2) Define random sample. Explain why this is important in design of experiments.

Size: px
Start display at page:

Download "2) Define random sample. Explain why this is important in design of experiments."

Transcription

1 Math 227 Spring 2017 Practice Test 1 (Sec ) Name Provide an appropriate response. 1) Define the terms population, sample, parameter and statistic. 2) Define random sample. Explain why this is important in design of experiments. Identify the sample and population. Also, determine whether the sample is likely to be representative of the population. 3) An employee at the local ice cream parlor asks three customers if they like chocolate ice cream. Provide an appropriate response. 4) An education expert is researching teaching methods and wishes to interview teachers from a particular school district. She randomly selects ten schools from the district and interviews all of the teachers at the selected schools. Does this sampling plan result in a random sample? Simple random sample? Explain. A) Yes; no. The sample is random because all teachers have the same chance of being selected. It is not a simple random sample because some samples are not possible, such as a sample that includes teachers from schools that were not selected. B) No; yes. The sample is not random because teachers in small schools are more likely to be selected than teachers in larger schools. It is a simple random sample because all samples have the same chance of being selected. C) Yes; yes. The sample is random because all teachers have the same chance of being selected. It is a simple random sample because all samples have the same chance of being selected. D) No; no. The sample is not random because teachers in small schools are more likely to be selected than teachers in larger schools. It is not a simple random sample because some samples are not possible, such as a sample that includes teachers from schools that were not selected. 5) A psychology student wishes to investigate differences in political opinions between business majors and political science majors at her college. She randomly selects 100 students from the 260 business majors and 100 students from the 180 political science majors. Does this sampling plan result in a random sample? Simple random sample? Explain. A) Yes; yes. The sample is random because all students have the same chance of being selected. It is a simple random sample because all samples of size 200 have the same chance of being selected. B) No; no. The sample is not random because political science majors have a greater chance of being selected than business majors. It is not a simple random sample because some samples are not possible, such as a sample consisting of 50 business majors and 150 political science majors. C) No; yes. The sample is not random because political science majors have a greater chance of being selected than business majors. It is a simple random sample because all samples of size 200 have the same chance of being selected. D) Yes; no. The sample is random because all students have the same chance of being selected. It is not a simple random sample because some samples are not possible, such as a sample consisting of 50 business majors and 150 political science majors. 1

2 6) In a survey, 26 voters were asked their ages. The results are shown below. Construct a histogram to represent the data (with 5 classes beginning with a lower class limit of 19.5 and a class width of 10). What is the approximate age at the center? Find the mean for the given sample data. Unless indicated otherwise, round your answer to one more decimal place than is present in the original data values. 7) Listed below are the amounts of weight change (in pounds) for 12 women during their first year of work after graduating from college. Positive values correspond to women who gained weight and negative values correspond to women who lost weight. What is the mean weight change? Find the mode(s) for the given sample data. 8) The weights (in ounces) of 14 different apples are shown below Find the mean and median for each of the two samples, then compare the two sets of results. 9) The Body Mass Index (BMI) is measured for a random sample of men from two different colleges. Interpret the results by determining whether there is a difference between the two data sets that is not apparent from a comparison of the measures of center. If there is, what is it? Baxter College Banter College Find the mean of the data summarized in the given frequency distribution. 10) The manager of a bank recorded the amount of time each customer spent waiting in line during peak business hours one Monday. The frequency distribution below summarizes the results. Find the mean waiting time. Round your answer to one decimal place. Waiting time (minutes) Number of customers

3 Solve the problem. 11) A student earned grades of C, A, B, and A. Those courses had these corresponding numbers of credit hours: 3, 6, 2, and 6. The grading system assigns quality points to letter grades as follows: A = 4, B = 3, C = 2, D = 1, and F = 0. Compute the grade point average (GPA) and round the result to two decimal places. Find the range for the given sample data. 12) Listed below are the amounts of weight change (in pounds) for ten women during their first year of work after graduating from college. Positive values correspond to women who gained weight and negative values correspond to women who lost weight. What is the range? Find the variance for the given data. Round your answer to one more decimal place than the original data. 13) Jeanne is currently taking college zoology. The instructor often gives quizzes. On the past five quizzes, Jeanne got the following scores: Find the standard deviation for the given sample data. Round your answer to one more decimal place than is present in the original data. 14) The top nine scores on the organic chemistry midterm are as follows. 47, 55, 71, 41, 82, 57, 25, 66, 81 Find the range, variance, and standard deviation for each of the two samples, then compare the two sets of results. 15) When investigating times required for drive-through service, the following results (in seconds) were obtained. Restaurant A Restaurant B Use the range rule of thumb to estimate the standard deviation. Round results to the nearest tenth. 16) The maximum value of a distribution is 40.8 and the minimum value is 2.4. Use the empirical rule to solve the problem. 17) At one college, GPA's are normally distributed with a mean of 3 and a standard deviation of 0.6. What percentage of students at the college have a GPA between 2.4 and 3.6? Solve the problem. Round results to the nearest hundredth. 18) Scores on a test have a mean of 66 and a standard deviation of 9. Michelle has a score of 57. Convert Michelle's score to a z-score. A) -9 B) 9 C) 1 D) -1 19) The mean of a set of data is and its standard deviation is Find the z score for a value of A) 1.62 B) 1.32 C) 1.77 D) ) The mean height of a basketball team is 6 feet with a standard deviation of 0.2 feet. The team's center is 6.9 feet tall. Find the center's z score. Is his score unusual? A) 3.83, no B) 4.5, yes C) 4, no D) 4.95, yes 21) A department store, on average, has daily sales of $28, The standard deviation of sales is $2000. On Tuesday, the store sold $34, worth of goods. Find Tuesday's z score. Was Tuesday an unusually good day? A) 2.61, no B) 3.57, yes C) 3.42, no D) 3.26, yes 3

4 Find the number of standard deviations from the mean. Round your answer to two decimal places. 22) The annual snowfall in a town has a mean of 35 inches and a standard deviation of 11 inches. Last year there were 60 inches of snow. How many standard deviations from the mean is that? A) 2.27 standard deviations below the mean B) 0.40 standard deviations above the mean C) 2.27 standard deviations above the mean D) 0.40 standard deviations below the mean 23) The number of assists per match for the setter on your school's volleyball team has a mean of 55 and a standard deviation of 7. How many standard deviations from the mean is an outing with 70 assists? A) 1.07 standard deviations below the mean B) 1.07 standard deviations above the mean C) 2.14 standard deviations below the mean D) 2.14 standard deviations above the mean Find the z-score corresponding to the given value and use the z-score to determine whether the value is unusual. Consider a score to be unusual if its z-score is less than or greater than Round the z-score to the nearest tenth if necessary. 24) A test score of 48.4 on a test having a mean of 66 and a standard deviation of 11. A) -17.6; unusual B) -1.6; unusual C) -1.6; not unusual D) 1.6; not unusual 25) A body temperature of 96.7 F given that human body temperatures have a mean of F and a standard deviation of A) -1.5; not usual B) -2.4; not unusual C) 2.4; unusual D) -2.4; unusual Find the indicated measure. 26) Use the given sample data to find Q A) 55.0 B) 61.0 C) 6.0 D) ) The weights (in pounds) of 30 newborn babies are listed below. Find P A) 4.8 lb B) 5.9 lb C) 6.1 lb D) 6.0 lb 4

5 Construct a modified boxplot for the data. Identify any outliers. 28) The weights (in ounces) of 27 tomatoes are listed below A) Outliers: 1.7 oz, 4.2 oz B) Outliers: 1.7 oz, 3.6 oz, 4.2 oz C) Outlier: 4.2 oz D) No outliers Provide an appropriate response. 29) For data which are heavily skewed to the right, P10 is likely to be closer to the median than P90. True or false? A) True B) False 30) Human body temperatures have a mean of F and a standard deviation of Sally's temperature can be described by z = What is her temperature? Round your answer to the nearest hundredth. A) F B) F C) F D) F 31) If all the values in a data set are converted to z-scores, the shape of the distribution of the z-scores will be bell-shaped regardless of the distribution of the original data. True or false? A) True B) False 32) If all the values in a data set are converted to z-scores, the shape of the distribution of the z-scores will be the same as the distribution of the original data. True or false? A) True B) False 5

6 33) Suppose that all the values in a data set are converted to z-scores. Which of the statements below is true? A: The mean of the z-scores will be zero, and the standard deviation of the z-scores will be the same as the standard deviation of the original data values. B: The mean and standard deviation of the z-scores will be the same as the mean and standard deviation of the original data values. C: The mean of the z-scores will be 0, and the standard deviation of the z-scores will be 1. D: The mean and the standard deviation of the z-scores will both be zero. A) D B) B C) A D) C 34) In a data set containing n values, the 67th percentile can be found as follows: P67 = n. True or false? A) True B) False Find the indicated probability. 35) Two 6-sided dice are rolled. What is the probability that the sum of the two numbers on the dice will be 3? Answer the question, considering an event to be "unusual" if its probability is less than or equal to ) Assume that a study of 500 randomly selected school bus routes showed that 482 arrived on time. Is it "unusual" for a school bus to arrive late? Answer the question. 37) In a certain town, 10% of people commute to work by bicycle. If a person is selected randomly from the town, what are the odds against selecting someone who commutes by bicycle? Find the indicated probability. 38) A sample of 100 wood and 100 graphite tennis rackets are taken from the warehouse. If 7 wood and 14 graphite are defective and one racket is randomly selected from the sample, find the probability that the racket is wood or defective. 39) A card is drawn from a well-shuffled deck of 52 cards. Find P(drawing a face card or a 4). 40) A bin contains 64 light bulbs of which 10 are defective. If 5 light bulbs are randomly selected from the bin with replacement, find the probability that all the bulbs selected are good ones. Round to the nearest thousandth if necessary. 41) You are dealt two cards successively (without replacement) from a shuffled deck of 52 playing cards. Find the probability that both cards are black. Express your answer as a simplified fraction. 25 A) B) 25 C) 13 1 D) ,652 6

7 42) You are dealt two cards successively (without replacement) from a shuffled deck of 52 playing cards. Find the probability that the first card is a King and the second card is a queen. Express your answer as a simplified fraction. A) B) C) D) ) What is the probability that 4 randomly selected people all have different birthdays? Round to four decimal places. A) B) C) D) ) A IRS auditor randomly selects 3 tax returns from 49 returns of which 7 contain errors. What is the probability that she selects none of those containing errors? Round to four decimal places. A) B) C) D) ) Among the contestants in a competition are 46 women and 23 men. If 5 winners are randomly selected, what is the probability that they are all men? Round to five decimal places. A) B) C) D) ) A sample of 4 different calculators is randomly selected from a group containing 47 that are defective and 29 that have no defects. What is the probability that all four of the calculators selected are defective? Round to four decimal places. A) B) C) D) ) A sample of 4 different calculators is randomly selected from a group containing 47 that are defective and 29 that have no defects. What is the probability that all four of the calculators selected are defective? Round to four decimal places. 48) The table below describes the smoking habits of a group of asthma sufferers. Light Heavy Nonsmoker smoker smoker Total Men Women Total If two different people are randomly selected from the 991 subjects, find the probability that they are both heavy smokers. Round to six decimal places. A) B) C) D) ) The table below describes the smoking habits of a group of asthma sufferers. Light Heavy Nonsmoker smoker smoker Total Men Women Total If two different people are randomly selected from the 954 subjects, find the probability that they are both women. Round to four decimal places. A) B) C) D)

8 Answer Key Testname: MATH227_SPRINGR PRETEST 1 1) A population is the complete collection of all elements. A sample is a subset of elements drawn from a population. A parameter is a numerical measurement describing some characteristic of a population. A statistic is a numerical measurement describing some characteristic of a sample. A census is the collection of data from every element in a population; a sample is a subset of a population. 2) In random sampling, each member of the population has an equal chance of being selected. Random sampling provides us with the best representative sample in which all groups of the population are approximately proportionately represented. Careless sampling can easily result in a biased sample which may be useless. 3) Sample: the 3 selected customers; population: all customers; not representative 4) A 5) B 6) The approximate age at the center is 50. 7) 2.8 lb 8) 5.0 oz, 6.2 oz 9) Baxter College: mean = 24; median = 24 Banter College: mean = 24.25; median = 24.5 Even though the measures of center are roughly the same, the Banter College values are much more varied than the Baxter College values. 10) 9.3 min 11) ) 35 lb 13) ) ) Restaurant A: 57 sec; sec 2 ; sec Restaurant B: 77 sec; sec 2 ; sec There is more variation in the times for restaurant B. 16) ) 68% 18) D 19) D 20) B 21) D 22) C 23) D 24) C 25) D 26) B 27) C 28) A 8

9 Answer Key Testname: MATH227_SPRINGR PRETEST 1 29) A 30) B 31) B 32) A 33) D 34) B 1 35) 18 36) Yes 37) 9 : 1 38) ) 13 40) ) A 42) C 43) A 44) A 45) C 46) B 47) ) B 49) B 9

Name Class Date. Graphing Proportional Relationships

Name Class Date. Graphing Proportional Relationships Name Class Date Practice 5-1 Graphing Proportional Relationships 5-1 Graphing Proportional Relationships 1. An electronics store has a frequent shopper program. The buyer earns 4 points for every movie

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

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

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

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

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

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

Pre-Algebra A. Syllabus. Course Overview. Course Goals. General Skills. Credit Value

Pre-Algebra A. Syllabus. Course Overview. Course Goals. General Skills. Credit Value Syllabus Pre-Algebra A Course Overview Pre-Algebra is a course designed to prepare you for future work in algebra. In Pre-Algebra, you will strengthen your knowledge of numbers as you look to transition

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

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

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

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

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

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

Name: Class: Date: ID: A

Name: Class: Date: ID: A Name: Class: _ Date: _ Test Review Multiple Choice Identify the choice that best completes the statement or answers the question. 1. Members of a high school club sold hamburgers at a baseball game to

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

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

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

MGF 1106 Final Exam Review / (sections )

MGF 1106 Final Exam Review / (sections ) MGF 1106 Final Exam Review / (sections ---------) Time of Common Final Exam: Place of Common Final Exam (Sections ----------- only): --------------- Those students with a final exam conflict (with another

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

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

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

Pretest Integers and Expressions

Pretest Integers and Expressions Speed Drill Pretest Integers and Expressions 2 Ask your teacher to initial the circle before you begin this pretest. Read the numbers to your teacher. ( point each.) [3]. - -23-30 Write the negative numbers.

More information

KeyTrain Level 7. For. Level 7. Published by SAI Interactive, Inc., 340 Frazier Avenue, Chattanooga, TN

KeyTrain Level 7. For. Level 7. Published by SAI Interactive, Inc., 340 Frazier Avenue, Chattanooga, TN Introduction For Level 7 Published by SAI Interactive, Inc., 340 Frazier Avenue, Chattanooga, TN 37405. Copyright 2000 by SAI Interactive, Inc. KeyTrain is a registered trademark of SAI Interactive, Inc.

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

This scope and sequence assumes 160 days for instruction, divided among 15 units.

This scope and sequence assumes 160 days for instruction, divided among 15 units. In previous grades, students learned strategies for multiplication and division, developed understanding of structure of the place value system, and applied understanding of fractions to addition and subtraction

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

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

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

BENCHMARK MA.8.A.6.1. Reporting Category

BENCHMARK MA.8.A.6.1. Reporting Category Grade MA..A.. Reporting Category BENCHMARK MA..A.. Number and Operations Standard Supporting Idea Number and Operations Benchmark MA..A.. Use exponents and scientific notation to write large and small

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

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

Fourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade

Fourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade Fourth Grade Libertyville School District 70 Reporting Student Progress Fourth Grade A Message to Parents/Guardians: Libertyville Elementary District 70 teachers of students in kindergarten-5 utilize a

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

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

What the National Curriculum requires in reading at Y5 and Y6

What the National Curriculum requires in reading at Y5 and Y6 What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the

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

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

Alignment of Australian Curriculum Year Levels to the Scope and Sequence of Math-U-See Program

Alignment of Australian Curriculum Year Levels to the Scope and Sequence of Math-U-See Program Alignment of s to the Scope and Sequence of Math-U-See Program This table provides guidance to educators when aligning levels/resources to the Australian Curriculum (AC). The Math-U-See levels do not address

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

EDEXCEL FUNCTIONAL SKILLS PILOT. Maths Level 2. Chapter 7. Working with probability

EDEXCEL FUNCTIONAL SKILLS PILOT. Maths Level 2. Chapter 7. Working with probability Working with probability 7 EDEXCEL FUNCTIONAL SKILLS PILOT Maths Level 2 Chapter 7 Working with probability SECTION K 1 Measuring probability 109 2 Experimental probability 111 3 Using tables to find the

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

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

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

Sample Problems for MATH 5001, University of Georgia

Sample Problems for MATH 5001, University of Georgia Sample Problems for MATH 5001, University of Georgia 1 Give three different decimals that the bundled toothpicks in Figure 1 could represent In each case, explain why the bundled toothpicks can represent

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

Excel Formulas & Functions

Excel Formulas & Functions Microsoft Excel Formulas & Functions 4th Edition Microsoft Excel Formulas & Functions 4th Edition by Ken Bluttman Microsoft Excel Formulas & Functions For Dummies, 4th Edition Published by: John Wiley

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

Foundations of Knowledge Representation in Cyc

Foundations of Knowledge Representation in Cyc Foundations of Knowledge Representation in Cyc Why use logic? CycL Syntax Collections and Individuals (#$isa and #$genls) Microtheories This is an introduction to the foundations of knowledge representation

More information

A 1,200 B 1,300 C 1,500 D 1,700

A 1,200 B 1,300 C 1,500 D 1,700 North arolina Testing Program EOG Mathematics Grade Sample Items Goal. There are eighty-six thousand four hundred seconds in a day. How else could this number be written? 80,06. Jenny s vacation money

More information

Level: 5 TH PRIMARY SCHOOL

Level: 5 TH PRIMARY SCHOOL Level: 5 TH PRIMARY SCHOOL GENERAL AIMS: To understand oral and written texts which include numbers. How to use ordinal and cardinal numbers in everyday/ordinary situations. To write texts for various

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

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

Understanding and Interpreting the NRC s Data-Based Assessment of Research-Doctorate Programs in the United States (2010)

Understanding and Interpreting the NRC s Data-Based Assessment of Research-Doctorate Programs in the United States (2010) Understanding and Interpreting the NRC s Data-Based Assessment of Research-Doctorate Programs in the United States (2010) Jaxk Reeves, SCC Director Kim Love-Myers, SCC Associate Director Presented at UGA

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

Functional Maths Skills Check E3/L x

Functional Maths Skills Check E3/L x Functional Maths Skills Check E3/L1 Name: Date started: The Four Rules of Number + - x May 2017. Kindly contributed by Nicola Smith, Gloucestershire College. Search for Nicola on skillsworkshop.org Page

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

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

FractionWorks Correlation to Georgia Performance Standards

FractionWorks Correlation to Georgia Performance Standards Cheryl Keck Educational Sales Consultant Phone: 800-445-5985 ext. 3231 ckeck@etacuisenaire.com www.etacuisenaire.com FractionWorks Correlation to Georgia Performance s Correlated to Georgia Performance

More information

MODULE FRAMEWORK AND ASSESSMENT SHEET

MODULE FRAMEWORK AND ASSESSMENT SHEET MODULE FRAMEWORK AND ASSESSMENT SHEET LEARNING OUTCOMES (LOS) ASSESSMENT STANDARDS (ASS) FORMATIVE ASSESSMENT ASs Pages and (mark out of ) LOs (ave. out of ) SUMMATIVE ASSESSMENT Tasks or tests Ave for

More information

Financing Education In Minnesota

Financing Education In Minnesota Financing Education In Minnesota 2016-2017 Created with Tagul.com A Publication of the Minnesota House of Representatives Fiscal Analysis Department August 2016 Financing Education in Minnesota 2016-17

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

PRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS. Inspiring Futures

PRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS. Inspiring Futures PRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS Inspiring Futures ASSESSMENT WITHOUT LEVELS The Entrust Mathematics Assessment Without Levels documentation has been developed by a group of

More information

Activity 2 Multiplying Fractions Math 33. Is it important to have common denominators when we multiply fraction? Why or why not?

Activity 2 Multiplying Fractions Math 33. Is it important to have common denominators when we multiply fraction? Why or why not? Activity Multiplying Fractions Math Your Name: Partners Names:.. (.) Essential Question: Think about the question, but don t answer it. You will have an opportunity to answer this question at the end of

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

Foothill College Summer 2016

Foothill College Summer 2016 Foothill College Summer 2016 Intermediate Algebra Math 105.04W CRN# 10135 5.0 units Instructor: Yvette Butterworth Text: None; Beoga.net material used Hours: Online Except Final Thurs, 8/4 3:30pm Phone:

More information

Assignment 1: Predicting Amazon Review Ratings

Assignment 1: Predicting Amazon Review Ratings Assignment 1: Predicting Amazon Review Ratings 1 Dataset Analysis Richard Park r2park@acsmail.ucsd.edu February 23, 2015 The dataset selected for this assignment comes from the set of Amazon reviews for

More information

Grade 5 COMMON CORE STANDARDS

Grade 5 COMMON CORE STANDARDS Grade COMMON CORE STANDARDS E L P M A S TEACHER EDITION Published by AnsMar Publishers, Inc. Visit excelmath.com for free math resources & downloads Toll Free: 8-8-0 Local: 88-1-900 Fax: 88-1-4 1 Kirkham

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

Focus of the Unit: Much of this unit focuses on extending previous skills of multiplication and division to multi-digit whole numbers.

Focus of the Unit: Much of this unit focuses on extending previous skills of multiplication and division to multi-digit whole numbers. Approximate Time Frame: 3-4 weeks Connections to Previous Learning: In fourth grade, students fluently multiply (4-digit by 1-digit, 2-digit by 2-digit) and divide (4-digit by 1-digit) using strategies

More information

Diagnostic Test. Middle School Mathematics

Diagnostic Test. Middle School Mathematics Diagnostic Test Middle School Mathematics Copyright 2010 XAMonline, Inc. All rights reserved. No part of the material protected by this copyright notice may be reproduced or utilized in any form or by

More information

Lesson 12. Lesson 12. Suggested Lesson Structure. Round to Different Place Values (6 minutes) Fluency Practice (12 minutes)

Lesson 12. Lesson 12. Suggested Lesson Structure. Round to Different Place Values (6 minutes) Fluency Practice (12 minutes) Objective: Solve multi-step word problems using the standard addition reasonableness of answers using rounding. Suggested Lesson Structure Fluency Practice Application Problems Concept Development Student

More information

preassessment was administered)

preassessment was administered) 5 th grade Math Friday, 3/19/10 Integers and Absolute value (Lesson taught during the same period that the integer preassessment was administered) What students should know and be able to do at the end

More information

OVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE

OVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE OVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE Mark R. Shinn, Ph.D. Michelle M. Shinn, Ph.D. Formative Evaluation to Inform Teaching Summative Assessment: Culmination measure. Mastery

More information

About the Mathematics in This Unit

About the Mathematics in This Unit (PAGE OF 2) About the Mathematics in This Unit Dear Family, Our class is starting a new unit called Puzzles, Clusters, and Towers. In this unit, students focus on gaining fluency with multiplication strategies.

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

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

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

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

Rendezvous with Comet Halley Next Generation of Science Standards

Rendezvous with Comet Halley Next Generation of Science Standards Next Generation of Science Standards 5th Grade 6 th Grade 7 th Grade 8 th Grade 5-PS1-3 Make observations and measurements to identify materials based on their properties. MS-PS1-4 Develop a model that

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

Principal vacancies and appointments

Principal vacancies and appointments Principal vacancies and appointments 2009 10 Sally Robertson New Zealand Council for Educational Research NEW ZEALAND COUNCIL FOR EDUCATIONAL RESEARCH TE RŪNANGA O AOTEAROA MŌ TE RANGAHAU I TE MĀTAURANGA

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

Standard 1: Number and Computation

Standard 1: Number and Computation Standard 1: Number and Computation Standard 1: Number and Computation The student uses numerical and computational concepts and procedures in a variety of situations. Benchmark 1: Number Sense The student

More information

University of Waterloo School of Accountancy. AFM 102: Introductory Management Accounting. Fall Term 2004: Section 4

University of Waterloo School of Accountancy. AFM 102: Introductory Management Accounting. Fall Term 2004: Section 4 University of Waterloo School of Accountancy AFM 102: Introductory Management Accounting Fall Term 2004: Section 4 Instructor: Alan Webb Office: HH 289A / BFG 2120 B (after October 1) Phone: 888-4567 ext.

More information

Wellness Committee Action Plan. Developed in compliance with the Child Nutrition and Women, Infant and Child (WIC) Reauthorization Act of 2004

Wellness Committee Action Plan. Developed in compliance with the Child Nutrition and Women, Infant and Child (WIC) Reauthorization Act of 2004 Wellness Committee Action Plan Developed in compliance with the Child Nutrition and Women, Infant and Child (WIC) Reauthorization Act of 2004 PREAMBLE Overweight children and adolescents have become a

More information

Answer Key For The California Mathematics Standards Grade 1

Answer Key For The California Mathematics Standards Grade 1 Introduction: Summary of Goals GRADE ONE By the end of grade one, students learn to understand and use the concept of ones and tens in the place value number system. Students add and subtract small numbers

More information

Financial aid: Degree-seeking undergraduates, FY15-16 CU-Boulder Office of Data Analytics, Institutional Research March 2017

Financial aid: Degree-seeking undergraduates, FY15-16 CU-Boulder Office of Data Analytics, Institutional Research March 2017 CU-Boulder financial aid, degree-seeking undergraduates, FY15-16 Page 1 Financial aid: Degree-seeking undergraduates, FY15-16 CU-Boulder Office of Data Analytics, Institutional Research March 2017 Contents

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

Grade 5 + DIGITAL. EL Strategies. DOK 1-4 RTI Tiers 1-3. Flexible Supplemental K-8 ELA & Math Online & Print

Grade 5 + DIGITAL. EL Strategies. DOK 1-4 RTI Tiers 1-3. Flexible Supplemental K-8 ELA & Math Online & Print Standards PLUS Flexible Supplemental K-8 ELA & Math Online & Print Grade 5 SAMPLER Mathematics EL Strategies DOK 1-4 RTI Tiers 1-3 15-20 Minute Lessons Assessments Consistent with CA Testing Technology

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

Investigations for Chapter 1. How do we measure and describe the world around us?

Investigations for Chapter 1. How do we measure and describe the world around us? 1 Chapter 1 Forces and Motion Introduction to Chapter 1 This chapter is about measurement and how we use measurements and experiments to learn about the world. Two fundamental properties of the universe

More information

About How Good is Estimation? Assessment Materials Page 1 of 12

About How Good is Estimation? Assessment Materials Page 1 of 12 About How Good is Estimation? Assessment Name: Multiple Choice. 1 point each. 1. Which unit of measure is most appropriate for the area of a small rug? a) feet b) yards c) square feet d) square yards 2.

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

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

4 th Grade Number and Operations in Base Ten. Set 3. Daily Practice Items And Answer Keys

4 th Grade Number and Operations in Base Ten. Set 3. Daily Practice Items And Answer Keys 4 th Grade Number and Operations in Base Ten Set 3 Daily Practice Items And Answer Keys NUMBER AND OPERATIONS IN BASE TEN: OVERVIEW Resources: PRACTICE ITEMS Attached you will find practice items for Number

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

Introduction to Personality Daily 11:00 11:50am

Introduction to Personality Daily 11:00 11:50am Introduction to Personality Daily 11:00 11:50am Psychology 230 Dr. Thomas Link Spring 2012 tlink@pierce.ctc.edu Office hours: M- F 10-11, 12-1, and by appt. Office: Olympic 311 Late papers accepted with

More information