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Ch 1 - Introduction

Ch 1 - Introduction. Quantitative Variable. Distribution. Individuals. Variables. Categorical Variable. Vocabulary. What type of statistical graphs do you know of?. Bar graphs Histograms Pie charts Dotplots Line graphs Stemplots Boxplots. Getting to Know the Class Activity.

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Ch 1 - Introduction

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  1. Ch 1 - Introduction

  2. Quantitative Variable Distribution Individuals Variables Categorical Variable Vocabulary

  3. What type of statistical graphs do you know of? • Bar graphs • Histograms • Pie charts • Dotplots • Line graphs • Stemplots • Boxplots

  4. Getting to Know the Class Activity • you will each be handed a questionnaire • DO NOT PUT YOUR NAME ON IT! • once you have answered all the questions, please turn it in to me • we will break into small groups and explore this data

  5. First Step • I will pick one question to read the answers from • In your group you are to display this data on the computer paper provided • You will hang your graph on the white board

  6. Second Step • Here are some questions we will discuss about these graphical displays: • Which displays us all of the data? • What information is lost in each display? • Which displays show you the distribution? • Which involve/let you calculate the measure of center? • Which is the easiest to make? • Which is the hardest to make?

  7. Third Step • Now we will pick a categorical variable - sex. • In your groups graph another display on the paper provided

  8. Fourth Step • Once all the graphs are displayed we will discuss these questions: • What’s fundamentally different about the categorical variable compared with the quantitative variable? • Which displays are similar? • Which displays do no work with a categorical variable? Which do not work with a quantitative variable? • Why?

  9. More Discussion Questions • Suppose we had a graph of pulse rate and a graph of sex and a conjecture that women generally had a slower pulse rate than men. Could we use those graphs to investigate the conjecture? • Now you are to come up with a conjecture with your group and develop a graphical display to support or refute that conjecture. Summarize your response to the conjecture. • This is due by the end of class

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