This powerpoint presentation discusses about the first lesson in Grade 10 Math. It is all about Number Pattern. It also shows the definition, examples and how to find the nth term and general formula.
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Finding the sum of a geometric sequencemwagner1983
Two sample problems on how to find the sum of a geometric sequence. One problem has a common ratio value that is less than 1, and the other has a common ratio value larger than 1.
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This powerpoint presentation discusses about the first lesson in Grade 10 Math. It is all about Number Pattern. It also shows the definition, examples and how to find the nth term and general formula.
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Finding the sum of a geometric sequencemwagner1983
Two sample problems on how to find the sum of a geometric sequence. One problem has a common ratio value that is less than 1, and the other has a common ratio value larger than 1.
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Chapter 3: Describing, Exploring, and Comparing Data
3.3: Measures of Relative Standing and Boxplots
SAMPLING MEAN DEFINITION The term sampling mean .docxanhlodge
SAMPLING MEAN:
DEFINITION:
The term sampling mean is a statistical term used to describe the properties of statistical
distributions. In statistical terms, the sample mean from a group of observations is an
estimate of the population mean . Given a sample of size n, consider n independent random
variables X1, X2... Xn, each corresponding to one randomly selected observation. Each of these
variables has the distribution of the population, with mean and standard deviation . The
sample mean is defined to be
WHAT IT IS USED FOR:
It is also used to measure central tendency of the numbers in a database. It can also be said that
it is nothing more than a balance point between the number and the low numbers.
HOW TO CALCULATE IT:
To calculate this, just add up all the numbers, then divide by how many numbers there are.
Example: what is the mean of 2, 7, and 9?
Add the numbers: 2 + 7 + 9 = 18
Divide by how many numbers (i.e., we added 3 numbers): 18 ÷ 3 = 6
So the Mean is 6
SAMPLE VARIANCE:
DEFINITION:
The sample variance, s2, is used to calculate how varied a sample is. A sample is a select number
of items taken from a population. For example, if you are measuring American people’s weights,
it wouldn’t be feasible (from either a time or a monetary standpoint) for you to measure the
weights of every person in the population. The solution is to take a sample of the population, say
1000 people, and use that sample size to estimate the actual weights of the whole population.
WHAT IT IS USED FOR:
The sample variance helps you to figure out the spread out in the data you have collected or are
going to analyze. In statistical terminology, it can be defined as the average of the squared
differences from the mean.
HOW TO CALCULATE IT:
Given below are steps of how a sample variance is calculated:
• Determine the mean
• Then for each number: subtract the Mean and square the result
• Then work out the mean of those squared differences.
To work out the mean, add up all the values then divide by the number of data points.
First add up all the values from the previous step.
But how do we say "add them all up" in mathematics? We use the Roman letter Sigma: Σ
The handy Sigma Notation says to sum up as many terms as we want.
• Next we need to divide by the number of data points, which is simply done by
multiplying by "1/N":
Statistically it can be stated by the following:
•
http://www.statisticshowto.com/find-sample-size-statistics/
http://www.mathsisfun.com/algebra/sigma-notation.html
• This value is the variance
EXAMPLE:
Sam has 20 Rose Bushes.
The number of flowers on each bush is
9, 2, 5, 4, 12, 7, 8, 11, 9, 3, 7, 4, 12, 5, 4, 10, 9, 6, 9, 4
Work out the sample variance
Step 1. Work out the mean
In the formula above, μ (the Greek letter "mu") is the mean of all our values.
For this example, the data points are: 9, 2, 5, 4, 12, 7, 8,.
This PowerPoint was created to help out graduating seniors who are taking the TAKS Mathematics Exit-Level test. It includes formulas, rules & things that they need to remember to pass the test.
SAMPLING MEAN DEFINITION The term sampling mean is.docxagnesdcarey33086
SAMPLING MEAN:
DEFINITION:
The term sampling mean is a statistical term used to describe the properties of statistical
distributions. In statistical terms, the sample mean from a group of observations is an
estimate of the population mean . Given a sample of size n, consider n independent random
variables X1, X2... Xn, each corresponding to one randomly selected observation. Each of these
variables has the distribution of the population, with mean and standard deviation . The
sample mean is defined to be
WHAT IT IS USED FOR:
It is also used to measure central tendency of the numbers in a database. It can also be said that
it is nothing more than a balance point between the number and the low numbers.
HOW TO CALCULATE IT:
To calculate this, just add up all the numbers, then divide by how many numbers there are.
Example: what is the mean of 2, 7, and 9?
Add the numbers: 2 + 7 + 9 = 18
Divide by how many numbers (i.e., we added 3 numbers): 18 ÷ 3 = 6
So the Mean is 6
SAMPLE VARIANCE:
DEFINITION:
The sample variance, s2, is used to calculate how varied a sample is. A sample is a select number
of items taken from a population. For example, if you are measuring American people’s weights,
it wouldn’t be feasible (from either a time or a monetary standpoint) for you to measure the
weights of every person in the population. The solution is to take a sample of the population, say
1000 people, and use that sample size to estimate the actual weights of the whole population.
WHAT IT IS USED FOR:
The sample variance helps you to figure out the spread out in the data you have collected or are
going to analyze. In statistical terminology, it can be defined as the average of the squared
differences from the mean.
HOW TO CALCULATE IT:
Given below are steps of how a sample variance is calculated:
• Determine the mean
• Then for each number: subtract the Mean and square the result
• Then work out the mean of those squared differences.
To work out the mean, add up all the values then divide by the number of data points.
First add up all the values from the previous step.
But how do we say "add them all up" in mathematics? We use the Roman letter Sigma: Σ
The handy Sigma Notation says to sum up as many terms as we want.
• Next we need to divide by the number of data points, which is simply done by
multiplying by "1/N":
Statistically it can be stated by the following:
•
• This value is the variance
EXAMPLE:
Sam has 20 Rose Bushes.
The number of flowers on each bush is
9, 2, 5, 4, 12, 7, 8, 11, 9, 3, 7, 4, 12, 5, 4, 10, 9, 6, 9, 4
Work out the sample variance
Step 1. Work out the mean
In the formula above, µ (the Greek letter "mu") is the mean of all our values.
For this example, the data points are: 9, 2, 5, 4, 12, 7, 8, 11, 9, 3, 7, 4, 12, 5, 4, 10, 9, 6, 9, 4
The mean is:
(9+2+5+4+12+7+8+11+9+3+7+4+12+5+4+10+9+6+9+4) / 20 = 140/20 = 7
So:
µ.
Similar to Measures of Variation (Ungrouped Data) (20)
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
4. Example 01
Find and interpret the range in length of
Burmese pythons.
Lengths (ft)
18.5
11
14
12.5
16.25
8
10
15.5
6.25
5
Range is one of
the ways to know
how spread out a
certain data is.
First, it needs to be organized with an increasing order.
5, 6.25, 8, 10, 11, 12.5, 14, 15.5, 16.25, 18. 5
18.5 is the greatest value
18.5
Meanwhile, 5 is the least value.
5
Range = difference between the greatest value and the least value.
So it will be 18.5 minus 5, that results with 13. 5.
So the range is 13.5
5. Example 02
Let’s make it simpler, find the range with
the given set below.
3, 8, 10, 3, 2, 5, 7, 9, 9 Again, let’s
arrange it with
an increasing
order.
Result: 2, 3, 3, 5, 7, 8, 9, 9, 10
Highest value is 10
And the lowest value is 2
So, 10 – 2 = 8
Therefore, 8 is our range.
6. Example 03
Find the interquartile range of the following
data set.
What is an
interquartile range?
As the word depicts,
quartile divides the data
set in 4 equal groups.
18, 21, 22, 24, 28, 30, 31, 32, 36, 37
1. Find the median. Medians mean middle. And because, there are two numbers, 28 and
30. The median is obviously 29.
2. The 5 digits before the median are considered as the lower half. And the lower half
have the 1st quartile or lower quartile, 22, since it is the number in the middle.
3. Meanwhile, the 5 digits after the median are considered as the upper half. And this
upper half have the 3rd quartile or upper quartile, 32.
4. To find the interquartile range or IQR, we must find the difference between the 1st
quartile from the 3rd quartile. So 32 minus 22 is 10. There it is, the interquartile
range is 10.
Lower half Upper half
7. Example 04
Find and interpret the interquartile range of
the data.
220, 230, 230, 240, 240, 245, 250, 250, 250, 260, 260, 270
Find the median. The median is found between 245 and 250 so it
will be 247.5
Median = 247.5
1st quartile = 235 3rd quartile = 255
IQR = 255 – 235
= 20
The lower or first quartile is found between 230 and 240 so it will be 235.
Meanwhile, the upper or third quartile is found between 250 and 260 so it will be 255.
And to find the interquartile range, 255 minus 235 will be 20. That’s it, the interquartile range is 20.
8. Example 05
Check for outliers from Example 03.
220, 230, 230, 240, 240, 245, 250, 250, 250, 260, 260, 270
Median = 247.5
1st quartile = 235 3rd quartile = 255
IQR = 20
Outliers is same as checking.
The formula that will be used to check outliers is:
1st Quartile (Q1) – 1.5 (IQR)
If your graph shows a number lower than the
outcome, then there are outliers.
= Q1 – 1.5 (IQR)
= 235 – 1.5 (20)
= 235 – 30
= 205
= Q3 + 1.5 (IQR)
= 255 + 1.5 (20)
= 255 + 30
= 285
There is no data
value lower than 205
in the graph and
higher than 285.
So the graph
consists no
outliers.
And
3rd quartile (Q3) + 1.5 (IQR)
If your graph shows a number higher than the
outcome, then there are outliers.
10. The standard deviation is a statistic that
measures the dispersion of a dataset
relative to its mean and is calculated as
the square root of the variance.
Sample Standard
Deviation
11. Sample Standard Deviation
Calculate the standard deviation of the
following set of numbers:
82, 93, 98, 89, and 88
First, calculate the mean.
Mean =
sum
n
=
82 + 93 + 98 + 89 + 88
5
= 450
5
= 90
Now, for the standard deviation.
The formula that will be used is…
Sample mean
The n that can be seen
below in the formula in
finding the mean
defines the number of
value seen in the set of
numbers.
13. Sample Standard Deviation
Let’s make it easier with a certain technique
that’ll probably make you understand
more.
Find the standard deviation
of scores 6, 7, 8, 9, 10
6
7
8
9
10
Total = 10 Variance = 10/5 = 2
Standard Deviation: √2 = 1.41
Total = 40
Mean = 40/5 = 8
-2
-1
0
1
2
8
8
8
8
8
4
1
0
1
4
14. Population standard deviation looks at the
square root of the variance of the set of
numbers. It's used to determine a
confidence interval for drawing conclusions
(such as accepting or rejecting
a hypothesis).
Population Standard
Deviation
15. Population Standard
Deviation
There are different ways to write out the steps of the
population standard deviation calculation into an equation.
A common equation is:
σ = ([Σ(x - u)2]/N)1/2
Where:
σ is the population standard deviation
Σ represents the sum or total from 1 to N
x is an individual value
u is the average of the population
N is the total number of the population
16. Population Standard
Deviation
σ = ([Σ(x - u)2]/N)1/2
Example Problem
You grow 20 crystals from a solution and measure the length of each crystal
in millimeters. Here is your data:
9, 2, 5, 4, 12, 7, 8, 11, 9, 3, 7, 4, 12, 5, 4, 10, 9, 6, 9, 4
Calculate the population standard deviation of the length of the crystals.
First Step. Calculate the mean of the data. Add up all the numbers and divide
by the total number of data points.
So the mean is 7
9+2+5+4+12+7+8+11+9+3+7+4+12+5+4+10+9+6+9+4
20
=
140
20
= 7
17. Population Standard
Deviation
σ = ([Σ(x - u)2]/N)1/2
Second step. Subtract the mean from each data point (or the other
way around, if you prefer, you will be squaring this number, so it does
not matter if it is positive or negative).
(9 - 7)2 = (2)2 = 4
(2 - 7)2 = (-5)2 = 25
(5 - 7)2 = (-2)2 = 4
(4 - 7)2 = (-3)2 = 9
(12 - 7)2 = (5)2 = 25
(7 - 7)2 = (0)2 = 0
(8 - 7)2 = (1)2 = 1
(11 - 7)2 = (4)22 = 16
(9 - 7)2 = (2)2 = 4
(3 - 7)2 = (-4)22 = 16
(7 - 7)2 = (0)2 = 0
(4 - 7)2 = (-3)2 = 9
(12 - 7)2 = (5)2 = 25
(5 - 7)2 = (-2)2 = 4
(4 - 7)2 = (-3)2 = 9
(10 - 7)2 = (3)2 = 9
(9 - 7)2 = (2)2 = 4
(6 - 7)2 = (-1)2 = 1
(9 - 7)2 = (2)2 = 4
(4 - 7)2 = (-3)22 = 9
18. Population Standard
Deviation
σ = ([Σ(x - u)2]/N)1/2
Third Step. Calculate the mean of the squared
differences.
4+25+4+9+25+0+1+16+4+16+0+9+25+4+9+9+4+1+4+9
20
=
178
20
= 8.9
The variance is 8.9
19. Population Standard
Deviation
σ = ([Σ(x - u)2]/N)1/2
Lastly. The population standard deviation
is the square root of the variance.
Use a calculator to obtain this number.
(8.9)1/2 = 2.983
The population standard deviation is 2.983
20. “The population standard deviation is a
parameter, which is a fixed value
calculated from every individual in the
population. A sample standard deviation
is a statistic. This means that it is
calculated from only some of the
individuals in a population.”
21. Quiz
Let’s apply what we’ve
learned earlier with the
questions provided by
the reporters, goodluck!
22. Quiz
1. Find and interpret the range of
the following set of numbers:
3, 5, 9, 12, 17, 18, 20
2. With the example of number
one (1), what is the median?
23. Quiz
The ages of people in line for a
roller coaster are 15, 17, 21, 32,
41,30, 25, 52, 16, 39, 11, and 24.
3. Find the range.
4. Find the interquartile range.
5. Define the median?
6. Define the first quartile?
7. The third quartile?
24. Quiz
8. In the data set 9, 6, 8,5, 7, find
the sample standard deviation.
9. Find the population standard
deviation from the following data
set: 2, 4, 4, 4, 5, 5, 7, 9.
10. Define the mean in number
nine (9).