Standard Deviation Algebra IIntegrated I Place the following

Standard Deviation Algebra I/Integrated I

Place the following under negatively skewed, normally distributed, or positively skewed, or random? A) The amount of chips in a bag B) The sum of the digits of random 4 -digit numbers? C) The number of D 1’s that students in this class have gotten? D) The weekly allowance of students E) Age of people on a cruise this week F) The shoe sizes of females in this class

Determine if the following examples are Normally Distributed, Years of Teaching Experienc e at Forsyth High School Positively Skewed, or Negatively Skewed. 6 5 4 3 2 1 0 0 -4 5 -9 10 -14 15 -19 20 -25 26 -30 Number of Shoes Owned per Person Frequency 0 -5 1 6 -10 6 11 -15 10 16 -20 11 21 -25 9 >26 8 30 + IQ's of Randomly Selected People <50 51 -60 61 -70 71 -80 81 -90 91 -100 101 -110 111 -120 121 -130 131 -140 141 -150 >150 20 15 10 5 0

Understanding the Mean 2009 3. 17 c 4 Taken from Virginia Department o f Education “Mean Balance Point”

Where is the balance point for this data set? X 5 X X X Taken from Virginia Department o f Education “Mean Balance Point”

Where is the balance point for this data set? X X 6 X X Taken from Virginia Department o f Education “Mean Balance Point”

Where is the balance point for this data set? X X X 7 X X X Taken from Virginia Department o f Education “Mean Balance Point”

Where is the balance point for this data set? X X X Taken from Virginia Department o f Education “Mean Balance Point” 8

Where is the balance point for this data set? 3 is the Balance Point X 9 X X X Taken from Virginia Department o f Education “Mean Balance Point”

Where is the balance point for this data set? Sum of the distances below the mean 1+1+1+2 = 5 X 10 MEAN Sum of the distances above the mean 2+3=5 X X X Taken from Virginia Department o f Education “Mean Balance Point”

Where is the balance point for this data set? Move 2 Steps 4 is the Balance Point 11 Taken from Virginia Department o f Education “Mean Balance Point”

We can confirm this by calculating: 2 + 2 + 3 + 4 + 5 + 7 + 8 = 36 36 ÷ 9 = 4 The Mean is the Balance Point 12

Where is the balance point for this data set? If we could “zoom in” on the Move 1 Step The Balance Point is between 10 and 11 (closer to 10). Move 2 Steps space between 10 and 11, we could continue this process to arrive at a decimal value for the balance point. Move 2 Steps Move 1 Step 13 Taken from Virginia Department o f Education “Mean Balance Point”

Teacher Demonstration: Place the 9 sticky notes so that the mean is 15 and that there are no sticky notes on 15 and only 2 are on 16. Calculate the mean, median, range, and standard deviation.

Each group is to work together but a different person is to be the leader of each situation. Situation 1: Place nine sticky notes so that the mean (balancing point) is 15; and the median is the smallest as possible. Record the data. Situation 2: Place nine sticky notes so that the median is 15 and that the mean is the largest possible number. Record the data. Situation 3: Place the 9 sticky notes as a group so that exactly 3 are ‘ 16’, and one is ’ 14’. Place the remaining four numbers so that the mean (balancing point) is 16. Also keep the data as close as possible. Record the data. Situation 4: Same as situation 3 but keep the data as spread out as possible. Record the data. Using the calculator, list the mean, median, and standard deviation ( ) for each situation. Did #3 or #4 have the higher standard deviation?

Calculator Method 1) Put the numbers into STAT EDIT 2) Do STAT CALC 1 -VAR STATS. The is the “mean” The is the standard deviation The Sx is a standard deviation we will not use The n is the amount of data (good way of checking) • The ‘med’ is the median (scroll down) • • •

Taken from Core Plus Mathematics Grams of Fat Big Mac: BK Whopper: Taco Bell Beef Taco: Subway Sub w/toppings: Dominoes Med. Cheese Pizza: KFC Fried Chicken: Wendy’s Hamburger: Arby’s Roast Beef Sandwich: Hardee’s Roast Beef Sandwich: Pizza Hut Medium Cheese Pizza: 31 46 10 44. 5 39 19 20 19 10 39

Sum of Distances from Center: -2, -2, -1, 0, 1, 3, 4 = 0 Sum of Squares of distances: 4, 4, 4, 1, 1, 0, 1, 9, 16=40 from center: Average (with one less member) of the squares of the distance from the center: VARIANCE 40/8=5 Square root of the VARIANCE: 2. 23 so the STANDARD DEVIATION (Sx) is 2. 23 Now find the STANDARD DEVIATION of your Poster 18

*Standard deviation: (Sx or ) *Way to measure the variability. Closer to zero is better! *A lower standard deviation means less variability. *The more people with same data means lower standard deviation.

[Which of the following will have the most variability? A. [Heights of people in this room] B. [Ages of people in this room] C. [The number of countries that people have been to in this room? ] Variability: How close the numbers are together.

Which would have a lower standard deviation? (Be prepared to explain): A. [The heights of students in this class] B. [The heights of students in this school]

The following is the amount of black M&M’s in a bag: 12, 13, 14, 15, 16, 17, 20, 21, 22, 23, 24, 25 Find the mean and standard deviation A. [18. 23, 4. 46] B. [18. 23, 4. 28]

Memory Game Dog, cat, monkey, pig, turtle, apple, melon, banana, orange, grape, desk, window, gradebook, pen, graph paper, Stove, oven, pan, sink, spatula, Shoes, tie, bracelet, necklace, boot A) Find the mean and standard deviation with your calculator B) Is it positively skewed, negatively skewed, or normally skewed? C) Find your percentile: NORMAL CDF (O, your value, mean, standard deviation)

Summarize the Mathematics A) Describe in words how to find the standard deviation. B) What happens to the standard deviation as you increase the sample size? C) Which measures of variation (range, interquartile range, standard deviation) are resistant to outliers. Explain D) If a deviation of a data point from the mean is positive, what do you know about its value? What if the deviation is zero? E) What do you know about the sum of all the deviations of the mean? F) Suppose you have two sets of data with an equal sample size and mean. The first data set has a larger deviation than the second one. What can you conclude?

Normal Distribution Bell Curve http: //en. wikipedia. org/wiki/File: Standard_deviation_diagram. svg http: //en. wikipedia. org/wiki/Skewness

Which is more likely to make a better bell curve, measuring the heights of people in this room or measuring the heights of people in this school? http: //www. shodor. org/interactivate/activities/Normal. Distribution/

SAT Scores 200 300 400 500 600 700 800 The SAT’s are Normally Distributed with a mean of 500 and a standard deviation of 100. A) Give a Title and fill in the bottom row B) What percentage of students score above a 600 on the SAT? 15. 8 C) What percentage of students score between 300 and 500? 47. 7 D) If Jane got a 700 on the SAT, what percentile would she be? 100 -2. 2 E) Mt. Tabor has 1600 students, how many students are expected 97. 8 to get at least a 700? . 022*1600 = 35 students

http: //bcs. whfreeman. com/bps 3 e/ Click on Statistical Applets Click on Normal Distribution Calc: NORMALCDF (mean, standard deviation, lower value, upper value)

IQ’s of Humans 50 66. 7 83. 3 5000 116. 7 133. 3 150 The IQ’s are Normally Distributed with a mean of 100 and a standard deviation of 16. 667. 2. 2 A) What percentage of people have an IQ below 66. 7? B) A genius is someone with IQ of at least 150? What percentage? . 1 15. 8 C) If Tom’s IQ is 83. 3, what percentile would he be? D) Spring School has 1000 students, how many students are expected. 022 * 1000 = 22 to have at least a 133. 3 IQ? E) What number represents a Z-score of 1. 5? 100+1. 5(16. 667) = 125

The following is the amount of black M&M’s in a bag: 12, 13, 14, 15, 16, 17, 20, 21, 22, 23, 24, 25 What percentage is above 22. 6 black M&M’s? 15. 8 0. 3

Memory Game Dog, cat, monkey, pig, turtle, apple, melon, banana, orange, grape, desk, window, gradebook, pen, graph paper, Stove, oven, pan, sink, spatula, Shoes, tie, bracelet, necklace, boot A) Find the mean and standard deviation with your calculator B) Is it positively skewed, negatively skewed, or normally skewed? C) Find your percentile: NORMAL CDF (O, your value, mean, standard deviation)

Summarize the Mathematics A) Describe in words how to find the standard deviation. B) What happens to the standard deviation as you increase the sample size? C) Which measures of variation (range, interquartile range, standard deviation) are resistant to outliers. Explain D) If a deviation of a data point from the mean is positive, what do you know about its value? What if the deviation is zero? E) What do you know about the sum of all the deviations of the mean? F) Suppose you have two sets of data with an equal sample size and mean. The first data set has a larger deviation than the second one. What can you conclude?

• The more people with same data means lower standard deviation. • A lower standard deviation means less variability. • Z score is how many standard deviations you are from the mean. The higher of the absolute value of the z-score indicates the less likelihood of the event happening. Ex: Z score of 2 is more remarkable than a z score of 1 Ex 2: A mean of 7, stdeviation of 3. A z-score of -1. 5 would be 7+(-1. 5)*3 = 2. 5

Adult female dalmatians weigh an average of 50 pounds with a standard deviation of 3. 3 pounds. Adult female boxers weigh an average of 57. 5 pounds with a standard deviation of 1. 7 pounds. The dalmatian weighs 45 pounds and the boxer weighs 52 pounds. Which dog is more underweight? Explain…. http: //www. rossmanchance. com/applets/Normal. Calculations. html

One way to measure light bulbs is to measure the life span. A soft white bulb has a mean life of 700 hours and a standard deviation of 35 hours. A standard light bulb has a mean life of 675 hours and a standard deviation of 50 hours. In an experiment, both light bulbs lasted 750 hours. Which light bulb’s span was better? http: //www. rossmanchance. com/applets/Normal. Calculations. html

Debate: • Side 1) You are trying to convince your teacher to always curve test grades to a standard deviation • Side 2) You are trying to convince your teacher to never curve test grades to a standard deviation