I+have+a+question+on......

I don't think you're being dumb Emma. I am not totally sure that I did the problem right either. I am confused because with my seed number, the outcome is that Gary wins on the first shot, so how do you determine the probability if he is the only one that shoots?

Maybe i'm just being dumb, but i don't understand Problem A of the second project. I'm not understanding how the instructions are saying that they each have one time only to shoot at the target. But then it's saying that Ted has to get more bull's eyes than Gary; how is this possible when they each only get one more shot? -Emma

Think about all possible outcomes that could happen if these two guys shoot. Then think about how you decide who wins. Hopefully that will help explain the language used in the project.

for the project we are trying to make a scatter plot of the GPA's and amount of hours worked but the calculator wont let us; it keeps saying dimensions mismatch and we have tried every possible window. HELP. -paige Try checking the dimensions of your two lists.

For the third part of the survey project, if we use two variable for the num num graph are we allowed to use one of those variables for the cat num graph?? --Mallory A.

So, we DO have a quiz tomorrow? -Emma
Yes! Over measures of center and box and whisker plots! -brandy

Hey Emma,
The rubric says that: Findings for each individual variable from the sample are organized, displayed, and summarized appropriately. An appropriate display is chosen for each variable with proper labeling included. An appropriate display is chosen for each variable with proper labeling included. A rationale for the choice of display is included for each variable, and an interptretation of what we have learned about this variable is discussed. Measures of center and variability are used __appropriately__ and __clearly__ in this interpretation. At least one display must utilize the TI-Connect Software, with a corresponding window provided. The write-up on finding clearly delineates each of the expectations listed described above.

Hey guys, I'm having an emergency!!!!
I left my rubric at my parent's house and I need to know the specifics for what we need in terms of the second part of the survey project! -Emma

Explore the following National Council of Teaches of Mathematics (NCTM) website on their Illuminations series: http://illuminations.nctm.org/Activity Detail.aspx?ID=160
Use the applet to find data sets with 15 data points with the following conditions: 1. The Mean has the same value as the median 2. The mean is uch smaller than the median 3. The mean is much larger than the median

a. **FOR EACH PART 1-3 ABOVE**, **list** the data sets you created **then provide** a brief explanation, referring to the **distribution** of the data, as to why the mean sits where it does with respect to the median. In other words, how does the distribution of the data affect the centers and cause them to be where they end up?

b. After playing around with the applet and completing part (a) above, describe how you believe it can help students see which measure of center is sensitive to extreme values.

This assignment needs to be typed and double-spaced. You should include examples for clarity (try copying and pasting) but if they are hand-drawn, they must be done neatly. There is no page minimum, just include sufficient detail to be complete in you explanation. You work will be evaluated using the following general rubric: - **Clear:** writing leaves little for one to assume; thoughts and key points are well explained; the points you make can be understood by someone who has taken M1500; what you say makes sense. Total points assigned to the writing task is 24.
 * -Complete:** key ideas are supported with evidence; thoughts are well-formulated and supported; evidence of reflective thinking is provide; examples and non-examples included if appropriate; the justification is comprehensive in that it looks at all necessary parts of an argument.
 * -Correct:** mathematics used is appropriate, clearly presented, and relevant to the task at hand.

Your welcome - Emma === PLEASE HELP!! I think that I missed receiving the assignment sheet for Writing Assignment #2. Could someone please let me know what it is supposed to be on. I know that it is due by noon and I want to be able to do it. Thank you so much!! === ===My understanding of a bump was like a mode; it was the value (or interval) that had the most values in it. And a clump was like a range with values, in a way, congregating in a specific area. For example, my data set for part 2 of the writing assignment is as follows:=== 1 5 7 12 14 17 20 73 77 81 86 87 91 95 99

So for me, I see my data having 2 clumps, which are divided by the median, and I don't see this data set having any bumps. And obviously this has a hole between 20 and 73. Is this incorrect?
-Emma ===So I'm having a hard time defining the differences between clumps and bumps. I realize that bumps can describe modes in a data set (categorical or numerical), but are bumps only for when you have repeated values in numerical data? And what about extreme values? Is that like an outlier? === -Emma Emma, to my understanding a clump is data that is consecutive in a sense. Take a bell shape curve for example, in the middle is where the data is consistent with no holes, I would define that as a clump. A bump I believe is the highest point in your display. Lastly, extreme values are outliers yes... Hope this helps!! This sounds pretty good except for the outliers. We will develop a definition for them soon. However, if we have an outlier, it will be an extreme. It's just that not all extremes are outliers. Dr B

So would my values above have extremes of 1 and 99? -Emma
===So I'm a bit confused on the writing assignment.. I did my three graphs and described them. I am just having trouble with how does the distribution affect the mean and median, and why do they end up the way they do? I think I have a clear idea on the mean an median as the same #. But I'm struggling with the other two.===

Thanks!-Sarah
-NEVER MIND. I figured it out. === I was just wondering if anybody knew the exact differences between Mean, Median and Mode. I wanted to add the definitions and I wasn't sure if I should just google them or see what we decide as a class first?? -Mallory Brownell ===

MEAN- the sum of all the values in a data set, then divided by the number of values  Could anyone modify this a bit so we get to a conceptual idea of mean?? Thanks, Dr B ﻿the mean is the point of balance or the fulcrum in your data set. MEDIAN- the middle number of all the values in a data set, when in numerical order MODE- the value that occurs most often in a data set; if no numbers occur more than once, then there is no mode. We had decided in class that all of these are ways to find averages when dealing with numerical data. The tricky thing is, however, is to decide which is the most appropriate for the data that is presented in front of us. I really think that the second writing assignment's purpose is to get us thinking about that. -Emma T.

Thanks Emma that helps so much!! -Mallory Brownell
Our was that long too! -Brandy

**Sarah, I thought we only had to do numbers 2, 3, and 4??**
 * How long is everyone's write up for the survey project? Mine is like four pages! Does that sound crazy or is everyone's turning out kind of long?**
 * -Candis**
 * The problem is page 58. I don't understand what he did wrong? It looks right to me. I don't get why his intervals are wrong, and why did 86-41 for the range? On page 59 it shows the corrected histogram that is right. HELP.-Sarah**

Well, in my notes I have page p 58#1 assigned on Session #7 but I see it did not make it into the lesson summary. Bummer. So, add that now as a homework problem! We can discuss tomorrow if there are questions. **Dr B.**

Sorry I didn't write down pg 58 #1 as homework either.. So, is it page 87 Tasks 1, 3, 5, & 6 a nd page 58 #1 right? You are correct with Tasks 1, 3, 5, & 6. I assigned p 58 # 1 on Session #7; you wrote up Session #9 so you didn't forget it. Maybe I deleted it but it is on my notes. We'll add it now and see if there are questions tomorrow. No worries. Dr B

-I know it wasn't assigned I was just wondering why it is wrong because I feel like I would do it the wrong way and not know why it is wrong. -Sarah

I can't get Google Docs to work for me. Can somebody help me or let me know if they are having the problem also? Thanks! -Ashley

Are you trying to open the pilot data? Try opening the link "pilotdata" by clicking on it from Dr. Browning's email? That is how I opened it? If not you can try clicking on this link... [] Hope this helps, Mallory A.

Just checking to see how long it takes everyone in class to respond. When you get the email notification that I added this line to the wiki, let me know, either through initialing here, sending me an email or letting me know in class. However, I am curious about how long it takes for the whole class to respond so telling me in class may not be the most immediate route to take! Thanks, Dr B I got it-Melissa -Paige R. -Jaelei Ohrman Brandy Ashley G Candis :) Mallory Anthony Mallory Brownell -Sarah Lundgren -Stacy Gates Brittany Nelson (I apologize for being so late with my response. Every time I got on the wiki I would forget to do this before I left the page)

Well, I kinda did the same thing that we did with the Stalin question. What I did was this equation

[(Percent of new - percent of old)/ (percent of old) x 100

We want to divide by the difference of percents by the old because we're using the percent of old as if it were 100 percent. This is how I'm seeing it. [(3159 - 295)/(295)] x 100 = x/100

The only problem is is that you get like...970.85% increase. And I'm not really feeling that number; it seems a little high. But that's just my thought and guess on it. -Emma

﻿I am having trouble with finding the % of decrease of the State Prisoners table. I started off by finding the number of people that were convicted of violent crimes for each year by doing 500 x .59, and 6582 x .48. Now I am stuck on how exactly I would find the % in decrease....or increase? Very confused, help?! -Paige R

I'm having trouble with the same thing. I got the number of prisoners in 1980 to be 295 and the number in 3159.36. I think to find the percent increase (it must be an increase because the number went up) we have to divide 3159.36 by 295..... but then on the other hand it seems like we should divide 295 by 3159.36....? Or should we round the 3159.36 to a whole number since it's a number of people? Gah I don't know! Candis

I just got around to do my homework.. and yes I don't understand how to do that either!! I did the same thing that you did Candis with finding the number of prisoners, but I don't know what to do from there!! Mallory Anthony

I am having a hard time distinguishing the difference between two of the four steps in the process of statistical investigation: "analyzing the data" and "interpreting the results". If someone could help by clarifying the two that would be wonderful!! Thanks!!! Brandy Great question Brandy. I hope you get some answers from the class!! Dr B

Brandy, I'm having trouble with that too, I feel like they are very similar.. -Sarah

Hey guys, I'm missing page 9 of my spiral text. Can anyone possibly give me the information for the chart so I could do the homework? Thank you! -Emma

[|img003.pdf] Hey, hope this helps. - Melissa

thank you so much melissa!