1) The document discusses finding possible outcomes in probability problems. It provides examples of writing outcomes as lists, tables, and tree diagrams.
2) Key factors that influence events must be identified to find all possible outcomes. Missing or including extra outcomes can affect probability calculations.
3) The correct way to display outcomes is important for accurately solving probability problems. Organizing information clearly in lists, tables, or tree diagrams is recommended.
Answer questions Minimum 100 words each and reference (questions.docxnolanalgernon
Answer questions Minimum 100 words each and reference (questions #1-3) KEEP questions WITH ANSWER
1) If we had a multiple number of coin tosses and considered this an experiment, what distribution would this experiment follow and why?
2) Virtually all experiments and studies deal with mutually exclusive outcomes. Why is this important?
3) Random variables are part of probability and statistics! Mutual exclusiveness applies to the definition of this. How?
A minimum of 75 words each question and References (IF NEEDED)(Response #1 – 6) KEEP RESPONSE WITH ANSWER
Make sure the Responses includes the Following: (a) an understanding of the weekly content as supported by a scholarly resource, (b) the provision of a probing question. (c) stay on topic
1) I think my friend would have the wrong idea in my opinion. A coin has two sides and if it is a fair coin, then when it is tossed it will have a 50-50 chance of either being heads or tails. There is nothing that would make it tails more than heads. The odds or probability of it landing on tails over heads is 50-50. There is no way of specifically knowing how many times it would be heads or tails an infinite number of times. It will not always land on heads half of the time nor will it always land on tails half of the time, but there is always the probability that it could.
2) No, she is not correct in her theory on the probability of getting heads in a coin toss. The only two outcomes possible are heads or tails. According to the textbook, “the formula for probability then is the frequency of times an outcome occurs, f(x), divided by the sample space or the total number of possible outcomes” (Privitera, 2018). The frequency (f(x)) divided by the sample size is ½. In other words, there is a probability of getting heads one out of two times. The coins could be flipped multiple times and the chances are still 50/50 of getting heads or tails.
3) Considering that tossing a coin can be considered a random event, fixed event, or possibly have a sample space the outcome may vary. “Probability is the frequency of times the outcome occurs divided by the total number of possible outcomes.” (Privitera, G. J., 2018, p.139) If a friend and I had a single coin toss, I would have to disagree on the likeliness of landing on heads having the advantage. The coin toss is a fixed event and there are only 2 options in a single toss. Heads or tails both have a 50 % chance of being the outcome.
Tossing the coin an infinite number of times would be consist of different variations on probability. The outcome could vary amongst every individual. For instance, my father, my son, and I, all just tossed a quarter 10 times each. I landed heads twice, my father landed heads 6 times and my son landed heads 4 times. Therefore, no outcome was the same. The probability of landing heads in 30 tosses was 12, there for two times out of every 6 tosses. However that is if we added up all 3 sets of 10 tosses otherwise with my tosses the.
Answer questions Minimum 100 words each and reference (questions.docxnolanalgernon
Answer questions Minimum 100 words each and reference (questions #1-3) KEEP questions WITH ANSWER
1) If we had a multiple number of coin tosses and considered this an experiment, what distribution would this experiment follow and why?
2) Virtually all experiments and studies deal with mutually exclusive outcomes. Why is this important?
3) Random variables are part of probability and statistics! Mutual exclusiveness applies to the definition of this. How?
A minimum of 75 words each question and References (IF NEEDED)(Response #1 – 6) KEEP RESPONSE WITH ANSWER
Make sure the Responses includes the Following: (a) an understanding of the weekly content as supported by a scholarly resource, (b) the provision of a probing question. (c) stay on topic
1) I think my friend would have the wrong idea in my opinion. A coin has two sides and if it is a fair coin, then when it is tossed it will have a 50-50 chance of either being heads or tails. There is nothing that would make it tails more than heads. The odds or probability of it landing on tails over heads is 50-50. There is no way of specifically knowing how many times it would be heads or tails an infinite number of times. It will not always land on heads half of the time nor will it always land on tails half of the time, but there is always the probability that it could.
2) No, she is not correct in her theory on the probability of getting heads in a coin toss. The only two outcomes possible are heads or tails. According to the textbook, “the formula for probability then is the frequency of times an outcome occurs, f(x), divided by the sample space or the total number of possible outcomes” (Privitera, 2018). The frequency (f(x)) divided by the sample size is ½. In other words, there is a probability of getting heads one out of two times. The coins could be flipped multiple times and the chances are still 50/50 of getting heads or tails.
3) Considering that tossing a coin can be considered a random event, fixed event, or possibly have a sample space the outcome may vary. “Probability is the frequency of times the outcome occurs divided by the total number of possible outcomes.” (Privitera, G. J., 2018, p.139) If a friend and I had a single coin toss, I would have to disagree on the likeliness of landing on heads having the advantage. The coin toss is a fixed event and there are only 2 options in a single toss. Heads or tails both have a 50 % chance of being the outcome.
Tossing the coin an infinite number of times would be consist of different variations on probability. The outcome could vary amongst every individual. For instance, my father, my son, and I, all just tossed a quarter 10 times each. I landed heads twice, my father landed heads 6 times and my son landed heads 4 times. Therefore, no outcome was the same. The probability of landing heads in 30 tosses was 12, there for two times out of every 6 tosses. However that is if we added up all 3 sets of 10 tosses otherwise with my tosses the.
No (Lab) Jacket Required Workshop [Kanban Global Summit 2022]Matthew Philip
Slides as presented in my workshop at the 2022 Kanban Global Summit in San Diego, USA, 23 Aug 2022.
https://register.kanbanevents.com/event/52b366e6-e669-4ebc-9da2-52f4fa47c8ba/websitePage:645d57e4-75eb-4769-b2c0-f201a0bfc6ce
#35816 Topic Discussion5Number of Pages 1 (Double Spaced)N.docxAASTHA76
#35816 Topic: Discussion5
Number of Pages: 1 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions: ATTACHED
I will upload the instruction
Discussion: Discuss, elaborate and give example. Please follow the instruction carefully. No running head please.
Author: (Jackson, S.L. (2017) Statistics Plain and Simple: (4th edition) - Cengage Learning)
Please use the author or refence that I provided
Instructions:
Review this week’s course materials and learning activities, and reflect on your learning so far this week. Respond to one or more of the following prompts in one to two paragraphs:
1. Provide citation and reference to the material(s) you discuss. Describe what you found interesting regarding this topic, and why.
2. Describe how you will apply that learning in your daily life, including your work life.
3. Describe what may be unclear to you, and what you would like to learn.
Reference:
Basic Probability Concepts
The Rules of Probability
Probability and the Standard Normal Distribution
Review of Key Terms
Module Exercises
Critical Thinking Check Answers
Module 8: Hypothesis Testing and Inferential Statistics
Null and Alternative Hypotheses
Two-Tailed and One-Tailed Hypothesis Tests
Type I and Type II Errors in Hypothesis Testing
Probability, Statistical Significance, and Errors
Using Inferential Statistics
Review of Key Terms
Module Exercises
Critical Thinking Check Answers
Chapter 4 Summary and Review
In this chapter you will be introduced to the concepts of probability and hypothesis testing. Probability is the study of likelihood and uncertainty. Most decisions that we make are probabilistic in nature. Thus, probability plays a critical role in most professions and in our everyday decisions. We will discuss basic probability concepts along with how to compute probabilities and the use of the standard normal curve in making probabilistic decisions.
probability The study of likelihood and uncertainty; the number of ways a particular outcome can occur, divided by the total number of outcomes.
Hypothesis testing is the process of determining whether a hypothesis is supported by the results of a research project. Our introduction to hypothesis testing will include a discussion of the null and alternative hypotheses, Type I and Type II errors, and one- and two-tailed tests of hypotheses as well as an introduction to statistical significance and probability as they relate to inferential statistics.
hypothesis testing The process of determining whether a hypothesis is supported by the results of a research study.
MODULE 7
Probability
Learning Objectives
•Understand how probability is used in everyday life.
•Know how to compute a probability.
•Understand and be able to apply the multiplication rule.
•Understand and be able to apply the addition rule.
•Understand the relationship between the standard normal c.
This is a presentation we have often used in teambuilding programs to help unlock the creative talent of team members. There are notes for the slides to explain what is going on.
· The below items are the Need for Cognition Scale (Cacioppo, Pett.docxalinainglis
· The below items are the Need for Cognition Scale (Cacioppo, Petty, & Kao, 1984). In the dataset, these are items ncs1-18. To get the total score for this scale, ncs3, ncs4, ncs5, ncs7, ncs8, ncs9, ncs12, ncs16, and ncs17 need to be reverse-scored. Then add up items ncs1, 2, 6, 10, 11, 13, 14, 15, and 18 along with the reverse-scored items to get the total score on the measure.
Instructions: For each statement listed below, circle the number that indicates the extent to which you feel it is characteristic of you. For example, if the statement is not at all like you, circle number 1 under “Extremely Uncharacteristic,” or if you really can’t decide if the statement is or is not characteristic of you, circle number 3 under “Uncertain.”
Extremely Uncharacteristic
Somewhat Uncharacteristic
Uncertain
Somewhat Characteristic
Extremely Characteristic
1. I would prefer complex to simple problems.
1
2
3
4
5
2. I like to have the responsibility of handling a situation that requires a lot of thinking.
1
2
3
4
5
3. Thinking is not my idea of fun.
1
2
3
4
5
4. I would rather do something that requires little thought than something that is sure to challenge my thinking abilities.
1
2
3
4
5
5. I try to anticipate and avoid situations where there is likely a chance I will have to think in depth about something.
1
2
3
4
5
6. I find satisfaction in deliberating hard and for long hours.
1
2
3
4
5
7. I only think as hard as I have to.
1
2
3
4
5
8. I prefer to think about small, daily projects to long-term ones.
1
2
3
4
5
9. I like tasks that require little thought once I’ve learned them.
1
2
3
4
5
10. The idea of relying on thought to make my way to the top appeals to me.
1
2
3
4
5
11. I really enjoy a task that involves coming up with new solutions to problems.
1
2
3
4
5
12. Learning new ways to think doesn’t excite me very much.
1
2
3
4
5
13. I prefer my life to be filled with puzzles that I must solve.
1
2
3
4
5
14. The notion of thinking abstractly is appealing to me.
1
2
3
4
5
15. I would prefer a task that is intellectual, difficult, and important to one that is somewhat important but does not require much thought.
1
2
3
4
5
16. I feel relief rather than satisfaction after completing a task that required a lot of mental effort.
1
2
3
4
5
17. It’s enough for me that something gets the job done; I don’t care how or why it works.
1
2
3
4
5
18. I usually end up deliberating about issues even when they do not affect me personally.
1
2
3
4
5
Participant Number ____________
· Next is the General Self-Efficacy Scale items (Schwarzer & Jerusalem, 1995). In the dataset, these are items gse1-10. To get the total score for this scale, you just sum together all 10 items into one total score.
For each statement below, please indicate to what extent the statement is true of you.
Not at all true
1
Hardly true
2
Moderately true
3
Exactly true
4
1. I can always manage to solve difficult problems if I try hard enough.
2. If someone opposes me, I can find the.
No (Lab) Jacket Required Workshop [Kanban Global Summit 2022]Matthew Philip
Slides as presented in my workshop at the 2022 Kanban Global Summit in San Diego, USA, 23 Aug 2022.
https://register.kanbanevents.com/event/52b366e6-e669-4ebc-9da2-52f4fa47c8ba/websitePage:645d57e4-75eb-4769-b2c0-f201a0bfc6ce
#35816 Topic Discussion5Number of Pages 1 (Double Spaced)N.docxAASTHA76
#35816 Topic: Discussion5
Number of Pages: 1 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions: ATTACHED
I will upload the instruction
Discussion: Discuss, elaborate and give example. Please follow the instruction carefully. No running head please.
Author: (Jackson, S.L. (2017) Statistics Plain and Simple: (4th edition) - Cengage Learning)
Please use the author or refence that I provided
Instructions:
Review this week’s course materials and learning activities, and reflect on your learning so far this week. Respond to one or more of the following prompts in one to two paragraphs:
1. Provide citation and reference to the material(s) you discuss. Describe what you found interesting regarding this topic, and why.
2. Describe how you will apply that learning in your daily life, including your work life.
3. Describe what may be unclear to you, and what you would like to learn.
Reference:
Basic Probability Concepts
The Rules of Probability
Probability and the Standard Normal Distribution
Review of Key Terms
Module Exercises
Critical Thinking Check Answers
Module 8: Hypothesis Testing and Inferential Statistics
Null and Alternative Hypotheses
Two-Tailed and One-Tailed Hypothesis Tests
Type I and Type II Errors in Hypothesis Testing
Probability, Statistical Significance, and Errors
Using Inferential Statistics
Review of Key Terms
Module Exercises
Critical Thinking Check Answers
Chapter 4 Summary and Review
In this chapter you will be introduced to the concepts of probability and hypothesis testing. Probability is the study of likelihood and uncertainty. Most decisions that we make are probabilistic in nature. Thus, probability plays a critical role in most professions and in our everyday decisions. We will discuss basic probability concepts along with how to compute probabilities and the use of the standard normal curve in making probabilistic decisions.
probability The study of likelihood and uncertainty; the number of ways a particular outcome can occur, divided by the total number of outcomes.
Hypothesis testing is the process of determining whether a hypothesis is supported by the results of a research project. Our introduction to hypothesis testing will include a discussion of the null and alternative hypotheses, Type I and Type II errors, and one- and two-tailed tests of hypotheses as well as an introduction to statistical significance and probability as they relate to inferential statistics.
hypothesis testing The process of determining whether a hypothesis is supported by the results of a research study.
MODULE 7
Probability
Learning Objectives
•Understand how probability is used in everyday life.
•Know how to compute a probability.
•Understand and be able to apply the multiplication rule.
•Understand and be able to apply the addition rule.
•Understand the relationship between the standard normal c.
This is a presentation we have often used in teambuilding programs to help unlock the creative talent of team members. There are notes for the slides to explain what is going on.
· The below items are the Need for Cognition Scale (Cacioppo, Pett.docxalinainglis
· The below items are the Need for Cognition Scale (Cacioppo, Petty, & Kao, 1984). In the dataset, these are items ncs1-18. To get the total score for this scale, ncs3, ncs4, ncs5, ncs7, ncs8, ncs9, ncs12, ncs16, and ncs17 need to be reverse-scored. Then add up items ncs1, 2, 6, 10, 11, 13, 14, 15, and 18 along with the reverse-scored items to get the total score on the measure.
Instructions: For each statement listed below, circle the number that indicates the extent to which you feel it is characteristic of you. For example, if the statement is not at all like you, circle number 1 under “Extremely Uncharacteristic,” or if you really can’t decide if the statement is or is not characteristic of you, circle number 3 under “Uncertain.”
Extremely Uncharacteristic
Somewhat Uncharacteristic
Uncertain
Somewhat Characteristic
Extremely Characteristic
1. I would prefer complex to simple problems.
1
2
3
4
5
2. I like to have the responsibility of handling a situation that requires a lot of thinking.
1
2
3
4
5
3. Thinking is not my idea of fun.
1
2
3
4
5
4. I would rather do something that requires little thought than something that is sure to challenge my thinking abilities.
1
2
3
4
5
5. I try to anticipate and avoid situations where there is likely a chance I will have to think in depth about something.
1
2
3
4
5
6. I find satisfaction in deliberating hard and for long hours.
1
2
3
4
5
7. I only think as hard as I have to.
1
2
3
4
5
8. I prefer to think about small, daily projects to long-term ones.
1
2
3
4
5
9. I like tasks that require little thought once I’ve learned them.
1
2
3
4
5
10. The idea of relying on thought to make my way to the top appeals to me.
1
2
3
4
5
11. I really enjoy a task that involves coming up with new solutions to problems.
1
2
3
4
5
12. Learning new ways to think doesn’t excite me very much.
1
2
3
4
5
13. I prefer my life to be filled with puzzles that I must solve.
1
2
3
4
5
14. The notion of thinking abstractly is appealing to me.
1
2
3
4
5
15. I would prefer a task that is intellectual, difficult, and important to one that is somewhat important but does not require much thought.
1
2
3
4
5
16. I feel relief rather than satisfaction after completing a task that required a lot of mental effort.
1
2
3
4
5
17. It’s enough for me that something gets the job done; I don’t care how or why it works.
1
2
3
4
5
18. I usually end up deliberating about issues even when they do not affect me personally.
1
2
3
4
5
Participant Number ____________
· Next is the General Self-Efficacy Scale items (Schwarzer & Jerusalem, 1995). In the dataset, these are items gse1-10. To get the total score for this scale, you just sum together all 10 items into one total score.
For each statement below, please indicate to what extent the statement is true of you.
Not at all true
1
Hardly true
2
Moderately true
3
Exactly true
4
1. I can always manage to solve difficult problems if I try hard enough.
2. If someone opposes me, I can find the.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
1. Probability : Finding the
Possible Outcomes
7th Grade Math
Alejandro Hernandez
This presentation was adapted from match fishtank,
https://www.matchfishtank.org/curriculum/mathematics/7th-grade-math/probability/
2. Objectives & Standards
• Students will know how to find the possible outcomes of a probability
problem.
• Students will know how to write the possible outcomes of a probability
problem in multiple ways.
• CCSS.M.7.SP.7a Develop a uniform probability model by assigning equal
probability to all outcomes, and use the model to determine probabilities of
events. For example, if a student is selected at random from a class, find the
probability that Jane will be selected and the probability that a girl will be
selected.
• CCSS.M.7.SP.8b Represent sample spaces for compound events using
methods such as organized lists, tables and tree diagrams. For an event
described in everyday language (e.g., “rolling double sixes”), identify the
outcomes in the sample space which compose the event.
3. Educational Hook
Think of a time you heard someone say, “What are the chances of that?” Maybe
it was you who said it! Briefly write down the situation and describe what could
have been other possible outcomes in that specific situation? What else could
have happened that didn’t?
4. Outcomes in Probability
- With every situation, there are a variety of outcomes
- Understanding how to find and identify all the outcomes is key to
probability application
- These outcomes can vary depending on the number of factors that influence
events (i.e. rolling a dice, picking from a deck of cards, flipping a coin, etc.)
5.
6. Now You Try
Thoughts on the Video?
• Why is it important that we understand all the possible outcomes in a
probability problem?
• What lead you to come up with this thought?
• How else might you be able to write down the information visually?
7.
8. Different Ways to Find and Write the
Outcomes
1. LIST
• Example: We have a bag with 4 different colored marbles in it and a coin to
flip. What are the possible outcomes?
Blue, Heads Orange, Heads
Blue, Tails Orange, Tails
Red, Heads Green, Heads
Red, Tails Green, Tails
9. 2. TABLE
• Example: We have a bag with 4 different colored marbles in it and a coin to
flip. What are the possible outcomes?
Blue Red Orange Green
Heads Blue, Heads Red, Heads Orange, Heads Green, Heads
Tails Blue, Tails Red, Tails Orange, Tails Green, Tails
11. Now You Try
• If we didn’t include all the possible outcomes, what effect might that have?
• What if we included more outcomes than possible, what effect might that
have?
• Based on these effects, what would happen as a result?
12. - Which of the following accurately depicts the correct possible outcomes?
Example: We have a spinner with sections numbered 1-5 and a coin to toss.
What are the possible outcomes?
A. B. C. D.
1H 1T
2H 2T
3H 3T
4H 4T
1H 1T
2H 2T
3H 3T
4H 4T
5H 5T
1H 1T
2T 2T
3H 3T
4H 4H
5H 5T
1H 1T
2H 2T
3H 3T
4H 4T
5H 5T
6H 6T
13. 1 2 3 4 5 6
1 1,1 2,1 3,1 4,1 5,1 6,1
2 1,2 2,2 3,2 4,2 5,2 6,2
3 1,3 2,3 3,3 4,3 5,3 6,3
4 1,4 2,4 3,4 4,4 5,4 6,4
5 1,5 2,5 3,5 4,5 5,5 6,5
6 1,6 2,6 3,6 4,6 5,6 6,6
If we roll two 6-sided dice, what are all the possible outcomes we can
get?
14. Tips for Finding Outcomes
- Choose a way that you are most comfortable with to begin (list, chart,
or tree diagram)
- Make your list, chart, or tree diagram organized and clear to avoid
any confusion
- Underline or highlight the key information such as colors, numbers,
letters, or other items that determine outcomes
- If possible and if time allows, double check by using another method
to ensure you have all the outcomes down
Culminating Activity
We will work through this as a class pausing on each problem so students can practice.
https://www.youtube.com/watch?v=TMYncxlaKnM
