1. Math III U9D5 Warm-up: 1. Suppose you are given the number 1 and each of the other students in your class calls out consecutive numbers until each person in class has his or her own number. Explain how you could get a random sample of four students from your class. Varies Collect U8 Test Corrections & ALL Make Up WORK!!!

2. Quiz Discussion:

3. M3U9D5 Population Parameters Objective: Recognize the difference between a population parameter and a sample statistic AND Develop a margin of error through the use of simulation models for random sampling

4. Estimating Population Parameters Vocabulary for this lesson is key! Parameter – a value that represents a population Statistic – a value that is taken from a sample and used to estimate a parameter

5. parameterstatistic meanµ proportionp Standard deviation σs “Population”“Sample”

6. YOU need to learn the relationship between a population and a sample… Take 2 minutes to answer the following questions on your handout: 1. What state is called the Sioux State? 2. What is the capital of Alabama? 3. Who was the youngest US President to die in office? 4. What is the postal abbreviation for Alaska? 5. What type of animal was Babe in the film of the same name? 6. Which city has an area called Haight-Ashbury? 7. Which city is the home of jazz?

7. Check your answers! 1. North Dakota 2. Montgomery 3. John F Kennedy 4. AK 5. A pig 6. San Francisco 7. New Orleans The population mean:  = Now let’s select a sample of 5 people: The sample mean:

8. Finding a Margin of Error Margin of error – “cushion” around a statistic THINK The Price is Right! ME = n = sample size Why do you think we use this formula?

9. Suppose that 900 American teens were surveyed about their favorite event of the Winter Olympics. Ski jumping was the favorite for 20% of those surveyed. This result can be used to predict the true interval of the proportion of American teens who favor ski jumping. We are confident that the true proportion of American teens who favor ski jumping falls between 17% and 23%.

10. How does the margin of error change in relation to the sample size? What sample size produces a given margin of error? If your sample size is 400 and you wish to cut the margin of error in half, what will your new sample size be? If you want your margin of error to be 5%, what size sample will you need? 1600 400

11. Class Activity: Population Parameters with M&M’s

13. Your group will now be presented with a large classroom bin full of M&M’S®. Teachers should ensure there are at least 500 M&M’S® in the bucket. Groups will then come up to the bucket one-by-one and, without looking, grab 30 M&M’S®. The group will make note of the number of M&M’S® of each color, place the sampled M&M’S® back in the bucket, and repeat the process. Once two samples are recorded, the group will return to their seats to answer the questions in Steps 2 through 4. MODIFIED – USE M&M Sheets to simulate handfulls

15. Classwork: Population Parameters and Sample Statistics Practice

16. Homework: Margin of Error and Margin of Error Practice