probability questions based on continuous random variables, X and Y
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Mathematics
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Here you find some probability questions based on continuous random variables, X and Y, that are independet random and normally distributed:
pairs_of_random_variables.pdf
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Grand Canyon COE Lesson Plan and DOK Questions Table Assignment
Details: Select a 1-5 grade level, NC state standard based on the Number and Operations in Base Ten domain. Design and ...
Grand Canyon COE Lesson Plan and DOK Questions Table Assignment
Details: Select a 1-5 grade level, NC state standard based on the Number and Operations in Base Ten domain. Design and complete the National/State Learning Standards, Specific Learning Target(s)/Objectives, and Learning and Teaching Activities sections of the COE Lesson Plan Template. Be sure to include appropriate support and guidance for fostering academic language. Upon completion of your partial lesson, draft 20 questions to guide meaningful learning progressions and foster problem solving for individuals with exceptionalities. Five of the questions should activate prior knowledge and the remaining 15 questions should be based on the progression of the lesson activity and probe the four Depth of Knowledge levels. Using four of the questions you drafted, complete the attached “DOK Questions Table.”See Rubric belowDrafting Essential Questions 1 No Evidence 0.00% 2 Nominal Evidence 69.00% 3 Unacceptable Evidence 74.00% 4 Acceptable Evidence 87.00% 5 Target Evidence 100.00% 70.0 %Content 10.0 %Lesson Plan Content No submission. Lesson plan does not include learning objectives and instructional activities related to the Number and Operations in Base Ten domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning targets. Lesson plan includes inappropriate instructional activities related to the Number and Operations in Base Ten domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning targets. Lesson plan includes appropriate instructional activities related to the Number and Operations in Base Ten domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning targets. Lesson plan includes engaging instructional activities related to the Number and Operations in Base Ten domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning targets. 10.0 %PLANNING: Instructional Script and Materials No submission. Lesson plan does not use effective, verbal, nonverbal techniques in a way that would create opportunities for learning and collaboration. Lesson plan does not adequately address student or class needs, and/or includes thinly designed use of verbal, nonverbal techniques to create opportunities for learning and collaboration. Lesson plan includes basic, appropriate use of student-centered verbal, nonverbal techniques to create opportunities for learning and collaboration. Lesson plan demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal techniques to create opportunities for active inquiry, collaboration, and supportive interaction. 10.0 %PLANNING: Meeting the Varied Learning Needs of Students No submission. Lesson plan instruction and instructional supports ignores the learning needs of the students. Lesson plan does not fully differentiate instructional activities and supports. It inadequately addresses the needs of the students. Lesson plan includes basic differentiated instructional activities and supports that are designed to generally meet the needs of students. Lesson plan has creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs. 10.0 %PLANNING: Meeting the Language Needs of Students No submission. Planned assessments do not clearly measure the stated learning targets, and/or do not include modifications for the individual needs of the student. Lesson plan only cursorily describes content-based vocabulary and includes underdeveloped instructional support for the use of vocabulary and additional language demands associated with the language function. Lesson plan identifies content-based vocabulary and includes general instructional support for the use of vocabulary and additional language demands associated with the language function. Lesson plan clearly and comprehensively incorporates content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function. 15.0 %Essential Questions No submission. Essential questions do not promote conceptual understanding related to the Number and Operations in Base Ten domain. Essential questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are inadequately drafted. Essential questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are drafted. Essential questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are expertly drafted. 15.0 %DOK Questions Table No submission. Depth of knowledge questions do not promote conceptual understanding related to the Number and Operations in Base Ten domain. Depth of knowledge questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are inadequately drafted. Depth of knowledge questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are drafted. Depth of knowledge questions promoting conceptual understanding related to the Number and Operations in Base Ten domain are expertly drafted.
apa format, excel and please use scholarly source and cite the source
1. You wish to know the average GPA of MBA students. Compute the 95% confidenc You wish to know the proportion of MBA stu ...
apa format, excel and please use scholarly source and cite the source
1. You wish to know the average GPA of MBA students. Compute the 95% confidenc You wish to know the proportion of MBA students that are majoring in Finance. 2. Compute the 95% confidence interval of the proportion using the sample of 200 students. Describe your findings.e interval of the mean using the sample of 200 students. Describe your findings. 3 .You wish to learn the average age of an MBA student within 2 years and with 99% confidence. How large of a sample should you get? 4. You wish to learn the proportion of MBA students that are female within 3%, and with 98% confidence. How large of a sample should you get? Access the data file from Dr. M's website. Don't use the link that is provided in the Complete assignment! Dr. M's data file is a little different from the one that is in the Complete assignment. Dr. M's is the one that is up to date. Here's the biggest difference: when you do the Complete assignments the coding for gender is 0=MALE, 1=FEMALE. Always use this coding.
MATH302 University of Phoenix Week 2 Descriptive Statistics Discussion
Recall the car data set you identified in Week 2. We know that this data set is normally distributed using the mean and S ...
MATH302 University of Phoenix Week 2 Descriptive Statistics Discussion
Recall the car data set you identified in Week 2. We know that this data set is normally distributed using the mean and SD you calculated. (Be sure you use the numbers without the supercar outlier)For the next 4 cars that are sampled, what is the probability that the price will be less than $500 dollars below the mean? Make sure you interpret your results.Please note: we are given a new sample size, we will need to calculate a new SD. Then, to find the value that is $500 below the mean you will need to take the mean and subtract $500 from it. For example, if the mean is $15,000 then $500 below this would be $14,500. Thus the probability you would want to find is P(x < 14,500).For the next 4 cars that are sampled, what is the probability that the price will be higher than $1000 dollars above the mean? Make sure you interpret your results. Use the same logic as above. If your mean is $15,000 then $1,000 above is 15,000 + 1,000 = $16,000. Thus the probability you would want to find is P(x > 16,000).For the next 4 cars that are sampled, what is the probability that the price will be equal to the mean? Make sure you interpret your results. Use the same logic as above.For the next 4 cars that are sampled, what is the probability that the price will be $1500 within the mean? Make sure you interpret your results. Use the same logic as above.I encourage you to review the Week 4 normal probabilities PDF at the bottom of the forum. This will give you a step by step example to follow and show you how to find probabilities using Excel. I also encourage you to review the Week 4 Empirical Rule PDF. This will give you a better understanding on how to utilize the empirical rule.Instructions: Your initial post should be at least 150 words. You must also respond to at least 2 other students. Responses should be a minimum of 50 words and may include direct questions. In your peer posts, compare the probabilities that you found with those of your classmates. Were they higher/lower and why? In your responses, refer to the specific data from your classmates' posts.
6 pages
Cf 7864 Daa Template 5
In performing data analysis, correlation forms one of the techniques used to examine the selected variables supporting con ...
Cf 7864 Daa Template 5
In performing data analysis, correlation forms one of the techniques used to examine the selected variables supporting conclusions and ...
SYM 506 Arizona Allied Health Lincolnville School District Bus Data Report
Complete the problems below from the textbook. You will need to use the "Lincolnville School District Bus Data" file for t ...
SYM 506 Arizona Allied Health Lincolnville School District Bus Data Report
Complete the problems below from the textbook. You will need to use the "Lincolnville School District Bus Data" file for this assignment. The file is located in the topic materials.Chapter 1 - Problem 22Chapter 2 - Problem 53For problems requiring computations, please ensure that your Excel file includes the associated cell computations and/or statistics output. This information is needed in order to receive full credit on these problems.Submit output in one Excel file.Book used:Lind, D. A., Marchal, W. G., & Wathen, S. A.
(2018). Statistical techniques in business and economics (17th ed.). New York, NY: McGraw
Hill Education, ISBN-13: 9781259666360
completing the square, math homework help
----------------------------------------------------------------------------------------------------Solve the equation by ...
completing the square, math homework help
----------------------------------------------------------------------------------------------------Solve the equation by completing the square.x2 - 10x + 28 = 0a. x ≈ 3.3, x ≈ 6.7b. x = 5 + i√3, x = 5 − i√3c. x ≈ 18.5, x ≈ 1.5d. x = 10 + i√3 , x = 10 − i√3==========================================Rewrite the equation so that the left side is a factored perfect square. 3x2 - 4x = 2======================================Write an equation equivalent to the one below by writing the trinomial as a perfect square trinomial.x2 + 8x + 9 = - 9a. x2 + 8x + 16 = 16b. x2 + 8x + 16 =- 2c. x2 + 8x + 64 = 46d. x2 + 8x + 64 = 64==============================================Find the value of c that will make the expression a perfect square trinomial.x2 + 0.6x + ca. 0.3b. 0.36c. 0.9d. 0.09==============================================Write an equation equivalent to the one below by writing the trinomial as a perfect square trinomial.A. B. C. D. ================================================Write an equation equivalent to the one below by writing the trinomial as a perfect square trinomial.x2 - 4x + 1 = 0 a. x2 - 4x + 4 = -3b. x2 - 4x + 5 = 0c. x2 - 4x + 4 = 3d. x2 - 4x + 4 = 5======================================Find the value of c that will make the expression a perfect square trinomial.x2 - 15x + ca. -7.5b. 7.5c. -56.25d. 56.25================================================Rewrite the equation by factoring the perfect square trinomial.x2 + 8x + 16 = 7a. (x + 4)2 = 7b. (x - 4)2 = 7c. (x + 8)2 = 7d. (x - 8)2 = 7==============================================Rewrite the equation by factoring the perfect square trinomial.x2 + 12x + 36 = 25a. (x - 6)2 = 5b. (x - 6)2 = 25c. (x + 6)2 = 25d. (x + 6)2 = 5
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Grand Canyon COE Lesson Plan and DOK Questions Table Assignment
Details: Select a 1-5 grade level, NC state standard based on the Number and Operations in Base Ten domain. Design and ...
Grand Canyon COE Lesson Plan and DOK Questions Table Assignment
Details: Select a 1-5 grade level, NC state standard based on the Number and Operations in Base Ten domain. Design and complete the National/State Learning Standards, Specific Learning Target(s)/Objectives, and Learning and Teaching Activities sections of the COE Lesson Plan Template. Be sure to include appropriate support and guidance for fostering academic language. Upon completion of your partial lesson, draft 20 questions to guide meaningful learning progressions and foster problem solving for individuals with exceptionalities. Five of the questions should activate prior knowledge and the remaining 15 questions should be based on the progression of the lesson activity and probe the four Depth of Knowledge levels. Using four of the questions you drafted, complete the attached “DOK Questions Table.”See Rubric belowDrafting Essential Questions 1 No Evidence 0.00% 2 Nominal Evidence 69.00% 3 Unacceptable Evidence 74.00% 4 Acceptable Evidence 87.00% 5 Target Evidence 100.00% 70.0 %Content 10.0 %Lesson Plan Content No submission. Lesson plan does not include learning objectives and instructional activities related to the Number and Operations in Base Ten domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning targets. Lesson plan includes inappropriate instructional activities related to the Number and Operations in Base Ten domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning targets. Lesson plan includes appropriate instructional activities related to the Number and Operations in Base Ten domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning targets. Lesson plan includes engaging instructional activities related to the Number and Operations in Base Ten domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning targets. 10.0 %PLANNING: Instructional Script and Materials No submission. Lesson plan does not use effective, verbal, nonverbal techniques in a way that would create opportunities for learning and collaboration. Lesson plan does not adequately address student or class needs, and/or includes thinly designed use of verbal, nonverbal techniques to create opportunities for learning and collaboration. Lesson plan includes basic, appropriate use of student-centered verbal, nonverbal techniques to create opportunities for learning and collaboration. Lesson plan demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal techniques to create opportunities for active inquiry, collaboration, and supportive interaction. 10.0 %PLANNING: Meeting the Varied Learning Needs of Students No submission. Lesson plan instruction and instructional supports ignores the learning needs of the students. Lesson plan does not fully differentiate instructional activities and supports. It inadequately addresses the needs of the students. Lesson plan includes basic differentiated instructional activities and supports that are designed to generally meet the needs of students. Lesson plan has creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs. 10.0 %PLANNING: Meeting the Language Needs of Students No submission. Planned assessments do not clearly measure the stated learning targets, and/or do not include modifications for the individual needs of the student. Lesson plan only cursorily describes content-based vocabulary and includes underdeveloped instructional support for the use of vocabulary and additional language demands associated with the language function. Lesson plan identifies content-based vocabulary and includes general instructional support for the use of vocabulary and additional language demands associated with the language function. Lesson plan clearly and comprehensively incorporates content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function. 15.0 %Essential Questions No submission. Essential questions do not promote conceptual understanding related to the Number and Operations in Base Ten domain. Essential questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are inadequately drafted. Essential questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are drafted. Essential questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are expertly drafted. 15.0 %DOK Questions Table No submission. Depth of knowledge questions do not promote conceptual understanding related to the Number and Operations in Base Ten domain. Depth of knowledge questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are inadequately drafted. Depth of knowledge questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are drafted. Depth of knowledge questions promoting conceptual understanding related to the Number and Operations in Base Ten domain are expertly drafted.
apa format, excel and please use scholarly source and cite the source
1. You wish to know the average GPA of MBA students. Compute the 95% confidenc You wish to know the proportion of MBA stu ...
apa format, excel and please use scholarly source and cite the source
1. You wish to know the average GPA of MBA students. Compute the 95% confidenc You wish to know the proportion of MBA students that are majoring in Finance. 2. Compute the 95% confidence interval of the proportion using the sample of 200 students. Describe your findings.e interval of the mean using the sample of 200 students. Describe your findings. 3 .You wish to learn the average age of an MBA student within 2 years and with 99% confidence. How large of a sample should you get? 4. You wish to learn the proportion of MBA students that are female within 3%, and with 98% confidence. How large of a sample should you get? Access the data file from Dr. M's website. Don't use the link that is provided in the Complete assignment! Dr. M's data file is a little different from the one that is in the Complete assignment. Dr. M's is the one that is up to date. Here's the biggest difference: when you do the Complete assignments the coding for gender is 0=MALE, 1=FEMALE. Always use this coding.
MATH302 University of Phoenix Week 2 Descriptive Statistics Discussion
Recall the car data set you identified in Week 2. We know that this data set is normally distributed using the mean and S ...
MATH302 University of Phoenix Week 2 Descriptive Statistics Discussion
Recall the car data set you identified in Week 2. We know that this data set is normally distributed using the mean and SD you calculated. (Be sure you use the numbers without the supercar outlier)For the next 4 cars that are sampled, what is the probability that the price will be less than $500 dollars below the mean? Make sure you interpret your results.Please note: we are given a new sample size, we will need to calculate a new SD. Then, to find the value that is $500 below the mean you will need to take the mean and subtract $500 from it. For example, if the mean is $15,000 then $500 below this would be $14,500. Thus the probability you would want to find is P(x < 14,500).For the next 4 cars that are sampled, what is the probability that the price will be higher than $1000 dollars above the mean? Make sure you interpret your results. Use the same logic as above. If your mean is $15,000 then $1,000 above is 15,000 + 1,000 = $16,000. Thus the probability you would want to find is P(x > 16,000).For the next 4 cars that are sampled, what is the probability that the price will be equal to the mean? Make sure you interpret your results. Use the same logic as above.For the next 4 cars that are sampled, what is the probability that the price will be $1500 within the mean? Make sure you interpret your results. Use the same logic as above.I encourage you to review the Week 4 normal probabilities PDF at the bottom of the forum. This will give you a step by step example to follow and show you how to find probabilities using Excel. I also encourage you to review the Week 4 Empirical Rule PDF. This will give you a better understanding on how to utilize the empirical rule.Instructions: Your initial post should be at least 150 words. You must also respond to at least 2 other students. Responses should be a minimum of 50 words and may include direct questions. In your peer posts, compare the probabilities that you found with those of your classmates. Were they higher/lower and why? In your responses, refer to the specific data from your classmates' posts.
6 pages
Cf 7864 Daa Template 5
In performing data analysis, correlation forms one of the techniques used to examine the selected variables supporting con ...
Cf 7864 Daa Template 5
In performing data analysis, correlation forms one of the techniques used to examine the selected variables supporting conclusions and ...
SYM 506 Arizona Allied Health Lincolnville School District Bus Data Report
Complete the problems below from the textbook. You will need to use the "Lincolnville School District Bus Data" file for t ...
SYM 506 Arizona Allied Health Lincolnville School District Bus Data Report
Complete the problems below from the textbook. You will need to use the "Lincolnville School District Bus Data" file for this assignment. The file is located in the topic materials.Chapter 1 - Problem 22Chapter 2 - Problem 53For problems requiring computations, please ensure that your Excel file includes the associated cell computations and/or statistics output. This information is needed in order to receive full credit on these problems.Submit output in one Excel file.Book used:Lind, D. A., Marchal, W. G., & Wathen, S. A.
(2018). Statistical techniques in business and economics (17th ed.). New York, NY: McGraw
Hill Education, ISBN-13: 9781259666360
completing the square, math homework help
----------------------------------------------------------------------------------------------------Solve the equation by ...
completing the square, math homework help
----------------------------------------------------------------------------------------------------Solve the equation by completing the square.x2 - 10x + 28 = 0a. x ≈ 3.3, x ≈ 6.7b. x = 5 + i√3, x = 5 − i√3c. x ≈ 18.5, x ≈ 1.5d. x = 10 + i√3 , x = 10 − i√3==========================================Rewrite the equation so that the left side is a factored perfect square. 3x2 - 4x = 2======================================Write an equation equivalent to the one below by writing the trinomial as a perfect square trinomial.x2 + 8x + 9 = - 9a. x2 + 8x + 16 = 16b. x2 + 8x + 16 =- 2c. x2 + 8x + 64 = 46d. x2 + 8x + 64 = 64==============================================Find the value of c that will make the expression a perfect square trinomial.x2 + 0.6x + ca. 0.3b. 0.36c. 0.9d. 0.09==============================================Write an equation equivalent to the one below by writing the trinomial as a perfect square trinomial.A. B. C. D. ================================================Write an equation equivalent to the one below by writing the trinomial as a perfect square trinomial.x2 - 4x + 1 = 0 a. x2 - 4x + 4 = -3b. x2 - 4x + 5 = 0c. x2 - 4x + 4 = 3d. x2 - 4x + 4 = 5======================================Find the value of c that will make the expression a perfect square trinomial.x2 - 15x + ca. -7.5b. 7.5c. -56.25d. 56.25================================================Rewrite the equation by factoring the perfect square trinomial.x2 + 8x + 16 = 7a. (x + 4)2 = 7b. (x - 4)2 = 7c. (x + 8)2 = 7d. (x - 8)2 = 7==============================================Rewrite the equation by factoring the perfect square trinomial.x2 + 12x + 36 = 25a. (x - 6)2 = 5b. (x - 6)2 = 25c. (x + 6)2 = 25d. (x + 6)2 = 5
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