A t test involves comparing the average between two different groups. For example, a new curriculum was implemented at a middle school in the 2018–2019 school year in hopes of improving standardized test scores. To determine whether there was a difference in scores, leaders will conduct a t test using the data from the 2018–2019 school year and the previous school year, 2017–2018, as the two different groups. If scores improved, leaders are likely to implement it for the upcoming 2019–2020 school year to continue upward trends in student performance. Please complete the attached worksheet

Lesson 3  Lesson 3  Scatter Diagram Use a new Excel workbook/spreadsheet for this assignment. An auto insurance company reported the following information regarding the age of a driver and the number of accidents reported last year. Develop a scatter diagram for the data and write a brief summary. Age     Accidents 16        4 24        2 18        5 17        4 23        0 27        1 32        1 22        3 In order to access the Excel Data File, Click HERE. Submission status Attempt numberThis is attempt 1.Submission statusNo attemptGrading statusNot gradedGrading criteriaMAT 211 Lessons RubricsMathematical Concepts.Explanation shows complete understanding of the mathematical concepts used to solve the problem(s).13pointsExplanation shows substantial understanding of the mathematical concepts used to solve the problem(s).10pointsExplanation shows some understanding of the mathematical concepts needed to solve the problem(s).8pointsExplanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written.5pointsNot Present0pointsMathematical ReasoningUses complex and refined mathematical reasoning.13pointsUses effective mathematical reasoning10pointsSome evidence of mathematical reasoning.8pointsLittle evidence of mathematical reasoning.5pointsNot Present0pointsMathematical Errors90-100% of the steps and solutions have no mathematical errors.13pointsAlmost all (85-89%) of the steps and solutions have no mathematical errors.10pointsMost (75-84%) of the steps and solutions have no mathematical errors.8pointsMore than 75% of the steps and solutions have mathematical errors.5pointsNot Present0pointsIntroduction/ThesisThe introduction is inviting. It grabs the reader's attention and compels him/her to read further. Engaging lead/hook.13pointsThe introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader.10pointsThe introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.8pointsThere is no clear introduction of the main topic or structure of the paper.5pointsNot Present0pointsContent/Body Paragaphs/EvidenceThere is one clear, well-focused conflict/problem to be resolved. Author uses dialogue, action, and description to show not tell the story.12pointsMain idea is clear but the supporting information is general. More detail needed to "show not tell" the story.10pointsMain idea is somewhat clear but there is a need for more supporting information. Author mostly tells the story instead of showing it.8pointsThe main idea is not clear. There is a seemingly random collection of information.5pointsNot Present0pointsGrammar/Punctuation/APA StyleWriter makes no errors in grammar or punctuation, so the paper is exceptionally easy to read. Follows APA style.12pointsWriter makes 1 or 2 errors in grammar or punctuation, but the paper is still easy to read. Missing one or two elements of APA style10pointsWriter makes a few errors in grammar and/or punctuation that catch the reader's attention and interrupt the flow. Missing most APA formatting.8pointsWriter makes several errors in grammar and/or punctuation that catch the reader's attention and greatly interrupt the flow. No APA style.5pointsNot Present0pointsVocabulary/SpellingWriter uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural and not forced.12pointsWriter uses vivid words and phrases that linger or draw pictures in the reader's mind, but occasionally the words are used inaccurately or seem overdone.10pointsWriter uses words that communicate clearly, but the writing lacks variety, punch or flair.8pointsWriter uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Jargon or clichés may be present and detract from the meaning.5pointsNot Present0pointsConclusionThe conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at."12pointsThe conclusion is recognizable and ties up almost all the loose ends. The "so what" a bit cliché.10pointsThe conclusion is recognizable, but does not tie up several loose ends.8pointsThere is no clear conclusion, the paper just ends.5pointsNot Present0points Use a new Excel workbook/spreadsheet for this assignment. An auto insurance company reported the following information regarding the age of a driver and the number of accidents reported last year. Develop a scatter diagram for the data and write a brief summary. Age     Accidents 16        4 24        2 18        5 17        4 23        0 27        1 32        1 22        3 In order to access the Excel Data File, Click HERE. Submission status Attempt numberThis is attempt 1.Submission statusNo attemptGrading statusNot gradedGrading criteria MAT 211 Lessons Rubrics Mathematical Concepts.Explanation shows complete understanding of the mathematical concepts used to solve the problem(s). 13points Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s). 10points Explanation shows some understanding of the mathematical concepts needed to solve the problem(s). 8points Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written. 5points Not Present 0points Mathematical Reasoning Uses complex and refined mathematical reasoning. 13points Uses effective mathematical reasoning