SECTION 1 A. Journal Week 2 Chapter 4 in Affirming Diversity pages 65-91. 1. How might you make a convincing argument that all students should have equal access and opportunity to algebra or its integrated counterpart in grade 8 and advanced placement courses in high school? Reflect upon the following curriculum questions: · In what ways is the mathematics curriculum limiting or detrimental? · In what ways is the mathematics curriculum beneficial? · Does the classroom teacher make his/her own mathematics curriculum and if so how is it evaluated in terms of student achievement? · Have you and/or your colleagues been involved in developing the curriculum or do you rely on the textbooks? Reflect upon the following pedagogy questions: · What might you look for in order to identify the philosophical framework of a practitioner's pedagogy? · How can pedagogical strategies reflect or promote anti-bias, equity, or social justice? · What do you need to know in order to identify and claim your own pedagogy? Read the Case Study: Linda Howard. Chapter 4, pages 91-101. Answer the following questions in your journals: 1. If you were one of Linda's teachers, how might you show her that you affirm her identity? Provide specific examples. 2. What kind of teachers have most impressed Linda? Why? What can you learn from this in our own teaching? 3. What skills do you think teachers need if they are to face the concerns of race and identity effectively? B. Journal Week 3—ANSWER QUESTIONS & REFLECT A group of students were asked to compare the following ratios which represent the amount of orange concentrate mixed with the amount of water. The students needed to determine which of the mixes was the most 'orangey." The students were also told they could not convert the ratios to decimals or percents, nor could they use calculators. Orange Mix Water a. 1 to 3 b. 2 to 5 c. 3 to 7 d. 4 to 11 One student responded as follows:   What does the evidence in this work tell you about the student's understanding of comparing ratios? How would you respond to the student? C. Journal week 7---REFLECTION ON ARTICLE D. JOURNAL WEEK 8 "Each student, regardless of disability, difference, or diversity, needs access to the curriculum that is meaningful and that allows the student to use his or her strengths." Earlier in this course we examined templates for multiple representations and for vocabulary development. Examine the following graphic organizer: From Math for All: Differentiation Instruction, Grades 3 - 5, pg. 143. Complete this graphic organizer or one of your choosing for the Speeding Ticket problem. How do you think using a graphic organizer will help your students? Would you require all students to use a graphic organizer or only certain students? Explain your thinking. SECTION 2 A. REPLIES ELIZABETH:You cannot take a smaller number from a larger number. I’m thinking this must be a typo.  It should read you couldn’t take a larger number from a.

1. SECTION 1
A. Journal Week 2
Chapter 4 in Affirming Diversity pages 65-91.
1. How might you make a convincing argument that all students
should have equal access and opportunity to algebra or its
integrated counterpart in grade 8 and advanced placement
courses in high school?
Reflect upon the following curriculum questions:
· In what ways is the mathematics curriculum limiting or
detrimental?
· In what ways is the mathematics curriculum beneficial?
· Does the classroom teacher make his/her own mathematics
curriculum and if so how is it evaluated in terms of student
achievement?
· Have you and/or your colleagues been involved in developing
the curriculum or do you rely on the textbooks?
Reflect upon the following pedagogy questions:
· What might you look for in order to identify the philosophical
framework of a practitioner's pedagogy?
· How can pedagogical strategies reflect or promote anti-bias,
equity, or social justice?
· What do you need to know in order to identify and claim your
own pedagogy?
Read the Case Study: Linda Howard. Chapter 4, pages 91-101.
Answer the following questions in your journals:
1. If you were one of Linda's teachers, how might you show her
that you affirm her identity? Provide specific examples.
2. What kind of teachers have most impressed Linda? Why?
What can you learn from this in our own teaching?
3. What skills do you think teachers need if they are to face the
concerns of race and identity effectively?

2. B. Journal Week 3—ANSWER QUESTIONS & REFLECT
A group of students were asked to compare the following ratios
which represent the amount of orange concentrate mixed with
the amount of water. The students needed to determine which of
the mixes was the most 'orangey." The students were also told
they could not convert the ratios to decimals or percents, nor
could they use calculators.
Orange Mix
Water
a.
1
to
3
b.
2
to
5
c.
3
to
7
d.
4
to
11
One student responded as follows:

3. What does the evidence in this work tell you about the student's
understanding of comparing ratios? How would you respond to
the student?
C. Journal week 7---REFLECTION ON ARTICLE
D. JOURNAL WEEK 8
"Each student, regardless of disability, difference, or diversity,
needs access to the curriculum that is meaningful and that
allows the student to use his or her strengths."
Earlier in this course we examined templates for multiple
representations and for vocabulary development. Examine the
following graphic organizer:
From Math for All: Differentiation Instruction, Grades 3 - 5, pg.
143.
Complete this graphic organizer or one of your choosing for the
Speeding Ticket problem.
How do you think using a graphic organizer will help your
students? Would you require all students to use a graphic
organizer or only certain students? Explain your thinking.
SECTION 2
A. REPLIES
ELIZABETH:You cannot take a smaller number from a larger

4. number.
I’m thinking this must be a typo. It should read you couldn’t
take a larger number from a smaller number. This is of course
not true. A number line that goes beyond zero into the negative
numbers would illustrate that. When you multiply the number
gets bigger and when you divide the number gets smaller.
This might work for whole numbers, but not a general rule for
all. Fractions and decimals yield a smaller product.
Multiplying is repeated addition of equal groups and division is
taking the whole amount and grouping it into equal groups.
Two negatives make a positive.
Also not a good general rule as it only applies to
multiplication. Adding and subtracting integers is always more
tricky for my students. I have a large number line on the floor
and students practice walking the line.
Always reduce fractions to lowest terms.
Students must be given clear explanations of lowest terms and
simplest form and they need to know if a fraction is in simplest
form or not and how to tell. It is good practice to reduce, but
“always” not so. Students should be able to solve a problem
involving fractions and keep the fraction in the terms that relate
to the context of the problem. If the problem is asking how
many eighths for instance, their answer shouldn’t be ½, but 4/8.
Always change an improper fraction to a mixed number.
Again, the “always” is misleading. Students should be guided
when to change to a mixed number and when to keep it as an
improper fraction.
When solving a proportion cross-‐multiply first.
Students may be able to learn the rule, but not understand the
problem. They also will need to be able to correctly align the
proportions with the same units as numerators, etc. Some
students may be able to solve the problem by making a table
instead; this might make more visual sense to them.
To multiply mixed numbers always convert them to improper
fractions first.
Is this a bad idea? I tried several ways of multiplying mixed

5. numbers and the only way I could get the correct answer was to
convert first. Maybe if the mixed number isn’t in simplest
form?
To multiply binomials always use FOIL.
Wouldn’t this depend on the equation? If it is just binomials
using FOIL makes sense. But as the equations become more
complex, other steps may need to be completed first. Again, the
use of “always” may not lead students in the right direction.
When solving an equation first, always bring the variable to one
side of the equation.
This is not the best short cut, as sometimes the variable doesn’t
move at all. Students will need to given clear explanations
about isolating the variable.
Always do the operation inside the parenthesis first.
What about if there isn’t an operation in the parenthesis, they
are used for a different purpose or if a fraction is being raised
to a power? Also, in algebra, sometimes we can isolate a
variable by dividing by the entire parenthesis unit and not
solving it first.
When adding numbers always line up the digits starting at the
right.
Students should line up their numbers according to place value,
not so they are aligned to the right. This would then solve
problems with decimal addition.
B. REPLIES APPLICATIONS
KRISTEN
Problem: 3 more than 5 times 6
Correct

6. Solution
: 3+ (5x6) = 33
My students would not be able to solve the “3 more than 5 times
6” problem since they don't know how to multiply. However, I
would imagine that 3rd graders, or even fourth graders, would
work left to right using the rules of literacy. They would assume
the problem means “3 more than 5” and then multiply that by
“6”. Therefore, they would solve 8 x 6 = 48. Like student A.
Students B , C, and D didn’t understand what to multiply and
what to add. Student D, however, did try to group part of the
problem using parentheses. I would argue that student A’s
answer would be the most correct since the work showed
technically matches the written word. To address issues, I
would want to first sit with each student to hear his/her
thinking. Then, I would possibly try the following suggestions.
One way to modify the problem would be to provide it in
numeric form, not written in words or spoken orally where there
could be a misunderstanding. Instead, I would show 3 + (5 x 6)
= ?. Now, students can understand what is being done. Or, I
could break the problem down into steps 1. Five times six. 2.

7. Three more than five times six.
The number of speeding tickets in Quincy have dropped from
210 tickets in October to 190 tickets in November. What is the
percent of decrease?
a. 5% - I am not sure where this error comes from.
b. 10% - This error probably stems from the fact that the student
knows that that there are 20 less tickets, and they probably
calculated 20 tickets/190 tickets is about 10.5% decrease.
c. 20%- This error may stem from the fact that there were 20
less tickets given so the student assumed it meant a 20%
decrease.
d. 90% - This error probably stems from the fact that the
student figured out that 190 tickets is 90% of 210 tickets. They
may not have understood the calculations they made.
I think students need to have a clearer picture of what is
happening. Perhaps I would scale the numbers back to 21 tickets
and 19 tickets to make it easier to model. We could use
manipulatives. I would also want to revisit how to solve

8. percents and percent decreases. I think my exact strategies
would truly depend on which students I was addressing in my
small group and how they got to their answer in the first place
since I only made guesses on what would have led to the
common misconceptions.
SECTION 3
Blog Post
Reflect on your growth and understanding of Data Analysis and
Statistics at this point in the course. What has been new for
you? What connections can you make to previous knowledge?
What themes are emerging in the course? How are concepts
connected to each other? to other areas of mathematics and the
world around us? What growth do you see in your own
mathematical thinking? What connections do you see to your
teaching practice? What questions have are you still pondering?
Compose a blog entry of at least 500 words. This piece should
be more formal than a weekly reflection, with clear connections
to the content of Data Analysis & Statistics. It should be
specific to your perspectives in the course - your growth, your
questions, big ideas and connections you see. It is a synthesis of
your experiences in the past six weeks of the course, with an
emphasis on your work in Weeks 3 - 6.
RUBRIC

9. POSSIBLE DETAILS TO USE FOR THE BLOG ARE
ATTACHED
Blog Post
Reflect on your growth and understanding of Data Analysis and
Statistics at this point in the course. What has been new for
you? What connections can you make to previous knowledge?
What themes are emerging in the course? How are concepts
connected to each other? To other areas of mathematics and the
world around us? What growth do you see in your own
mathematical thinking? What connections do you see to your
teaching practice? What questions have are you still pondering?
Compose a blog entry to share with at least 500 words. This
piece should be more formal than a weekly reflection, with clear
connections to the content of Data Analysis & Statistics. It
should be specific to your perspectives in the course - your
growth, your questions, big ideas and connections you see. It is
a synthesis of your experiences in the past six weeks of the
course, with an emphasis on your work in Weeks 3 - 6.
RUBRIC
DOCUMENTS TO USE….BELOW

10. · Module Four: Quantifying Spread
Module Five: Normal Distributions & Hypothesis Testing
· Module Six: Association of Quantitative Variables
· Thread:
· Baines-Initial Post
· Post:
· RE: Baines-Initial Post
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 8, 2014 11:29 PM
· Status:
· Published
· I agree with this because the higher the life expectancy the
smaller the number of people per TV and thus there is a
relationship between the number of people per TV and life
expectancy. Life expectancy is affected by factors like health
care, nutrition and hygiene and thus with low life expectancy
must be developing countries and those that have high life
expectancy are developed countries.
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:

11. · Sparks-initial response
· Post:
· RE: Sparks-initial response
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 8, 2014 11:28 PM
· Status:
· Published
· I agree with this because countries with low life expectancy
have low GDP which means most of the population is made of
poor. Thus they are not able to afford TV thus that why there
are large number of people per TV. Country like Yemen which
has low life expectancy and small number of people per TV
when removed the correlation coefficient increases towards the
negative.
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· E5
· Post:
· RE: E5
· Author:

12. · Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 8, 2014 11:26 PM
· Status:
· Published
· I agree with this because in this example population of a
country was not put into consideration. High life expectancy
was associated with developed countries while low life
expectancy was associated with developing countries. Health
facilities and care, food and economy should be put into
consideration instead of TV.
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· DOW#6- Exercise B4- Stacy Ribolini
· Post:
· RE: DOW#6- Exercise B4- Stacy Ribolini
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 8, 2014 11:23 PM
· Status:

13. · Published
· I agree with this because the correlation coefficient was -
0.8…. which is a strong negative. There is one cluster on the
left where there is high life expectancy and small number of
people per TV. There was one outliner which was for the
country called Yemen; it had low life expectancy and small
number of people per TV as well. After removing Yemen, the
correlation coefficient increased towards the negative side and
thus proving that it was an outliner.
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· B3 and B4 - Pam
· Post:
· RE: B3 and B4 - Pam
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 8, 2014 11:21 PM
· Status:
· Published
· Hi Pam,
· As I looked at your last section:

14. · As far as calculating a coefficient for DoW #6, I do not see
where we were given instructions on how to do that. There are
instructions later in the module. I will answer this in the general
form that we have been working with so far. There is a negative
correlation for DoW #6, but it is not strongly negative. On my
scatter plot, the data seems to have two clusters. One is on the
left where the life expectancy is high (in the 70’s) and the
People/TV is low (in the single digits). The other is on the right
where the life expectancy is low and the People/TV is high. I
did not see any outliers.
· I disagree with this because the correlation coefficient was -
0.8…. which is a strong negative. There is one cluster on the
left where there is high life expectancy and small number of
people per TV. There was one outliner which was for the
country called Yemen; it had low life expectancy and small
number of people per TV as well.
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· Sparks-initial response-B3
· Post:
· RE: Sparks-initial response-B3
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande

15. Monfort
· Posted Date:
· August 8, 2014 11:16 PM
· Status:
· Published
· I agree with this. As the correlation coefficient value becomes
closer to 1 it becomes stronger because scattered data points
show that the correlation is weak.
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· E5
· Post:
· E5
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 5, 2014 10:43 PM
· Status:
· Published
· Yes, there is a relationship because the countries with higher
life expectancy have few people per Tv compared to the
countries with low life expectancy.

16. · There is a negative correlation between the life expectancy
and the number of people per TV in the given countries.
· This is because there is a higher number of people per TV in
the countries with lower life expectancy. Could the country's
population affect the number of people per TV?
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Countries with low life expectancy have more people per TV.
· From this data the developed countries have a higher life
expectancy compared to the developing countries.
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24. · ReplyQuoteMark as Unread
·
· Thread:
· B4--Nerlande
· Post:
· B4--Nerlande
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 5, 2014 10:35 PM
· Status:
· Published
· -0.80380974
· the correlation coefficient is a negative value which justifies
our conclusion that the higher the life expectancy the lower the
number of people per TV.
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25. ·
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· -0.85729528
· the value of correlation coefficient changes slightly to a
stronger negative value after excluding the outlier.
·
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· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· Bobby's Scores
· Post:
· RE: Bobby's Scores
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 5, 2014 11:38 AM
· Status:

26. · Published
· Hi Catherine,
· I basically came up with the same thing. I had a graph that
could not be uploaded.
· -3 σ
· -2 σ
· -1 σ
· μ
· 1 σ
· 2 σ
· 3 σ
· 374
· 548
· 722
· 896
· 1070
· 1244
· 1418
· Ideally his score is slightly above 1 σ from the μ. The
probability that somebody scores better than him is about 16%
representing the 13.5% plus 2.5% of the data that lies above
slightly more than 1 σ of the μ.
· Tags: None
· ReplyQuoteMark as Unread
·

27. · Thread:
· Bobby's Scores- Stacy Ribolini
· Post:
· RE: Bobby's Scores- Stacy Ribolini
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 5, 2014 11:34 AM
· Status:
· Published
· Hi Stacy,
· 1. Bobby’s ACT score is actually located approximately 2 σ to
the right of the μ. His SAT score is however slightly above 1 σ
above the μ. The further right (above the μ) his score is the
more gets towards the top of the class. The people who
performed better than him in the ACT are approximately 2.5%
of the class by the Three-Sigma Rule implying he did better
than approximately more than 97.5% of his classmates. As for
he did better than approximately 85% of the students with whom
he took the SAT test. His ACT score is thus better than his SAT
and should thus send it. Nerlande
· Tags: None
· ReplyQuoteMark as Unread
·

28. · Thread:
· Week 5: SAT Test Discussion
· Post:
· RE: Week 5: SAT Test Discussion
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 5, 2014 11:31 AM
· Status:
· Published
· Hi Nitha,
· 1. In the face of the available information I think there is no
sufficient evidence that SAT prep improves SAT scores. The
random sample of 50 students may of be sufficient to point at
the characteristics of the entire population. But, based on the
plots containing the means collected from 355 samples of 50
SAT scores, it points at an unlikelihood that no students would
score 1000 yet we know there are those who scored above this.
Nerlande
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· Week 5: SAT Test Discussion

29. · Post:
· RE: Week 5: SAT Test Discussion
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 5, 2014 11:29 AM
· Status:
· Published
· Hi Catherine,
· 1. I do agree with you there, from the graph of the means from
355 samples of 50SAT scores, there is a high unlikelihood that
50 randomly selected students could average 1000. Actually,
none of the samples hits this score. With the given probability
of 0.00118%, the SAT program is significantly effective.
· Nerlande
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· Week 5: SAT Test Discussion
· Post:
· RE: Week 5: SAT Test Discussion--Nerlande
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande

30. Monfort
· Posted Date:
· August 5, 2014 8:27 AM
· Status:
· Published
· In the face of the available information I think there is no
sufficient evidence that SAT prep improves SAT scores. The
random sample of 50 students may of be sufficient to point at
the characteristics of the entire population. But, based on the
plots containing the means collected from 355 samples of 50
SAT scores, it points at an unlikelihood that no students would
score 1000 yet we know there are those who scored above this.
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· C3
· Post:
· RE: C3
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· August 4, 2014 8:54 AM
· Status:

31. · Published
· Sorry guys, it has been an hectic back to school, I hope this
clarifies my explanation.
· Exercise C3: Bobby’s Test Scores: In DoW #5
· For SAT:
· The first half of the normal distribution is 50% and is
corresponding to 896, one standard deviation to the right of this
is 34% away which is 1070 which is still less than what Bobby
could have scored. This is 10(1080-1070) scores less than what
Bobby scored. 1080 falls in the 2-standard deviation (which
represent 13.5%) but its exact position assuming symmetry of
the scores is given by:
· 50% + 34% + = 84.78%
· For ACT
· The first half of the normal distribution is 50% and is
corresponding to 20.6, one standard deviation to the right of
this is 34% away which is 25.8 which is still less than what
Bobby could have scored. This is 4.2(30-25.8) scores less than
what Bobby scored. 30 falls in the 2-standard deviation (which
represent 13.5%) but its exact position assuming symmetry of
the scores is given by:
· 50% + 34% + (30-25.8) / 5.2 * 13.5% = 94.91%
· Tags: None
· ReplyQuoteMark as Unread
·

32. · Thread:
· Week 5: SAT Test Discussion
· Post:
· RE: Week 5: SAT Test Discussion--Nerlande
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· July 29, 2014 2:39 PM
· Status:
· Published
· I added E2 because that is why I ended up with E3. I could not
paste my pic for E2.
· Exercise E2:Complete the Central Limit Theorem
· PART I
· The data is randomly distributed and seem to have a large
standard deviation. Again, there is no symmetry of data on
either side of the mean.
· PART II
· The distribution of the sample means of the SAT scores are
considerably near normal. Compared with the distribution in
Part I, this one are concentrated around the mean, 896. There
are no large deviations from this value and the data to the right
of the mean looks quite similar in number to those on the left
side.

33. · The mean of the sample mean is 895.587 and the standard
deviation is 24.80.
· The mean is statistically the same as the population mean. The
standard deviation is smaller than that of the population. The
standard deviation is unique to the sample.
· The mean score of 1000 would fall on the red bold line on the
graph as shown below.
· The result that the sample of the 50 students has mean scores
of 1000 is very likely. This is likely if the sample selection was
biased in favor of those with better performances. But the mean
of 1000 is not statistically different from 896.
· Exercise E3: In Exercise E2
· Yes I think there is sufficient evidence.
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· C3
· Post:
· C3
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· July 29, 2014 2:29 PM

34. · Status:
· Published
· Exercise C3: Bobby’s Test Scores: In DoW #5
· For SAT:
· 50% + 34% + = 84.78%
· For ACT
· 50% + 34% + (30-25.8) / 5.2 * 13.5% = 94.91%
· Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· E3 - Pam
· Post:
· RE: E3 - Pam
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· July 29, 2014 2:19 PM
· Status:
· Published
· Hi Pam,
· Great explanation, I love the details you provided. A lot of
your explanations make sense to me.
· Nerlande

35. · Tags: None
· ReplyQuoteMark as Unread
·
· Thread:
· Activity E4
· Post:
· RE: Activity E4
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· July 29, 2014 2:17 PM
· Status:
· Published
· Hi Richard,
· I think class C was pretty understandable. Great job on your
explanation.
· Nerlande
· Tags: None
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· Cummins - Variation
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· RE: Cummins - Variation

36. · Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· July 28, 2014 12:05 AM
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· Published
· Hi Cummins,
· I agree with your review but I am left with one particular
question which is how did you come up with the conclusion that
a small range and IQR means that the data is very concentrated
around the center. I can fully understand how the large range
and IQR mathe data more spread out.
· Nerlande
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37. · July 28, 2014 12:00 AM
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· Hi Christine,
· I also thought that Class I shows the highest variation and
Class C shows the least variation. It was hard for to determine
the least variance even when I ended up with C.
· Nerlande
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· Mean and Mads
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· RE: Mean and Mads
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· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· July 27, 2014 11:43 PM
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· Published
· Hi Nitha,
· Great review on the article. MAD really got my attention and I
also wonder the same question as you and hope Mr. Deeter will

38. probably dosome clarification on that.
· Nerlande
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· Deviation - Cummins
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· RE: Deviation - Cummins
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· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· July 27, 2014 11:37 PM
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· Hi Cummins,
· This is my first year in middle school b ut not teaching Math.
I can see why the six graders have to be exposed to it and really
do the concept in 7th grade. I also do believe technology makes
a lot of things easier.
· Nerlande
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39. · Thread:
· Deviations and MAD
· Post:
· Deviations and MAD
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· July 25, 2014 9:13 AM
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· Published
· These concepts are not new to me. I have not worked with
them though but I am of the apprehension that they are applied
when analyzing the course results and many other statistical
applications. These concepts are important to my application as
a student since in handling data it is important to be of the
understanding of how they are distributed especially when
equity is the objective of the distribution.
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· E3

40. · Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· July 23, 2014 11:45 PM
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· Published
· The answer is most clear for Class C, Class G and Class H.
The less the Range and IQR, the more clearly the question can
be answered.
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· A6----NERLANDE
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· A6----NERLANDE
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· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· July 21, 2014 7:15 AM
· Edited Date:
· July 23, 2014 8:20 PM
· Status:

41. · Published
· Class I shows the highest variation and Class C shows the
least variation.
· For Class F, Class G and Class H it is less clear as to how
their variation compares with each other and that to the other
classes.
· Range and Histogram best allows to see the variation in the
data set.
· The range doesn’t tell us about how the middle values of the
data are distributed. The IQR doesn’t tell us about the extreme
values of the data.
· We need to calculate variance and standard deviation for
better understanding of the spread of the data in DoW #4.
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· Week 3 Research Draft
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· RE: Week 3 Research Draft
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· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· July 21, 2014 12:05 AM

42. · Status:
· Published
· Hi Clayton,
· I am not a dancer nor I was never one, but I can tell you right
now that your research will be interesting to read. Also, I thing
you might be able to check on past and current articles. Try to
find retired dancers, you will be surprised to the amount of info
you will find.
· Nerlande
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· Week 3 Research Draft
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· RE: Week 3 Research Draft
· Author:
· Access the profile card for user: Nerlande Monfort Nerlande
Monfort
· Posted Date:
· July 21, 2014 12:01 AM
· Status:
· Published
· Hi Nitha,
· Your plan is well done. Your strategy for assessment using a

43. scoring system will be very effective.
· nerlande
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