This document appears to be notes from a mathematics lesson on probability and independent and dependent events. It includes examples of independent events like flipping a coin and rolling a die, and dependent events like choosing classmates without replacement. It provides the formulas for calculating theoretical probability of independent and dependent events. Several multi-part probability word problems are worked through applying these concepts. The lesson closes by asking students whether the Powerball lottery is an independent or dependent event and how its probability would be calculated.
Statistics Homework 1. In her science class, Priscilla read abou.docxjensgosney
Statistics Homework
1. In her science class, Priscilla read about the growth rate (in centimeters) of two varieties of plants after 20 days. For the data shown below, answer questions a-d.
Variety 1
Variety 2
20 12 49 38 41 43
18 54 62 59 53 25
51 52 59 55 53 59
13 57 42 54 56 38
50 58 35 38 33 32
41 36 50 62 45 55
43 53
Variety 1
Variety 2
a.
Mean:
a.
Mean:
b.
Median:
b.
Median:
c.
Mode:
c.
Mode:
d. C
onstruct a stem and leaf display
with a central stem with Variety 1 on the left and Variety 2 on the right.
Order the leaves with the smallest leaves closest to the stem
.
e.
What conclusions can you make from this table?
2.
Heather recently read about the following distribution which shows the number of pounds of each snack food eaten during the 2012 NCAA Basketball Championship game.
a.
Construct a pie chart
for this data
b.
Indicate the degree of the central angle
for each snack food
Potato chips
12.3 million
Tortilla chips
8.4 million
Pretzels
7.8 million
Popcorn
6.3 million
Snack Nuts
2.5 million
3. Attached to this exam are two sets of data, CU Women’s Softball stats for this season, and a recap of the weather in Portland.
CHOOSE ONE
of these sets of stats, and …
a. Make
3
observations of the data.
b. Pose
two
questions about the data that are critical to ask about any set of data.
4. Jorge read that, in the Portland area, each month a household generates an average of 29 pounds of newspaper for recycling. The standard deviation is 2 pounds. Assume the data is normally distributed. What percentage of households…
a. Recycles between 27 and 31 pounds per month?
b. Recycles less than 33 pounds per month?
5. Andrea obtained a math score of 510 on the SAT; the SAT scores had a mean of 435 and a standard deviation of 105. Her math score on the PSAT was 56; the PSAT scores had a mean of 42 and a standard deviation of 9.5.
a. What is her
z-score for the SAT?
b.
What is her
z-score for the PSAT?
c.
Which of the two
test scores from parts
a and b
indicates the
stronger
performance?
Explain.
6. Given the following results on the Stanford Achievement Test where the top row of numbers listed for each subject test shows the raw score for that subtest. The number in the second row of each column shows the
national percentile
.
Verbal
Math
Analytical
Raw Score
350
420
580
Percentile
65
85
92
a.
What
percentage
of the students scored
above
this student.
Ideas for teaching chance, data and interpretation of dataJoanne Villis
These activities have been designed specifically for Year 3 students according to the Australian Curriculum guidelines. However, they can be adapted to meet other standards or year levels.
Statistics Homework 1. In her science class, Priscilla read abou.docxjensgosney
Statistics Homework
1. In her science class, Priscilla read about the growth rate (in centimeters) of two varieties of plants after 20 days. For the data shown below, answer questions a-d.
Variety 1
Variety 2
20 12 49 38 41 43
18 54 62 59 53 25
51 52 59 55 53 59
13 57 42 54 56 38
50 58 35 38 33 32
41 36 50 62 45 55
43 53
Variety 1
Variety 2
a.
Mean:
a.
Mean:
b.
Median:
b.
Median:
c.
Mode:
c.
Mode:
d. C
onstruct a stem and leaf display
with a central stem with Variety 1 on the left and Variety 2 on the right.
Order the leaves with the smallest leaves closest to the stem
.
e.
What conclusions can you make from this table?
2.
Heather recently read about the following distribution which shows the number of pounds of each snack food eaten during the 2012 NCAA Basketball Championship game.
a.
Construct a pie chart
for this data
b.
Indicate the degree of the central angle
for each snack food
Potato chips
12.3 million
Tortilla chips
8.4 million
Pretzels
7.8 million
Popcorn
6.3 million
Snack Nuts
2.5 million
3. Attached to this exam are two sets of data, CU Women’s Softball stats for this season, and a recap of the weather in Portland.
CHOOSE ONE
of these sets of stats, and …
a. Make
3
observations of the data.
b. Pose
two
questions about the data that are critical to ask about any set of data.
4. Jorge read that, in the Portland area, each month a household generates an average of 29 pounds of newspaper for recycling. The standard deviation is 2 pounds. Assume the data is normally distributed. What percentage of households…
a. Recycles between 27 and 31 pounds per month?
b. Recycles less than 33 pounds per month?
5. Andrea obtained a math score of 510 on the SAT; the SAT scores had a mean of 435 and a standard deviation of 105. Her math score on the PSAT was 56; the PSAT scores had a mean of 42 and a standard deviation of 9.5.
a. What is her
z-score for the SAT?
b.
What is her
z-score for the PSAT?
c.
Which of the two
test scores from parts
a and b
indicates the
stronger
performance?
Explain.
6. Given the following results on the Stanford Achievement Test where the top row of numbers listed for each subject test shows the raw score for that subtest. The number in the second row of each column shows the
national percentile
.
Verbal
Math
Analytical
Raw Score
350
420
580
Percentile
65
85
92
a.
What
percentage
of the students scored
above
this student.
Ideas for teaching chance, data and interpretation of dataJoanne Villis
These activities have been designed specifically for Year 3 students according to the Australian Curriculum guidelines. However, they can be adapted to meet other standards or year levels.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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.
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.
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.
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.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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
8. Module 5 Lesson 7.notebook
8
January 14, 2016
Independent Events: One event does NOT effect the probability
of the other.
Dependent Events: One event does effect the probability
of the other.
State whether each set of events is independent or
dependent. Explain each answer.
1.) Erica flips a coin and then she rolls a die.
2.) John chooses a classmate for his group and then chooses
another classmate for his group.
3.) Jane rolls a six sided die and then rolls another six sided
die.
11. Module 5 Lesson 7.notebook
11
January 14, 2016
1.) A reading list contains 5 historical books and 3 science-fiction
books. What is the probability that Alex will randomly choose a
historical book for his first report and a science-fiction book for
his second without replacement?
historical
historical
historical
historical
historical
science-fiction
science-fiction
science-fiction
13. Module 5 Lesson 7.notebook
13
January 14, 2016
3.) Jill has seven quarters in her pocket. Of these, three are
“Delaware” quarters, two are “Georgia” quarters, one is a
“Connecticut” quarter, and one is a “Pennsylvania” quarter. Jill
removes one quarter at random and then removes a second quarter
at random without replacing the first quarter. What is the
probability that both will be “Delaware” quarters?
Connecticut
Georgia
Pennsylvania
Delaware
Delaware
Georgia
Delaware
14. Module 5 Lesson 7.notebook
14
January 14, 2016
4.) On a multiple choice test, each question had four possible
answers. A student does not know the answers to two questions,
so he guesses. What is the probability that the student will get
both answers wrong?
1.) The sky is:
a.) Blue b.) Black c.) Red d.) Orange
2.) 2 + 2 =
a.) 2 b.) 3 c.) 4 d.) 5
15. Module 5 Lesson 7.notebook
15
January 14, 2016
5.) In a bag there are 5 blue, 2 red, and 3 green marbles. What is the
probability of choosing a blue marble at random and then choosing a
green marble if you replace the first marble?
