STAT 2300 Test #1 (Version A) Fall 2016

Size: px
Start display at page:

Download "STAT 2300 Test #1 (Version A) Fall 2016"

Transcription

1 Student's Printed Name: Solutions & Grading Guidelines Lecture Instructor: CUID: Lecture Section # : You are permitted to use a calculator on all portions of this test. You are not allowed to use any notes, textbooks, cell phones, or laptops on this test. All devices that can send and receive information (including smart watches) must be turned off and put away while you are in the testing room. During this test, any communication with any person (other than the instructor or test proctor) in any form, including written, signed, verbal, or digital, is understood to be a violation of academic integrity. No part of this test may be removed from the testing room. Read each question very carefully. In order to receive full credit for the free response portion of the test, you must: 1. Show legible and logical (relevant) justification which supports your final answer. 2. Use complete and correct mathematical notation. 3. Include proper units, if necessary. You have 90 minutes to complete the entire test. On my honor, I have neither given nor received inappropriate or unauthorized information at any time before or during this test. Student's Signature: Do not write below this line. Free Response Problem Points Possible Points Earned Free Response Total 39 Multiple Choice 60 Correct Scantron 1 Test Total 100 Page 1 of 12

2 Part I: Multiple Choice. There are 20 multiple choice questions. Solve each question using the available space for scratch work. Decide which is the best of the choices given and fill in the corresponding oval on the provided scantron using a #2 pencil. For your own record, also circle your choice on your test since the scantron will not be returned to you. Only the responses recorded on your scantron sheet will be graded. Each multiple choice question is worth 3 points. 1. A relative frequency bar graph of the class standing for the 568 respondents to the STAT 2300 Student Survey is shown below. Approximately how many more sophomores than juniors are in STAT 2300 this semester? (A) 30 (B) 170 (C) 300 (D) Cannot be determined from the given information 2. A distributor of industrial lubricants is hiring three salespeople from a pool of 28 applicants for the three areas of the country where they operate. The three areas, in order of sales volume, are Northeast, Southeast, and Midwest. How many ways can the company fill these three positions? (A) 21,952 (B) 19,656 (C) 3,276 (D) 784 Page 2 of 12

3 3. The health center at a large university is concerned about the amount of time students have to wait before seeing a doctor when they walk in without an appointment. The staff recorded the wait times for the 50 walk-in patients one week and then computed the sample mean wait time for these 50 observations. The two largest observations in the data set were 75 minutes and 120 minutes. It was later determined that there was an error recording the data and the observation of 120 minutes should have been 12 minutes. How would correcting this error affect the sample mean? (A) The corrected sample mean will be smaller (B) The correction will not change the value of the sample mean (C) The corrected sample mean will be larger (D) The corrected sample mean will be smaller only if the original sample mean (computed with 120 as one of the observations) was greater than A team of agricultural researchers conducted a randomized experiment to determine whether two fertilizers, A and B, give different yields of tomatoes. A total of 33 tomato plants were grown; 16 using fertilizer A, and 17 using fertilizer B. At the conclusion of the experiment, the number of tomatoes grown per plant was recorded. What are the treatments in this experiment? (A) The yields of the 33 tomato plants (B) The two fertilizers (A and B) (C) The 33 tomato plants (D) The agricultural researchers 5. One of the questions on the STAT 2300 Student Survey asked students, "To the nearest quarter of an hour, how many hours of sleep did you get last night?" The responses had a distribution that is symmetric and unimodal with a mean of 6.96 hours and a standard deviation of 1.56 hours. Which of the following best describes the meaning of the standard deviation? (A) Students reported sleep times that differed from 6.96 by about 1.56 hours, on average (B) About 50% of the sleep times were in the interval 6.96 ± 1.56 (C) Sleep times more than 1.56 hours away from 6.96 are considered outliers (D) The longest reported sleep time was 1.56 hours above 6.96 Page 3 of 12

4 6. The Mars candy company claims that 24% of the plain M&M's it produces are blue. Based on a sample of 5000 randomly selected plain M&M's, it was estimated that the true proportion of blue candies is 20% with a margin of error of 3%. Which of the following is a correct statement? (A) The statement that 20% ± 3% of plain M&M's are blue is an example of descriptive statistics (B) The value 20% is a parameter because it is a numerical summary of a sample (C) The value 24% is a statistic because it is a numerical summary of a population (D) The value 24% is a parameter because it is a numerical summary of a population 7. Sandy has an average bowling score of 180 and bowls in a league where the average for all bowlers is 150 and the standard deviation is 20. Chantel has an average bowling score of 190 and bowls in a league where the average is 160 and the standard deviation is 15. Who is the better bowler relative to the rest of her league, Sandy or Chantel? (A) Chantel, because her average bowling score of 190 is higher than Sandy's 180 (B) Sandy and Chantel are equally impressive relative to their rest of their leagues, because both are 30 points above the mean (C) Chantel, because of her higher z-score (D) Sandy, because of her higher z-score 8. A stem-and-leaf plot of the amount of fat (in grams) for McDonald's beef sandwiches is below Key: 4 3 = 43 grams of fat Find the IQR for this data set. (A) 8 grams (B) 10 grams (C) 12 grams (D) 14.4 grams Page 4 of 12

5 9. A study was conducted to determine the proportion of Clemson students who look both ways before entering a campus crosswalk. Twenty different crosswalk locations were randomly selected. At each location, observers counted the total number of students using the crosswalk during a two hour time period and the number of these students who looked both ways before entering the crosswalk. This is an example of what type of sampling method? (A) Simple Random Sampling (B) Stratified Sampling (C) Convenience Sampling (D) Cluster Sampling 10. Consider the boxplot for a data set of n = 50 observations given below If the maximum value of 65 is changed to 70, would the value of 70 be considered an outlier? (A) Yes, because 70 is beyond the upper fence (B) No, because 70 is not beyond the upper fence (C) Yes, because 70 is more than 3 standard deviations above the mean (D) Cannot be determined from the given information 11. According to the 2010 U.S. census, 49.2% of Americans are male and 50.8% are female. Also, according to Wikipedia, 8% of males are color blind and.5% of females are color blind. If an American is randomly selected, what is the probability that the person is a color blind male? (A).0025 (B).0394 (C).0406 (D).5326 Page 5 of 12

6 12. Consider the following question and answer choices included on a survey conducted by CCIT: How satisfied were you with the service provided by CCIT? (1) Not Satisfied (2) Somewhat Satisfied (3) Very Satisfied The variable "Satisfaction Rating" is at what level of measurement? (A) Nominal (B) Ordinal (C) Interval (D) Ratio 13. Suppose P(A) =.5 and P(B) =.6. Which of the following must be true? (A) A and B are mutually exclusive (B) A and B are not mutually exclusive (C) A and B are independent (D) A and B are not independent 14. One of the questions on the STAT 2300 Student Survey asked students, "In a typical week, how many hours do you participate in sports or other physical exercise?" A dotplot of the results for the 19 students in lab section 14 is given below. Based on the dotplot above, which of the following measures of spread should be reported when describing the amount of variability in this data set? (A) Interquartile Range (B) Range (C) Standard Deviation (D) Variance Page 6 of 12

7 15. Researchers want to study the effects of air pollution on health. Six U.S. cities were randomly selected and all residents of the cities were asked to record their health over the next 20 years. This is an example of: (A) An experiment (B) Stratified sampling (C) An observational study (D) Convenience sampling 16. A researcher uses four different sampling methods to select samples of size 10 from a population of 200 values with a population mean of 70. For each sampling method, she selects 500 different samples from the population, computes the average of each sample, and then creates a histogram of the 500 sample averages. The resulting histograms are displayed below. After evaluating the histograms, the researcher determines that one of the four sampling methods is biased. Select the histogram which corresponds to the biased sampling method. (A) (B) (C) (D) Page 7 of 12

8 17. Parking services wants to conduct a study to determine the average length of time necessary for commuting students to find a parking spot. Parking services plans to randomly select 500 students with a commuter parking pass and ask them to record the length of time it takes for them to find a parking spot the next time they travel to campus. The variable of interest in this study is: (A) Length of time to find a parking spot (B) Average amount of time the 500 students spend looking for a parking spot (C) Average amount of time commuting students spend looking for a parking spot (D) Whether or not students were able to find a valid parking spot 18. The Clinton campaign wants to determine the proportion of Clemson residents who will vote for Hillary Clinton in the upcoming election. Volunteers from the Clinton campaign plan to set up a booth decorated with Clinton signs on the library bridge of Clemson's campus during 5 randomly selected time slots. The volunteers at the booth will attempt to interview everyone crossing the bridge during these time frames. This survey is likely to contain: (A) Sampling bias (B) Nonresponse bias (C) Both (A) and (B) (D) Neither (A) nor (B) Use the following information to answer questions Based on exit interviews with graduating students, the university estimates that 92% of Clemson seniors would choose Clemson again if they could start over as freshmen. Suppose that two Clemson seniors are selected at random, such that their opinions are independent of one other. 19. What is the probability that both of these two seniors would choose Clemson again? (A).0064 (B).8464 (C).9936 (D) What is the probability that at least one of these two seniors would choose Clemson again? (A).0064 (B).0736 (C).9200 (D).9936 Page 8 of 12

9 Part II: Free Response. Show all your work. Indicate clearly the methods you use, because you will be graded on the correctness of your methods as well as on the accuracy and completeness of your results and explanations. Answers with no justification will receive no credit. 1. The lengths of female great white sharks follows a distribution that is roughly symmetric and unimodal with a mean of 15.6 feet and a standard deviation of 2.6 feet. (a) Use the Empirical Rule to draw a sketch of this distribution. Clearly label the horizontal axis with appropriate values. (2 pts) 1 pt for drawing a bell-shaped curve 1 pt for correctly labeling horizontal axis (b) Approximately what percentage of female great white sharks are between 10.4 feet long and 20.8 feet long? (2 pts) According to the Empirical Rule, approximately 95% of female great white shark lengths are within two standard deviations of the mean, that is, between 10.4 feet and 20.8 feet long. 2 pts for identifying the correct percentage (c) Approximately what percentage of female great white sharks are more than 20.8 feet long? (3 pts) From the Empirical Rule we have that 100% 95% = 5% are either less than 10.4 feet or more than 20.8 feet. By symmetry, this means that ½(5%) = 2.5% are more than 20.8 feet. 1 pt for subtracting percentage given in (b) from 100% 2 pts for dividing the result by 2 Note: Subtract 1 pt if no work is shown but a correct answer is given. (d) Approximately what percentage of female great white sharks are between 13 feet long and 20.8 feet long? (3 pts) From the Empirical Rule we have that 100% 68% = 32% are either less than 13 feet or more than 18.2 feet. By symmetry, this means that ½(32%) = 16% are less than 13 feet. Combined with the fact that 2.5% are more than 20.8, we have that 100% 16% 2.5% = 81.5% are between 13 feet and 20.8 feet. 2 pts for implementing a correct method with supporting work shown 1 pt for an answer consistent with parts (b) and (c) Page 9 of 12

10 2. One of the questions on the STAT 2300 Student Survey asked students to report their height in inches. In the JMP output below, a histogram and selected summary statistics for the distribution of heights for the female students is shown first followed by a histogram and selected summary statistics for the distribution of heights for the male students. (a) Write a sentence to compare the shapes of the two distributions. (4 pts) The height distributions for both male and female students are roughly symmetric and unimodal. 2 pts for describing female heights as roughly symmetric 2 pts for describing male heights as roughly symmetric (b) Write a sentence to compare the centers of the two distributions. (3 pts) Male students are typically taller than female students, as the mean height for males (xx = 71 in.) is greater than the mean height for females (xx = 65 in.). 1 pt for identifying which distribution has the lower (or higher) center 1 pt for including the value of a measure of center 1 pt for using an appropriate measure of center for the shapes given in (a) (c) Write a sentence to compare the amount of variability in the two distributions. (3 pts) There is a little bit more variability in male heights, as the standard deviation for males (s = 3.02 in.) is slightly larger than the standard deviation for females (s = 2.76 in.). 1 pt for identifying which distribution has more (or less) variability 1 pt for including the value of a measure of spread 1 pt for using an appropriate measure of spread for the shapes given in (a) Page 10 of 12

11 3. The table below breaks down one section of STAT 2300 according to gender and political affiliation. Democratic Party Republican Party Libertarian Party Green Party Male Female Total Total One student will be randomly selected from this section of STAT For the questions below, label your answers with appropriate probability notation, using the first letter of each category name in the table to denote the event the randomly selected person is in that category. Answer with a fraction or a decimal rounded to three decimal places. (a) What is the probability that the selected student is a Male or a Republican? (2 pts) P(M or R) = P(M) + P(R) P(M and R) = = pt for appropriate probability notation 1 pt for correct answer (fraction or decimal form) (b) Are the categories Male and Republican mutually exclusive? Explain. (2 pts) No, because P(M and R) 0. That is, a person can be both Male and Republican. 1 pt for concluding they are NOT mutually exclusive 1 pt for correct justification No credit for incorrect reasoning or for not providing a justification. (c) What is the probability that the selected student is a Democrat? (2 pts) P(D) = pt for appropriate probability notation 1 pt for correct answer (fraction or decimal form) (d) If a Female is selected, what is the probability that the selected student is a Democrat? (2 pts) P(D F) = pt for appropriate probability notation 1 pt for correct answer (fraction or decimal form) (e) Are the categories Female and Democrat independent? Explain mathematically. (2 pts) No, because P(D F) P(D). Knowing that the selected student is female makes it more likely that the selected student is a Democrat. 1 pt for concluding they are not independent 1 pt for correct justification Notes: Can also justify by showing P(F D) P(F) or P(F and D) P(F) P(D). No credit for incorrect reasoning or for not providing a justification. Page 11 of 12

12 4. A box contains 5 small bags of snacks: one bag of Doritos, two bags of Cheetos, and two bags of Lays. A bag is selected without looking in the box and given to a child, then a second bag is selected and given to a second child. (a) List all of the possible outcomes for the types of snacks that the two children get using the letters D, C, and L. (3 pts) 1 st child 2 nd child Outcome D C L D DC DL CD C C CC L D CL LD L C LC L LL S = {DC, DL, CD, CC, CL, LD, LC, LL} Subtract 1 pt for not listing final outcomes Subtract 1 pt for each missing or incorrect outcome (b) What is the probability that the second child gets Doritos if we know that the first child got Cheetos? Label your answer with appropriate probability notation. (2 pts) P(D second C first) = 1 4 =.25 1 pt for appropriate probability notation 1 pt for correct answer (fraction or decimal form) (c) What is the probability that one child gets Doritos and the other gets Lays? Label your answer with appropriate probability notation. (4 pts) P(DL or LD) = P(DL) + P(LD) = = pt for appropriate probability notation 1 pt for finding P(DL) correctly 1 pt for finding P(LD) correctly 1 pt for adding P(DL) and P(LD) to get final answer Note: If the outcomes are assumed to be equally likely, then no = 4 = 1 =.20 credit will be awarded for finding P(DL) or P(LD) correctly Did you correctly fill in your scantron? (1 pt) Page 12 of 12

STT 231 Test 1. Fill in the Letter of Your Choice to Each Question in the Scantron. Each question is worth 2 point.

STT 231 Test 1. Fill in the Letter of Your Choice to Each Question in the Scantron. Each question is worth 2 point. STT 231 Test 1 Fill in the Letter of Your Choice to Each Question in the Scantron. Each question is worth 2 point. 1. A professor has kept records on grades that students have earned in his class. If he

More information

Algebra 2- Semester 2 Review

Algebra 2- Semester 2 Review Name Block Date Algebra 2- Semester 2 Review Non-Calculator 5.4 1. Consider the function f x 1 x 2. a) Describe the transformation of the graph of y 1 x. b) Identify the asymptotes. c) What is the domain

More information

Chapters 1-5 Cumulative Assessment AP Statistics November 2008 Gillespie, Block 4

Chapters 1-5 Cumulative Assessment AP Statistics November 2008 Gillespie, Block 4 Chapters 1-5 Cumulative Assessment AP Statistics Name: November 2008 Gillespie, Block 4 Part I: Multiple Choice This portion of the test will determine 60% of your overall test grade. Each question is

More information

AP Statistics Summer Assignment 17-18

AP Statistics Summer Assignment 17-18 AP Statistics Summer Assignment 17-18 Welcome to AP Statistics. This course will be unlike any other math class you have ever taken before! Before taking this course you will need to be competent in basic

More information

Probability and Statistics Curriculum Pacing Guide

Probability and Statistics Curriculum Pacing Guide Unit 1 Terms PS.SPMJ.3 PS.SPMJ.5 Plan and conduct a survey to answer a statistical question. Recognize how the plan addresses sampling technique, randomization, measurement of experimental error and methods

More information

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. Ch 2 Test Remediation Work Name MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. Provide an appropriate response. 1) High temperatures in a certain

More information

MINUTE TO WIN IT: NAMING THE PRESIDENTS OF THE UNITED STATES

MINUTE TO WIN IT: NAMING THE PRESIDENTS OF THE UNITED STATES MINUTE TO WIN IT: NAMING THE PRESIDENTS OF THE UNITED STATES THE PRESIDENTS OF THE UNITED STATES Project: Focus on the Presidents of the United States Objective: See how many Presidents of the United States

More information

Mathacle PSet Stats, Concepts in Statistics and Probability Level Number Name: Date:

Mathacle PSet Stats, Concepts in Statistics and Probability Level Number Name: Date: 1 st Quarterly Exam ~ Sampling, Designs, Exploring Data and Regression Part 1 Review I. SAMPLING MC I-1.) [APSTATSMC2014-6M] Approximately 52 percent of all recent births were boys. In a simple random

More information

Student s Edition. Grade 6 Unit 6. Statistics. Eureka Math. Eureka Math

Student s Edition. Grade 6 Unit 6. Statistics. Eureka Math. Eureka Math Student s Edition Grade 6 Unit 6 Statistics Eureka Math Eureka Math Lesson 1 Lesson 1: Posing Statistical Questions Statistics is about using data to answer questions. In this module, the following four

More information

Lesson M4. page 1 of 2

Lesson M4. page 1 of 2 Lesson M4 page 1 of 2 Miniature Gulf Coast Project Math TEKS Objectives 111.22 6b.1 (A) apply mathematics to problems arising in everyday life, society, and the workplace; 6b.1 (C) select tools, including

More information

Probability Therefore (25) (1.33)

Probability Therefore (25) (1.33) Probability We have intentionally included more material than can be covered in most Student Study Sessions to account for groups that are able to answer the questions at a faster rate. Use your own judgment,

More information

Edexcel GCSE. Statistics 1389 Paper 1H. June Mark Scheme. Statistics Edexcel GCSE

Edexcel GCSE. Statistics 1389 Paper 1H. June Mark Scheme. Statistics Edexcel GCSE Edexcel GCSE Statistics 1389 Paper 1H June 2007 Mark Scheme Edexcel GCSE Statistics 1389 NOTES ON MARKING PRINCIPLES 1 Types of mark M marks: method marks A marks: accuracy marks B marks: unconditional

More information

STAT 220 Midterm Exam, Friday, Feb. 24

STAT 220 Midterm Exam, Friday, Feb. 24 STAT 220 Midterm Exam, Friday, Feb. 24 Name Please show all of your work on the exam itself. If you need more space, use the back of the page. Remember that partial credit will be awarded when appropriate.

More information

Introduction to the Practice of Statistics

Introduction to the Practice of Statistics Chapter 1: Looking at Data Distributions Introduction to the Practice of Statistics Sixth Edition David S. Moore George P. McCabe Bruce A. Craig Statistics is the science of collecting, organizing and

More information

AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS

AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic

More information

Statistical Studies: Analyzing Data III.B Student Activity Sheet 7: Using Technology

Statistical Studies: Analyzing Data III.B Student Activity Sheet 7: Using Technology Suppose data were collected on 25 bags of Spud Potato Chips. The weight (to the nearest gram) of the chips in each bag is listed below. 25 28 23 26 23 25 25 24 24 27 23 24 28 27 24 26 24 25 27 26 25 26

More information

(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics

(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics (I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics Lesson/ Unit Description Questions: How many Smarties are in a box? Is it the

More information

Left, Left, Left, Right, Left

Left, Left, Left, Right, Left Lesson.1 Skills Practice Name Date Left, Left, Left, Right, Left Compound Probability for Data Displayed in Two-Way Tables Vocabulary Write the term that best completes each statement. 1. A two-way table

More information

Grade 6: Correlated to AGS Basic Math Skills

Grade 6: Correlated to AGS Basic Math Skills Grade 6: Correlated to AGS Basic Math Skills Grade 6: Standard 1 Number Sense Students compare and order positive and negative integers, decimals, fractions, and mixed numbers. They find multiples and

More information

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student

More information

Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C

Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C Using and applying mathematics objectives (Problem solving, Communicating and Reasoning) Select the maths to use in some classroom

More information

Measures of the Location of the Data

Measures of the Location of the Data OpenStax-CNX module m46930 1 Measures of the Location of the Data OpenStax College This work is produced by OpenStax-CNX and licensed under the Creative Commons Attribution License 3.0 The common measures

More information

Association Between Categorical Variables

Association Between Categorical Variables Student Outcomes Students use row relative frequencies or column relative frequencies to informally determine whether there is an association between two categorical variables. Lesson Notes In this lesson,

More information

Simple Random Sample (SRS) & Voluntary Response Sample: Examples: A Voluntary Response Sample: Examples: Systematic Sample Best Used When

Simple Random Sample (SRS) & Voluntary Response Sample: Examples: A Voluntary Response Sample: Examples: Systematic Sample Best Used When Simple Random Sample (SRS) & Voluntary Response Sample: In statistics, a simple random sample is a group of people who have been chosen at random from the general population. A simple random sample is

More information

Page 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General. Grade(s): None specified

Page 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General. Grade(s): None specified Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General Grade(s): None specified Unit: Creating a Community of Mathematical Thinkers Timeline: Week 1 The purpose of the Establishing a Community

More information

The following shows how place value and money are related. ones tenths hundredths thousandths

The following shows how place value and money are related. ones tenths hundredths thousandths 2-1 The following shows how place value and money are related. ones tenths hundredths thousandths (dollars) (dimes) (pennies) (tenths of a penny) Write each fraction as a decimal and then say it. 1. 349

More information

2 nd grade Task 5 Half and Half

2 nd grade Task 5 Half and Half 2 nd grade Task 5 Half and Half Student Task Core Idea Number Properties Core Idea 4 Geometry and Measurement Draw and represent halves of geometric shapes. Describe how to know when a shape will show

More information

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade The third grade standards primarily address multiplication and division, which are covered in Math-U-See

More information

ECON 365 fall papers GEOS 330Z fall papers HUMN 300Z fall papers PHIL 370 fall papers

ECON 365 fall papers GEOS 330Z fall papers HUMN 300Z fall papers PHIL 370 fall papers Assessing Critical Thinking in GE In Spring 2016 semester, the GE Curriculum Advisory Board (CAB) engaged in assessment of Critical Thinking (CT) across the General Education program. The assessment was

More information

Learning Lesson Study Course

Learning Lesson Study Course Learning Lesson Study Course Developed originally in Japan and adapted by Developmental Studies Center for use in schools across the United States, lesson study is a model of professional development in

More information

The lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design.

The lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design. Name: Partner(s): Lab #1 The Scientific Method Due 6/25 Objective The lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design.

More information

Using Proportions to Solve Percentage Problems I

Using Proportions to Solve Percentage Problems I RP7-1 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by

More information

Shockwheat. Statistics 1, Activity 1

Shockwheat. Statistics 1, Activity 1 Statistics 1, Activity 1 Shockwheat Students require real experiences with situations involving data and with situations involving chance. They will best learn about these concepts on an intuitive or informal

More information

MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm

MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm Why participate in the Science Fair? Science fair projects give students

More information

Math 96: Intermediate Algebra in Context

Math 96: Intermediate Algebra in Context : Intermediate Algebra in Context Syllabus Spring Quarter 2016 Daily, 9:20 10:30am Instructor: Lauri Lindberg Office Hours@ tutoring: Tutoring Center (CAS-504) 8 9am & 1 2pm daily STEM (Math) Center (RAI-338)

More information

May To print or download your own copies of this document visit Name Date Eurovision Numeracy Assignment

May To print or download your own copies of this document visit  Name Date Eurovision Numeracy Assignment 1. An estimated one hundred and twenty five million people across the world watch the Eurovision Song Contest every year. Write this number in figures. 2. Complete the table below. 2004 2005 2006 2007

More information

Curriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham

Curriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table

More information

Preliminary Chapter survey experiment an observational study that is not a survey

Preliminary Chapter survey experiment an observational study that is not a survey 1 Preliminary Chapter P.1 Getting data from Jamie and her friends is convenient, but it does not provide a good snapshot of the opinions held by all young people. In short, Jamie and her friends are not

More information

STA 225: Introductory Statistics (CT)

STA 225: Introductory Statistics (CT) Marshall University College of Science Mathematics Department STA 225: Introductory Statistics (CT) Course catalog description A critical thinking course in applied statistical reasoning covering basic

More information

Science Olympiad Competition Model This! Event Guidelines

Science Olympiad Competition Model This! Event Guidelines Science Olympiad Competition Model This! Event Guidelines These guidelines should assist event supervisors in preparing for and setting up the Model This! competition for Divisions B and C. Questions should

More information

Paper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes

Paper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes Centre No. Candidate No. Paper Reference 1 3 8 0 1 F Paper Reference(s) 1380/1F Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier Monday 6 June 2011 Afternoon Time: 1 hour

More information

Mathematics Success Level E

Mathematics Success Level E T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.

More information

Math Grade 3 Assessment Anchors and Eligible Content

Math Grade 3 Assessment Anchors and Eligible Content Math Grade 3 Assessment Anchors and Eligible Content www.pde.state.pa.us 2007 M3.A Numbers and Operations M3.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among

More information

Algebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview

Algebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview Algebra 1, Quarter 3, Unit 3.1 Line of Best Fit Overview Number of instructional days 6 (1 day assessment) (1 day = 45 minutes) Content to be learned Analyze scatter plots and construct the line of best

More information

Math 121 Fundamentals of Mathematics I

Math 121 Fundamentals of Mathematics I I. Course Description: Math 121 Fundamentals of Mathematics I Math 121 is a general course in the fundamentals of mathematics. It includes a study of concepts of numbers and fundamental operations with

More information

Physics 270: Experimental Physics

Physics 270: Experimental Physics 2017 edition Lab Manual Physics 270 3 Physics 270: Experimental Physics Lecture: Lab: Instructor: Office: Email: Tuesdays, 2 3:50 PM Thursdays, 2 4:50 PM Dr. Uttam Manna 313C Moulton Hall umanna@ilstu.edu

More information

Quantitative Research Questionnaire

Quantitative Research Questionnaire Quantitative Research Questionnaire Surveys are used in practically all walks of life. Whether it is deciding what is for dinner or determining which Hollywood film will be produced next, questionnaires

More information

Dublin City Schools Mathematics Graded Course of Study GRADE 4

Dublin City Schools Mathematics Graded Course of Study GRADE 4 I. Content Standard: Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding of number systems and reasonable estimates using paper and pencil, technology-supported

More information

Statewide Framework Document for:

Statewide Framework Document for: Statewide Framework Document for: 270301 Standards may be added to this document prior to submission, but may not be removed from the framework to meet state credit equivalency requirements. Performance

More information

Ohio s Learning Standards-Clear Learning Targets

Ohio s Learning Standards-Clear Learning Targets Ohio s Learning Standards-Clear Learning Targets Math Grade 1 Use addition and subtraction within 20 to solve word problems involving situations of 1.OA.1 adding to, taking from, putting together, taking

More information

Functional Skills Mathematics Level 2 assessment

Functional Skills Mathematics Level 2 assessment Functional Skills Mathematics Level 2 assessment www.cityandguilds.com September 2015 Version 1.0 Marking scheme ONLINE V2 Level 2 Sample Paper 4 Mark Represent Analyse Interpret Open Fixed S1Q1 3 3 0

More information

Paper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER

Paper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER 259574_P2 5-7_KS3_Ma.qxd 1/4/04 4:14 PM Page 1 Ma KEY STAGE 3 TIER 5 7 2004 Mathematics test Paper 2 Calculator allowed Please read this page, but do not open your booklet until your teacher tells you

More information

Broward County Public Schools G rade 6 FSA Warm-Ups

Broward County Public Schools G rade 6 FSA Warm-Ups Day 1 1. A florist has 40 tulips, 32 roses, 60 daises, and 50 petunias. Draw a line from each comparison to match it to the correct ratio. A. tulips to roses B. daises to petunias C. roses to tulips D.

More information

South Carolina College- and Career-Ready Standards for Mathematics. Standards Unpacking Documents Grade 5

South Carolina College- and Career-Ready Standards for Mathematics. Standards Unpacking Documents Grade 5 South Carolina College- and Career-Ready Standards for Mathematics Standards Unpacking Documents Grade 5 South Carolina College- and Career-Ready Standards for Mathematics Standards Unpacking Documents

More information

Level 1 Mathematics and Statistics, 2015

Level 1 Mathematics and Statistics, 2015 91037 910370 1SUPERVISOR S Level 1 Mathematics and Statistics, 2015 91037 Demonstrate understanding of chance and data 9.30 a.m. Monday 9 November 2015 Credits: Four Achievement Achievement with Merit

More information

DEVM F105 Intermediate Algebra DEVM F105 UY2*2779*

DEVM F105 Intermediate Algebra DEVM F105 UY2*2779* DEVM F105 Intermediate Algebra DEVM F105 UY2*2779* page iii Table of Contents CDE Welcome-----------------------------------------------------------------------v Introduction -------------------------------------------------------------------------xiii

More information

Mathematics subject curriculum

Mathematics subject curriculum Mathematics subject curriculum Dette er ei omsetjing av den fastsette læreplanteksten. Læreplanen er fastsett på Nynorsk Established as a Regulation by the Ministry of Education and Research on 24 June

More information

Pre-AP Geometry Course Syllabus Page 1

Pre-AP Geometry Course Syllabus Page 1 Pre-AP Geometry Course Syllabus 2015-2016 Welcome to my Pre-AP Geometry class. I hope you find this course to be a positive experience and I am certain that you will learn a great deal during the next

More information

Missouri Mathematics Grade-Level Expectations

Missouri Mathematics Grade-Level Expectations A Correlation of to the Grades K - 6 G/M-223 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley Mathematics in meeting the

More information

AP Proctor Training. Setting the Tone. Materials Needed for the Training. Proctor Duties. Proctor Training Instructions

AP Proctor Training. Setting the Tone. Materials Needed for the Training. Proctor Duties. Proctor Training Instructions 34 Coordinators are expected to provide their school s proctors with specific information about exam administration procedures. You may find the information and script that follow helpful for proctor training.

More information

Montana Content Standards for Mathematics Grade 3. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011

Montana Content Standards for Mathematics Grade 3. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 Montana Content Standards for Mathematics Grade 3 Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 Contents Standards for Mathematical Practice: Grade

More information

Research Design & Analysis Made Easy! Brainstorming Worksheet

Research Design & Analysis Made Easy! Brainstorming Worksheet Brainstorming Worksheet 1) Choose a Topic a) What are you passionate about? b) What are your library s strengths? c) What are your library s weaknesses? d) What is a hot topic in the field right now that

More information

Story Problems with. Missing Parts. s e s s i o n 1. 8 A. Story Problems with. More Story Problems with. Missing Parts

Story Problems with. Missing Parts. s e s s i o n 1. 8 A. Story Problems with. More Story Problems with. Missing Parts s e s s i o n 1. 8 A Math Focus Points Developing strategies for solving problems with unknown change/start Developing strategies for recording solutions to story problems Using numbers and standard notation

More information

After your registration is complete and your proctor has been approved, you may take the Credit by Examination for MATH 6A.

After your registration is complete and your proctor has been approved, you may take the Credit by Examination for MATH 6A. MATH 6A Mathematics, Grade 6, First Semester #03 (v.3.0) To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for MATH 6A. WHAT

More information

The Editor s Corner. The. Articles. Workshops. Editor. Associate Editors. Also In This Issue

The Editor s Corner. The. Articles. Workshops.  Editor. Associate Editors. Also In This Issue The S tatistics T eacher N etwork www.amstat.org/education/stn Number 73 ASA/NCTM Joint Committee on the Curriculum in Statistics and Probability Fall 2008 The Editor s Corner We hope you enjoy Issue 73

More information

State University of New York at Buffalo INTRODUCTION TO STATISTICS PSC 408 Fall 2015 M,W,F 1-1:50 NSC 210

State University of New York at Buffalo INTRODUCTION TO STATISTICS PSC 408 Fall 2015 M,W,F 1-1:50 NSC 210 1 State University of New York at Buffalo INTRODUCTION TO STATISTICS PSC 408 Fall 2015 M,W,F 1-1:50 NSC 210 Dr. Michelle Benson mbenson2@buffalo.edu Office: 513 Park Hall Office Hours: Mon & Fri 10:30-12:30

More information

Julia Smith. Effective Classroom Approaches to.

Julia Smith. Effective Classroom Approaches to. Julia Smith @tessmaths Effective Classroom Approaches to GCSE Maths resits julia.smith@writtle.ac.uk Agenda The context of GCSE resit in a post-16 setting An overview of the new GCSE Key features of a

More information

Build on students informal understanding of sharing and proportionality to develop initial fraction concepts.

Build on students informal understanding of sharing and proportionality to develop initial fraction concepts. Recommendation 1 Build on students informal understanding of sharing and proportionality to develop initial fraction concepts. Students come to kindergarten with a rudimentary understanding of basic fraction

More information

Multiplication of 2 and 3 digit numbers Multiply and SHOW WORK. EXAMPLE. Now try these on your own! Remember to show all work neatly!

Multiplication of 2 and 3 digit numbers Multiply and SHOW WORK. EXAMPLE. Now try these on your own! Remember to show all work neatly! Multiplication of 2 and digit numbers Multiply and SHOW WORK. EXAMPLE 205 12 10 2050 2,60 Now try these on your own! Remember to show all work neatly! 1. 6 2 2. 28 8. 95 7. 82 26 5. 905 15 6. 260 59 7.

More information

Nutrition 10 Contemporary Nutrition WINTER 2016

Nutrition 10 Contemporary Nutrition WINTER 2016 Nutrition 10 Contemporary Nutrition WINTER 2016 INSTRUCTOR: Anna Miller, MS., RD PHONE 408.864.5576 EMAIL milleranna@fhda.edu Write NUTR 10 and the time your class starts in the subject line of your e-

More information

TCC Jim Bolen Math Competition Rules and Facts. Rules:

TCC Jim Bolen Math Competition Rules and Facts. Rules: TCC Jim Bolen Math Competition Rules and Facts Rules: The Jim Bolen Math Competition is composed of two one hour multiple choice pre-calculus tests. The first test is scheduled on Friday, November 8, 2013

More information

GCSE Mathematics B (Linear) Mark Scheme for November Component J567/04: Mathematics Paper 4 (Higher) General Certificate of Secondary Education

GCSE Mathematics B (Linear) Mark Scheme for November Component J567/04: Mathematics Paper 4 (Higher) General Certificate of Secondary Education GCSE Mathematics B (Linear) Component J567/04: Mathematics Paper 4 (Higher) General Certificate of Secondary Education Mark Scheme for November 2014 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge

More information

Extending Place Value with Whole Numbers to 1,000,000

Extending Place Value with Whole Numbers to 1,000,000 Grade 4 Mathematics, Quarter 1, Unit 1.1 Extending Place Value with Whole Numbers to 1,000,000 Overview Number of Instructional Days: 10 (1 day = 45 minutes) Content to Be Learned Recognize that a digit

More information

Spring 2014 SYLLABUS Michigan State University STT 430: Probability and Statistics for Engineering

Spring 2014 SYLLABUS Michigan State University STT 430: Probability and Statistics for Engineering Spring 2014 SYLLABUS Michigan State University STT 430: Probability and Statistics for Engineering Time and Place: MW 3:00-4:20pm, A126 Wells Hall Instructor: Dr. Marianne Huebner Office: A-432 Wells Hall

More information

Spinners at the School Carnival (Unequal Sections)

Spinners at the School Carnival (Unequal Sections) Spinners at the School Carnival (Unequal Sections) Maryann E. Huey Drake University maryann.huey@drake.edu Published: February 2012 Overview of the Lesson Students are asked to predict the outcomes of

More information

EDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES. Maths Level 2. Chapter 4. Working with measures

EDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES. Maths Level 2. Chapter 4. Working with measures EDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES Maths Level 2 Chapter 4 Working with measures SECTION G 1 Time 2 Temperature 3 Length 4 Weight 5 Capacity 6 Conversion between metric units 7 Conversion

More information

Digital Fabrication and Aunt Sarah: Enabling Quadratic Explorations via Technology. Michael L. Connell University of Houston - Downtown

Digital Fabrication and Aunt Sarah: Enabling Quadratic Explorations via Technology. Michael L. Connell University of Houston - Downtown Digital Fabrication and Aunt Sarah: Enabling Quadratic Explorations via Technology Michael L. Connell University of Houston - Downtown Sergei Abramovich State University of New York at Potsdam Introduction

More information

2010 National Survey of Student Engagement University Report

2010 National Survey of Student Engagement University Report National Survey of Student Engagement University Report Office of Assessment July 2011 NSSE Survey Summary Report The National Survey of Student Engagement (NSSE) is utilized at Kansas State University,

More information

Foothill College Fall 2014 Math My Way Math 230/235 MTWThF 10:00-11:50 (click on Math My Way tab) Math My Way Instructors:

Foothill College Fall 2014 Math My Way Math 230/235 MTWThF 10:00-11:50  (click on Math My Way tab) Math My Way Instructors: This is a team taught directed study course. Foothill College Fall 2014 Math My Way Math 230/235 MTWThF 10:00-11:50 www.psme.foothill.edu (click on Math My Way tab) Math My Way Instructors: Instructor:

More information

Office Hours: Mon & Fri 10:00-12:00. Course Description

Office Hours: Mon & Fri 10:00-12:00. Course Description 1 State University of New York at Buffalo INTRODUCTION TO STATISTICS PSC 408 4 credits (3 credits lecture, 1 credit lab) Fall 2016 M/W/F 1:00-1:50 O Brian 112 Lecture Dr. Michelle Benson mbenson2@buffalo.edu

More information

TA Script of Student Test Directions

TA Script of Student Test Directions TA Script of Student Test Directions SMARTER BALANCED PAPER-PENCIL Spring 2017 ELA Grade 6 Paper Summative Assessment School Test Coordinator Contact Information Name: Email: Phone: ( ) Cell: ( ) Visit

More information

UNIT ONE Tools of Algebra

UNIT ONE Tools of Algebra UNIT ONE Tools of Algebra Subject: Algebra 1 Grade: 9 th 10 th Standards and Benchmarks: 1 a, b,e; 3 a, b; 4 a, b; Overview My Lessons are following the first unit from Prentice Hall Algebra 1 1. Students

More information

Unit 3: Lesson 1 Decimals as Equal Divisions

Unit 3: Lesson 1 Decimals as Equal Divisions Unit 3: Lesson 1 Strategy Problem: Each photograph in a series has different dimensions that follow a pattern. The 1 st photo has a length that is half its width and an area of 8 in². The 2 nd is a square

More information

Administrative Services Manager Information Guide

Administrative Services Manager Information Guide Administrative Services Manager Information Guide What to Expect on the Structured Interview July 2017 Jefferson County Commission Human Resources Department Recruitment and Selection Division Table of

More information

American Journal of Business Education October 2009 Volume 2, Number 7

American Journal of Business Education October 2009 Volume 2, Number 7 Factors Affecting Students Grades In Principles Of Economics Orhan Kara, West Chester University, USA Fathollah Bagheri, University of North Dakota, USA Thomas Tolin, West Chester University, USA ABSTRACT

More information

End-of-Module Assessment Task

End-of-Module Assessment Task Student Name Date 1 Date 2 Date 3 Topic E: Decompositions of 9 and 10 into Number Pairs Topic E Rubric Score: Time Elapsed: Topic F Topic G Topic H Materials: (S) Personal white board, number bond mat,

More information

learning collegiate assessment]

learning collegiate assessment] [ collegiate learning assessment] INSTITUTIONAL REPORT 2005 2006 Kalamazoo College council for aid to education 215 lexington avenue floor 21 new york new york 10016-6023 p 212.217.0700 f 212.661.9766

More information

Mathematics Assessment Plan

Mathematics Assessment Plan Mathematics Assessment Plan Mission Statement for Academic Unit: Georgia Perimeter College transforms the lives of our students to thrive in a global society. As a diverse, multi campus two year college,

More information

Meriam Library LibQUAL+ Executive Summary

Meriam Library LibQUAL+ Executive Summary Meriam Library LibQUAL+ Executive Summary Meriam Library LibQUAL+ Executive Summary Page 2 ABOUT THE SURVEY LibQUAL+ is a survey designed to measure users perceptions and expectations of library service

More information

Lab 1 - The Scientific Method

Lab 1 - The Scientific Method Lab 1 - The Scientific Method As Biologists we are interested in learning more about life. Through observations of the living world we often develop questions about various phenomena occurring around us.

More information

MATHCOUNTS Rule Book LAST UPDATED. August NSBE JR. TOOLKIT National Programs Zone. 1

MATHCOUNTS Rule Book LAST UPDATED. August NSBE JR. TOOLKIT National Programs Zone. 1 2011-2012 NSBE JR. TOOLKIT Think Green! Please do not print unless absolutely necessary 2014-2015 MATHCOUNTS Rule Book August 2014 LAST UPDATED nebpci@nsbe.org 1 INTRODUCTION TO NSBE NSBE The National

More information

Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics

Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics 5/22/2012 Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics College of Menominee Nation & University of Wisconsin

More information

Informal Comparative Inference: What is it? Hand Dominance and Throwing Accuracy

Informal Comparative Inference: What is it? Hand Dominance and Throwing Accuracy Informal Comparative Inference: What is it? Hand Dominance and Throwing Accuracy Logistics: This activity addresses mathematics content standards for seventh-grade, but can be adapted for use in sixth-grade

More information

The New York City Department of Education. Grade 5 Mathematics Benchmark Assessment. Teacher Guide Spring 2013

The New York City Department of Education. Grade 5 Mathematics Benchmark Assessment. Teacher Guide Spring 2013 The New York City Department of Education Grade 5 Mathematics Benchmark Assessment Teacher Guide Spring 2013 February 11 March 19, 2013 2704324 Table of Contents Test Design and Instructional Purpose...

More information

Arizona s College and Career Ready Standards Mathematics

Arizona s College and Career Ready Standards Mathematics Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples First Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June

More information

Objective: Add decimals using place value strategies, and relate those strategies to a written method.

Objective: Add decimals using place value strategies, and relate those strategies to a written method. NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5 1 Lesson 9 Objective: Add decimals using place value strategies, and relate those strategies to a written method. Suggested Lesson Structure Fluency Practice

More information

Mathematics Success Grade 7

Mathematics Success Grade 7 T894 Mathematics Success Grade 7 [OBJECTIVE] The student will find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. [PREREQUISITE SKILLS] Simple probability,

More information

4-3 Basic Skills and Concepts

4-3 Basic Skills and Concepts 4-3 Basic Skills and Concepts Identifying Binomial Distributions. In Exercises 1 8, determine whether the given procedure results in a binomial distribution. For those that are not binomial, identify at

More information

Aalya School. Parent Survey Results

Aalya School. Parent Survey Results Aalya School Parent Survey Results 2016-2017 Parent Survey Results Academic Year 2016/2017 September 2017 Research Office The Research Office conducts surveys to gather qualitative and quantitative data

More information