Linda wants to conduct a survey to find out how much time students from her school spend reading books in a local library. Which of the following is an appropriate statistical question for this survey?

1)

How many hours per week do you read books in the library?

2)

How many times does the fastest reader go to the library in a week?

3)

How many of you read books in the library for an hour every day?

4)

How many of you read books in the library for more than an hour every day?
Question 2 (1 point)
(08.01 LC)
Jolie was surveying students about their use of the new math lab in a school. Which question in the survey is a statistical question?

1)

Who is the trainer at the math lab?

2)

Where is the math lab located in the school?

3)

What is the number of learning stations at the math lab?

4)

How many activities did you like that you performed in the math lab?
Question 3
Tim and Jenna are surveying their classmates about their summer reading. Their questions are given below:

Tim: Which book was first recommended to be read by the book club during the summer break?
Jenna: How many books that you read this summer were best sellers?

Who wrote a statistical question and why?

1)

Tim, because there will be variability in the responses collected

2)

Jenna, because there can be only one answer to the question

3)

Tim, because every student will give the same answer

4)

Jenna, because there can be many answers to the question

Wynona did a survey to answer the following question:

What is the average music score of grade 8 students?

The mean music score was 9.2. If all the students scored the same, what would be the music score of each student?

1)

Cannot be determined

2)

Greater than 9.2

3)

Less than 9.2

4)

9.2

Yesterday i ran 5 miles. today, i ran 3.7 miles. did my percent increase, decrease or is it a percent error? plz i need

This task builds on important concepts you've learned in this unit and allows you to apply those concepts to a variety of situations. the task has several parts, each in its own section. mr. hill's seventh grade math class has been learning about random sampling and how it tends to produce samples that are representative of an entire population. they've also learned that if a sample is representative of the entire population, then estimates or predictions made based on the sample usually apply to the population as well. today, in class, they are also learning about variation in random sampling. that, although predictions and estimates about the population can be made from a random sample, different random samples will often produce slightly different predictions or estimates. to demonstrate this concept to his students, mr. hill is going to use simulation. he begins the lesson by explaining to the class that a certain university in the united states has a student enrollment of 19,100. mr. hill knows the percentage of students that are male and the percentage of students that are female. using simulation and random sampling, he wants his seventh grade students to estimate both the percentage of male students and the number of male students that are enrolled in this university. to conduct the simulation, mr. hill has placed one hundred colored chips in a bag, using the appropriate percentages of enrolled male and female university students. red chips represent males, and yellow chips represent females. each seventh grade student will randomly select twenty chips, record the colors they selected, and put the chips back in the bag. at this point, each seventh grade student will only know the results of their own random sample. before you begin, it's a good idea to look over each part to get oriented to the whole task. additionally, it's best to complete the sections in order, since they build on each other. finally, the work you complete will be a combination of computer-graded problems and written work that your teacher will grade. in some cases, you will need to complete work outside of the problem (in a word processing document or on paper, for example) and upload it for grading. to get started click work on questions. questions: 1. suppose a student reaches in the bag and randomly selects nine red chips and eleven yellow chips. based on this sample, what is a good estimate for the percentage of enrolled university students that are male? 2. suppose a student reaches in the bag and randomly selects nine red chips and eleven yellow chips. based on this sample, what is a good estimate for the number of enrolled university students that are male? 3. suppose a different student reaches in the bag, randomly selects their twenty chips, and estimates that 60% of the students are male. how many yellow chips were in their sample? 4. suppose a different student reaches in the bag, randomly selects their twenty chips, and estimates that 60% of the students are male. based on this sample, what is a good estimate for the number of enrolled university students that are female? 5. based on your dot plot, make a new estimate of both the percentage and number of males that attend this university. use complete sentences in your answer and explain your reasoning. 6. compare your estimates for the percentage of male university students from part a and part b. which estimate do you think is more representative of the population? use complete sentences in your answer and explain your reasoning. 7. once you have created both sets of numbers, complete the following tasks. in each task, make sure to clearly label which set you are identifying or describing. identify the elements of each set that you created. calculate the mean of each set. show your work in your answer. calculate the mean absolute deviation of each set. show your work in your answer. describe the process you used to create your sets of numbers under the given conditions.

Aefg - almn. find the ratio of aefg to almn. a)1: 4 b)1: 2 c)2.1 d)4: 1