx and Staten Island,
respectively.
2. Given the breakdown of responses for variable 6
(highest level of education), determine the point estimate, then
construct the 95% confidence interval for π6= the population
proportion of doctoral degrees.
3. Given the breakdown of responses for variable 7 (marital
status of respondent), determine the point estimate, and then
construct the 95% confidence interval for π7 = the population
proportion in the “single or other” category.
4. Assume the governmental agencies requested estimates of the
mean attitudes towards each borough with a margin of error of
0.05 for each borough. If the governmental agency personnel
want to have 95% confidence that the sample mean will fall
within this margin of error, how large should the sample sizes
be for each borough?
Paper Requirements
· Write a report that uses the Written Assignment
Requirements under the heading Expectations for APA format.
· Items that should be included, at a minimum, are a title page,
an introduction, a body that answers the questions posed in the
problem, and a conclusion paragraph that addresses your
findings and what you have determined from the data and your
analysis.
· As with all written assignments, you should have in-text
citations and a reference page too.
· Please include any tables of calculations, calculated values
and graphs associated with this problem in the body of your
assignment response.
NOTE: You MUST submit your Excel file with your report.
This will aid in grading with partial credit if errors are found in
the report.
A. General Attitude toward Each Borough (Variables 1–5)

3. 1.
Manhattan
2.
Brooklyn
3.
Queens
4.
The Bronx
5.
Staten Island
Like Very Much
(5)
(5)
(5)
(5)
(5)
Like
(4)
(4)
(4)
(4)
(4)
Neutral
(3)
(3)
(3)
(3)
(3)
Dislike
(2)
(2)
(2)
(2)
(2)
Dislike Very Much

4. (1)
(1)
(1)
(1)
(1)
B. Information about the Respondent (Variables 6–7)
1. What is your highest level of education?
(1) = Did not complete High school
(2) = High school degree/GED
(3) = Associate’s degree
(4) = Bachelor’s degree
(5) = Master’s degree
(6) = Doctoral degree
Marital Status: (1) = Married (2) = Single or other
Academic Language:
Lesson summary
and focus:
Classroom and
student factors:
National / State
Learning Standards:
Specific learning target(s) / objectives: Teacher notes:
I. PLANNING
Agenda: Formative assessment:

5. Functions:Key Vocabulary: Form:
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
LESSON PLAN TEMPLATE
College of Education
In a few sentences, summarize this lesson, identifying the
central focus based on the
content/skills you are teaching.
Describe the important classroom factors (demographics and
environment) and
student factors (IEPs, 504s, ELLs, non-labeled challenged
students), and the impact
of those factors on planning, teaching and assessing students to
facilitate learning for
all students.
Identify the relevant grade level standard(s), including the
strand, cluster, and stan-
dard(s) by number and its text.
Specify exactly what the students will be able to do after
the standards-based lesson.
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post as
an agenda for the students that includes the approxi-
mate time for each segment.
Identify the process and how you will measure the prog-

6. ress toward mastery of learning target(s).
Clarify where this lesson falls within a unit of study.
Clarify the purpose the language
is intended to achieve within each
subject area. Functions often consist
of the verbs found in the standards
and learning goal statements. How
will your students demonstrate their
understanding?
Describe the structures or ways of
organizing language to serve a par-
ticular function within each subject
area. What kinds of structures
will you implement so that your
students might demonstrate their
depth of understanding?
Include the content-specific terms
you need to teach and how you will
teach students that vocabulary in the
lesson.
Grouping:
II. INSTRUCTION
I do Students do Differentiation
Instructional Materials,
Equipment and
Technology:

7. A. Opening
Anticipatory set:
Prior knowledge
connection:
B. Learning and Teaching Activities (Teaching and Guided
Practice):
List ALL materials, equipment and technology the teacher and
students will use
during the lesson. Add or attach copies of ALL printed and
online materials at the
end of this template. Be sure to address how you will teach the
students to use the
technology in Section II. INSTRUCTION.
Identify grouping strategies that will support your students’
learning needs.
Identify how this lesson connects to previous lessons / learning
(prior knowledge of
students) and students’ lives.
Identify how this lesson is meaningful to the students and
connects to their lives.
Your “Students Do” procedures should
describe exactly what students will do
during the lesson that corresponds to
each step of the “I Do.”
Please use a corresponding numbered
list.

8. Describe methods of differentiation,
including accommodation or differ-
entiation strategies for academical-
ly, behaviorally and motivationally
challenged students.
Please use a corresponding num-
bered list.
Also include extension activities:
What will students who finish early
do?
Your “I Do” instructional proce-
dures should include:
The teaching strategy you will use to
teach each step that includes model-
ing and formative assessment;
transition statements you will make
throughout your lesson and essen-
tial questions you will ask; and
academic language of vocabulary,
function, and form.
Script detailed, step-by-step instruc-
tions on how you will implement
the instructional plan.
Use a numbered list of each step;
bold every example of modeling;
italicize every formative assessment.
III. ASSESSMENT
Summative Assessment Differentiation

9. Homework:
Closure:
Explain how students will share what they have learned in the
lesson. Identify ques-
tions that you can ask students to begin the closure
conversation. Identify how stu-
dents will confirm transfer of the learning target(s)/ objectives
to application outside
the classroom.
Clearly identify any homework tasks as appropriate. Elaborate
whether the home-
work is drill- or skill-practice-based and explain how the
homework assignment
supports the learning targets / objectives. Attach any copies of
homework.
Include details of any summative assessment as appli-
cable and attach a copy with an answer key. Explain
how the summative assessment measures the learning
target(s)/objectives. If you do not include a summative
assessment, identify how you will measure students’
mastery of the learning target(s)/objectives.
Describe methods of differentiation for your summative
assessment, including accommodation or differentiation
strategies for academically, behaviorally and motiva-
tionally challenged students.
Sheet1ManhattanBrooklynQueensThe BronxStaten
IslandEducationMarital
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