WORD PRACTICE Statistics. Analysis of exercises.

In the following link:

[Link]
ATEMATICAS%203%20-%[Link]

There is a collection of exercises on probability and statistics topics appropriate to 6th Primary
grade.

a) You do not have to answer the questions that are asked to the children, instead, create a
document with the Word application (or the similar application found in Google Drive) and for
each of the proposed exercises, show which is its purpose.

b) If it is possible, answer:

1. In what individuals, situations or moments has this variable been measured?

2. What statistical variable has been measured?
3. What values does the variable take? Is it quantitative or qualitative?
4. Build a frequency table for each exercise.
5. You may or may not be able to calculate the average. If so, calculate it. Does this mean
coincide with any of the values that the variable has taken?
6. Propose an exercise about probability, usig the information of any of these exercises
(Remember that for talking about probability, you have to consider an experiment in
which chance intervenes).

1. Activity:

1.1. Purpose of the activity?

- To understand de different types of variables.

1.2. Answer this questions if possible:

- In what individuals, situations or moments has this variable been measured?
These variables are typically measured in surveys, economic studies, business reports,
and demographic research.

- What statistical variable has been measured?

Eye color, quality of service, type of company, salary, level of education, race, units
produced, sales volume, fruit bought at home, and preferred pet

What values does the variable take? Is it quantitative or qualitative?

- There have been a measurement of qualitative variables like: eyes color or fruits, and
quantitative answers like units produced and salary.
- Build a frequency table for each exercise.
Not possible in this exercise

- You may or may not be able to calculate the average. If so, calculate it. Does this mean
coincide with any of the values that the variable has taken?
Not possible in this exercise

2. Activity:

2.1. Purpose of the activity?

The objective of these situations is to verify whether something is liked or functions
properly by conducting a control or evaluation process. In the first case, the goal is to
assess students' opinions about virtual classes through a survey. In the second case, the
aim is to evaluate the quality of lightbulbs through a sampling process. Both scenarios
involve collecting data from a sample to make inferences about a larger group.

2.2. Answer this questions if possible:

- In what individuals, situations or moments has this variable been measured?
o Ninth-grade students, through a survey about their preference for virtual classes.
o Lightbulbs produced by a factory, through a quality control process.

- What statistical variable has been measured?

o In the first scenario: students' opinion about virtual classes.
o In the second scenario: the quality of a lightbulb.

- What values does the variable take? Is it quantitative or qualitative?

o Both are qualitative variables:
§ Virtual class preference: qualitative.
§ Lightbulb quality: qualitative.

- Build a frequency table for each exercise.

o We cannot create a frequency table of this, as we just know the total of people
asked/lightbulbs controlled, but we do not know the results of the surveys. In the
first survey they have asked 20 people, and in the second one they do 150 controls
per month.

- You may or may not be able to calculate the average. If so, calculate it. Does this mean
coincide with any of the values that the variable has taken?
Not possible in this exercise.

3. Activity:
3.1. Purpose of the activity?
The purpose of this activity is to know the preferred fruit of the students of a class, by
which the students could develop their graphics understanding, by comparing the
columns and answering the questions.

3.2. Answer this questions if possible:

- In what individuals, situations or moments has this variable been measured?
In a survey, for example when we want to know the fruit which is more sold.

- What statistical variable has been measured?

They are measuring the favorite fruit.

- What values does the variable take? Is it quantitative or qualitative?

Qualitative, as they are measuring the quantity of people that likes x fruit, and fruit is a
qualitative variable.

- Build a frequency table for each exercise.

xi fi [Link] fr [Link]
Manzana 6 6 0,14 0,14
Banano 8 14 0,19 0,33
Mandarina 14 28 0,33 0,67
Naranja 14 42 0,33 1

- You may or may not be able to calculate the average. If so, calculate it. Does this mean
coincide with any of the values that the variable has taken?
As it is a qualitative analysis, we cannot calculate things.

4. Activity:

4.1. Purpose of the activity?

The purpose of this activity is to make students understand what a bar graph is, and qith
the questions the activity makes, helps them to understand that the horizontal variables
are the sports and the height of each bar, corresponds to the number of students who like
that sport.

4.2. Answer this questions if possible:

- In what individuals, situations or moments has this variable been measured?
This variable can be measured in a survey, for example in a physical education class,
when they have to choose the sport they are going to practice, and to know the most
popular one, the teacher creates a bar graph to decide.

- What statistical variable has been measured?

Their favorite sport.

- What values does the variable take? Is it quantitative or qualitative?

Qualitative variable, so it does not take values.

- Build a frequency table for each exercise.

xi fi [Link] fr [Link]
Swimming 6 6 0,2 0,2
Volley 3 9 0,1 0,3
Basketball 9 18 0,3 0,6
Football 12 30 0,4 1

- You may or may not be able to calculate the average. If so, calculate it. Does this mean
coincide with any of the values that the variable has taken?
The average cannot be calculated as we have not quantitative variables.

5. Activity:

5.1. Purpose of the activity?

The purpose of this activity is to make students understand what the frequency is, and
also to make them prove themselves f they are capable to represent graphically the given
data.

5.2. Answer this questions if possible:

- In what individuals, situations or moments has this variable been measured?
When a teacher is analyzing the results of their students in an exam, to see if they are
acquiring the knowledge or not, so that he/she could self-review his/her performance.

- What statistical variable has been measured?

The grades obtained in a Physics exam.

- What values does the variable take? Is it quantitative or qualitative?

The variable takes values from 3 to 48. It is a quantitative answer, specifically a
quantitative discrete.

- Build a frequency table for each exercise.

xi fi [Link] fr [Link]
3 1 1 0,025 0,025
9 1 2 0,025 0,05
10 1 3 0,025 0,075
11 1 4 0,025 0,1
 12 1 5 0,025 0,125
16 1 6 0,025 0,15
17 1 7 0,025 0,175
19 1 8 0,025 0,2
20 1 9 0,025 0,225
21 1 10 0,025 0,25
22 1 11 0,025 0,275
25 1 12 0,025 0,3
26 2 14 0,05 0,35
27 1 15 0,025 0,375
28 2 17 0,05 0,425
30 2 19 0,05 0,475
31 2 21 0,05 0,525
32 1 22 0,025 0,55
33 1 23 0,025 0,575
34 1 24 0,025 0,6
35 2 26 0,05 0,65
36 3 29 0,075 0,725
37 2 31 0,05 0,775
38 2 33 0,05 0,825
39 1 34 0,025 0,85
40 1 35 0,025 0,875
41 2 37 0,05 0,925
43 1 38 0,025 0,95
45 1 39 0,025 0,975
48 1 40 0,025 1

- You may or may not be able to calculate the average. If so, calculate it. Does this mean
coincide with any of the values that the variable has taken?
The total addition of xi*fi= 1166, and N (the total number of marks) is 40, so to calculate
the average we have to divide 1166/40, so the answer is 29,15.

No, the average does not coincide with the values, as it is a decimal number, and all the
marks are numbers without decimals.

6. Activity:

6.1. Purpose of the activity?

The main objective of this activity is also to understand what a frequency is, but
specifically the percentual frequency, as it asks to represent a pie graph using the
percentual frequency. So, it works the frequency at the same time as the percentages.

6.2. Answer this questions if possible:

- In what individuals, situations or moments has this variable been measured?
 In a moment when someone needs to do an study about the nationalities of the people
who are going to spend their summer holidays in x place.

- What statistical variable has been measured?

The nationality of the people who are in a hotel.

- What values does the variable take? Is it quantitative or qualitative?

It is qualitative, so the variable do not get a value, it get a word, I. this case a nacionality.

- Build a frequency table for each exercise.

xi fi [Link] fr [Link]
Italian 12 12 0,375 0,375
Argentine 8 20 0,25 0,625
French 4 24 0,125 0,75
Colombian 2 26 0,0625 0,8125
Spanish 6 32 0,1875 1

- You may or may not be able to calculate the average. If so, calculate it. Does this mean
coincide with any of the values that the variable has taken?
As this exercise has a qualitative variable being measured, we cannot calculate the
average, as the variable do not have a value.

Propose an exercise about probability, using the information of any of these exercises (Remember
that for talking about probability, you have to consider an experiment in which chance intervenes).

A tourist is chosen at random from the 32 guests at a hotel

- What is the probability that the chosen tourist is Colombian or French?
- If two tourists are chosen at random (without putting the first one back), what is the
probability that both are from the same country?