1. (-4)*(-7)=18 03.05.2019 Agenda Bell Ringer Bell Ringer
Introduction to unit 5: Inferences
Complete it 5 Vocabulary Terminology (Cornell Notes on Unit 5 Vocabulary/Guided Practice)
Two Truths , One Lie Activity
(-4)*(-7)=18

2. Unit 5 Inferences

3. KEY STANDARDS
MCC7.SP.1. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
MCC7.SP.2. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.
MCC7.SP.3. Informally assess the degree of visual overlap of two numerical data distributions with similar variability, measuring the difference between the centers by expressing it as a multiple of a measure of variability.
MCC7.SP.4. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.

4. ESSENTIAL QUESTIONS
What factors affect the outcomes of a survey or study?
What is sampling?
How do you select a valid sample to survey or study?
How is random sampling used to determine an argument or make a decision?
How are the measures of variability used to analyze and compare data?
How can variability affect the overlap of two data sets?
How do I use the measures of center to compare two sets of data?
How do I use the measures of variability to compare two sets of data?
Which measure, center or variability, is the best comparison to use?
How is statistical data used in the real-world?
How do I use data to make decisions or show evidence of an event occurring
or not occurring?
In what ways are sample statistics related to the
corresponding population parameters?
How do I choose and create appropriate graphs to
represent data?
What conclusions can be drawn from data?
How can I describe the center of a set of data?
How can I describe the variation within a data set?
How can I use data to compare different groups?

5. Vocabulary
Sample: A part of the population that we actually examine in order to gather information.
Simple Random Sample: members of the population chosen in such a way that every set of individuals has an equal chance to be a part of the sample actually selected. Poor sampling methods, that are not random and do not represent the population well, can lead to misleading conclusions.
Convenience Sample: A sample that is chosen because it is easy. For example, if you wanted to find out the percentage of students who ate the school lunch, and you just asked those people at your table if they ate the school lunch, then you would have a convenience sample.
voluntary-response sample: A sample you get when you ask for volunteers. For example, if you had a survey on the internet, then those who answered would do so voluntarily.
Biased Sample: A sample that does not accurately represent the population. Biased samples can give inaccurate results. For example, if you wanted to know the percentage of students at your school who recycle, sampling from the ecology club would result in a biased sample.

6. Vocabulary
Measures of Center: The mean and the median are both ways to measure the center for a set of data.
Mean: The “average” or “fair share” value for the data. The mean is also the balance point of the corresponding data distribution.
Measures of Spread: The range and the mean absolute deviation are both common ways to measure the spread for a set of data.
Mean Absolute Deviation: the average distance of each data value from the mean. The MAD is a gauge of “on average” how different the data values are from the mean value.
Median: The value for which half the numbers are larger and half are smaller. If there are two middle numbers, the median is the arithmetic mean of the two middle numbers. Note: The median is a good choice to represent the center of a distribution when the distribution is skewed or outliers are present.

7. Vocabulary

8. Vocabulary
Minimum value: The smallest value in a set of data.
Maximum value: The largest value in a set of data.
Range: A measure of spread for a set of data. To find the range, subtract the smallest value from the largest value in a set of data.
Inter-Quartile Range (IQR): The difference between the first and third quartiles. (Note that the first quartile and third quartiles are sometimes called upper and lower quartiles.)
Box and Whiskers Plot: diagram that summarizes data using the median, the upper and lowers quartiles, and the extreme values (minimum and maximum). Box and whisker plots are also known as box plots. It is constructed from the five-number summary of the data: Minimum, Q1 (lower quartile), Q2 (median), Q3 (upper quartile), Maximum.

9. Box and Whisker Plot: 5 Number Summary

10. Vocabulary
Stem & Leaf Plot: A graphical method used to represent ordered, numerical data. Once the data are ordered, the stem and leaves are determined. Typically the stem is all but the last digit of each data point and the leaf is that last digit. .
Outlier: A value that is very far away from most of the values in a data set.
Mode: The number that occurs the most often in a list. There can be more than one mode, or no mode.
Mutually Exclusive: two events are mutually exclusive if they cannot occur at the same time (i.e., they have not outcomes in common).

11. Vocabulary
Frequency: the number of times an item, number, or event occurs in a set of data
Grouped Frequency Table: The organization of raw data in table form with classes (groups) and frequencies.
Histogram: A bar graph representing frequency distribution for certain ranges or intervals.

12. Guided Practice
Vocabulary Review

13. A part of the population that we actually examine in order to gather information.

14. A part of the population that we actually examine in order to gather information.
Sample

15. members of the population are chosen in such a way that every set of individuals has an equal chance to be a part of the sample actually selected. Poor sampling methods, that do not represent the population well, can lead to misleading results or conclusions.

16. members of the population are chosen in such a way that every set of individuals has an equal chance to be a part of the sample actually selected. Poor sampling methods, that do not represent the population well, can lead to misleading results or conclusions.
Simple Random
Sample

17. A sample that is chosen because it is EASY
A sample that is chosen because it is EASY. For example, if you wanted to find out the percentage of students who ate the school lunch, and you just asked those people at your table if they ate the school lunch

18. A sample that is chosen because it is EASY
A sample that is chosen because it is EASY. For example, if you wanted to find out the percentage of students who ate the school lunch, and you just asked those people at your table if they ate the school lunch
Convenience
Sample

19. A sample you get when you ask for volunteers
A sample you get when you ask for volunteers. For example, if you had a survey on the internet, then those who answered would do so voluntarily.

20. voluntary-response sample
A sample you get when you ask for volunteers. For example, if you had a survey on the internet, then those who answered would do so voluntarily.
voluntary-response
sample

21. A sample that does not accurately represent the population
A sample that does not accurately represent the population. For example, if you wanted to know the percentage of students at your school who recycle, sampling from the ecology club would not accurately represent the school population.

22. A sample that does not accurately represent the population
A sample that does not accurately represent the population. For example, if you wanted to know the percentage of students at your school who recycle, sampling from the ecology club would not accurately represent the school population.
Biased Sample

23. The mean and the median are both ways to measure the ____________ for a set of data.

24. The mean and the median are both ways to measure the ____________ for a set of data.
Measures of
Center

25. The “average” or “fair share” value for the data
The “average” or “fair share” value for the data. It is also the balance point of the corresponding data distribution.

26. The “average” or “fair share” value for the data
The “average” or “fair share” value for the data. It is also the balance point of the corresponding data distribution.
Mean

27. The range and the mean absolute deviation are both common ways to measure the ___________ for a set of data.

28. The range and the mean absolute deviation are both common ways to measure the ___________ for a set of data.
Measures of
Spread

29. the average distance of each data value from the MEAN; how different the data values are from the mean value

30. Mean Absolute Deviation
the average distance of each data value from the MEAN; how different the data values are from the mean value
Mean
Absolute
Deviation

31. The value for which half the numbers are larger and half are smaller
The value for which half the numbers are larger and half are smaller. If there are two middle numbers, the median is the arithmetic mean of the two middle numbers. Note: The median is a good choice to represent the center of a distribution when the distribution is skewed or outliers are present.

32. The value for which half the numbers are larger and half are smaller
The value for which half the numbers are larger and half are smaller. If there are two middle numbers, the median is the arithmetic mean of the two middle numbers. Note: The median is a good choice to represent the center of a distribution when the distribution is skewed or outliers are present.
Median

33. The smallest value in a set of data.

34. The smallest value in a set of data.
Minimum value

35. The largest value in a set of data

36. The largest value in a set of data
Maximum value

37. A measure of spread for a set of data
A measure of spread for a set of data. To find the ______, subtract the smallest value from the largest value in a set of data.

38. A measure of spread for a set of data
A measure of spread for a set of data. To find the ______, subtract the smallest value from the largest value in a set of data.
Range

39. The difference between the first and third quartiles
The difference between the first and third quartiles. (Note that the first quartile and third quartiles are sometimes called upper and lower quartiles.)
78 – 68 = 10

40. Inter-Quartile Range (IQR)
The difference between the first and third quartiles. (Note that the first quartile and third quartiles are sometimes called upper and lower quartiles.)
78 – 68 = 10
Inter-Quartile Range (IQR)

41. A diagram that summarizes data using the median, the upper and lowers quartiles, and the extreme values (minimum and maximum); also known as box plots. It is constructed from the five-number summary of the data: Minimum, Q1 (lower quartile), Q2 (median), Q3 (upper quartile), Maximum.

42. Box & Whiskers Plot (aka box plot)
A diagram that summarizes data using the median, the upper and lowers quartiles, and the extreme values (minimum and maximum); also known as box plots. It is constructed from the five-number summary of the data: Minimum, Q1 (lower quartile), Q2 (median), Q3 (upper quartile), Maximum.
Box &
Whiskers
Plot
(aka box plot)

43. A plot where each data value is split into a "leaf" (usually the last digit) and a "stem" (the other digits).

44. A plot where each data value is split into a "leaf" (usually the last digit) and a "stem" (the other digits).
Stem &
Leaf Plot

45. A value that is very far away from most of the values in a data set.

46. A value that is very far away from most of the values in a data set.
Outlier

47. The number that occurs the most often in a list
The number that occurs the most often in a list. There can be more than one or none.
Which choice occurred most often?

48. The number that occurs the most often in a list
The number that occurs the most often in a list. There can be more than one or none.
Which choice occurred most often?
Mode

49. two events that cannot occur at the same time

50. two events that cannot occur at the same time
Mutually
Exclusive

51. the number of times an item, number, or event occurs in a set of data

52. the number of times an item, number, or event occurs in a set of data
Frequency

53. The organization of raw data in table form with classes (groups) and frequencies.

54. The organization of raw data in table form with classes (groups) and frequencies.
Grouped Frequency Table

55. A bar graph representing frequency distribution for certain ranges or intervals.

56. A bar graph representing frequency distribution for certain ranges or intervals.
Histogram

57. Reference