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Statistical Analysis
Statistical analysis entail planning, designing, collecting data, analyzing, and drawing meaningful interpretation so as t ...
Statistical Analysis
Statistical analysis entail planning, designing, collecting data, analyzing, and drawing meaningful interpretation so as to report the research ...
What is the marginal relative frequency of 12th graders?
Answers only*The table below shows the results of a poll in which randomly selected high school students were asked if the ...
What is the marginal relative frequency of 12th graders?
Answers only*The table below shows the results of a poll in which randomly selected high school students were asked if they prefer Football or Basketball. What is the marginal relative frequency of 12th graders?9th Grade 10th Grade 11th Grade 12th Grade Football128127Basketball51079a. 0.4375b. 0.5625c. 0.2286d. 0.1The table below shows the results of a poll in which randomly selected high school students were asked if they prefer Football or Basketball. What is the joint relative frequency of 10th graders who like football?9th Grade10th Grade11th Grade12th GradeFootball128127Basketball51079a. 0.1143b. 0.1429c. 0.4444d. 0.3077 The table below shows the results of a poll in which randomly selected high school students were asked if they prefer virtual or traditional schools. What is the marginal relative frequency of students who prefer traditional school?9th Grade10th Grade11th Grade12th GradeVirtual9141720Traditional171652a. 0.06b. 0.6c. 0.04d. 0.4The table below shows the results of a poll in which randomly selected high school students were asked if they prefer virtual or traditional schools. If you are given a student who prefers virtual school, what is the probability that the student is also a 12th grader? 9th Grade 10th Grade 11th Grade 12th Grade Virtual9141720Traditional171652a. about 0.33b. about 0.91c. about 0.25d. about 0.20Students and teachers at a school were polled to see if they were in favor of extending the parking lot into part of the athletic fields. The results of the poll are shown in the two-way table below. What is the probability that someone who is a student is also in favor of extending the parking lot into part of the athletic fields? In Favor Not in FavorStudents1623Teachers914a. about 0.64b. about 0.26c. about 0.41d. about 0.16The table below shows the results of a poll in which randomly selected high school students were asked if they prefer virtual or traditional schools. What is the joint relative frequency of 9th graders who prefer virtual schools?9th Grade10th Grade11th Grade12th GradeVirtual9141720Traditional171652a. 0.09b. 0.17c. 0.3462d. 0.15The tally below shows the results of a poll in which adults and children were asked their favorite type of dessert. Which of the following two way tables shows the correct relative frequencies for the tally shown below?a. b. c. d. Chuck is the owner of a car dealership. He is assessing the success rates of his top three salespeople in order to offer one of them a promotion. Over two months, for each attempted sale, he records whether the salesperson made a successful sale or not. The results are shown in the table below. Which salesperson has the highest success rate? Successful UnsuccessfulRachel64Jeff55Bill87Jennifer36a. Rachelb. Jeffc. Billd. JenniferFour competing basketball teams in ABC county are competing to go to the state basketball championship. The team with the highest win rate will go to the championship. Which team would be selected to go? Win LossBarracudas133Sharks103Sixers121Hawks82a. Barracudasb. Sharksc. Sixersd. Hawks
University of Maryland Global Campus Discussion Post
Attached are 4 discussion post. Basic honestly more of myths, and perspective. IT IS NOT ACTUAL MATH PROBLEMS.
I wil ...
University of Maryland Global Campus Discussion Post
Attached are 4 discussion post. Basic honestly more of myths, and perspective. IT IS NOT ACTUAL MATH PROBLEMS.
I will also place 2 classmate post for a response. Unable to post until I post my initial post. Please be aware I will also need responses to post
POST 1
If my learning path in ALEKS is any indication, transcription errors seem to be my biggest problem, followed by the occasional interpretation error. Several of my failures to clear a topic without providing an incorrect answer are the result of either typing/clicking the wrong number or symbol (a malfunctioning mouse isn’t helping) or seeing a word problem like one I’ve just completed and failing to catch one of the variables in the word problem was changed. You’d think by now I’d realize I won’t see the exact same problem twice! As a result, I’ve learned I need to double-check my entries before I hit submit, and make sure I pulled the right numbers out of a word problem.
Since starting this course, my confidence level has risen slightly. I attribute this in large part to ALEKS and how it approaches introducing topics. I find myself making it through probably 80-90% of the problem sets it throws at me without making any errors. The learning path and explanation buttons seem to be all I need in most cases - I’ve really only opened the textbook when doing the problem sets to see how my assigned problem lines up with the examples listed.
Classmates for response Week3:
Ryan
1. Agree or disagree with one of the Math Myths listed above. Find a link to one article on the Internet to support your response.
I agree with all of the myths listed except for myths 1 and 5. I do believe that the most important thing in math (as far as the U.S. education system appears to be concerned with) is getting the correct answer. In addition, I believe that math is a very logical and calculating field that often requires a keen analytical mindset. I do not agree with the statement that men are better than women at math in natural sense as this could be blamed on a societal construct versus anything from nature. For example, teachers often underestimate the ability of females to perform math functions, leading many of them to abandon the idea of pursuing a professional career in the field by the 8th grade (AAUW 2). While this is obviously a hot-take that is not true in the slightest, it is easy to see this being the case from a historical point of view. However, times have changed and this is no longer the case. Women have pursued careers in this field at a much higher rate; so much so that I can say that I’ve only had 1 or 2 male math teachers in my entire life versus dozens of female teachers. In addition, I am not above admitting that I am not that great at math and I am sure there are plenty of women within this class and outside of here that are much better at math than me. This statement, while dated and continuously evolving, is simply incorrect.
2. Share your own current or former feelings of math anxiety. Explain how you plan to deal with it in this course.
This is the first time I’ve heard this phrase before and I can genuinely say that I have a pretty rough case of math anxiety. When I first registered for classes at UMGC, I contacted my advisor and told her to tell me what the simplest math class is because I am “too stupid for anything else”. Part of that is just my sense of humor but another part of that is because I have always struggled with math and I was just saying how I felt albeit lightheartedly. Preparation is my key to getting through this anxiety; ensuring I stay ahead of the work and don’t have to rush through everything at a later date to avoid the feeling of being overwhelmed will help me avoid these thoughts. After all, I’ve made it this far by doing this and I can make it through this class by keeping this up.
Works Cited:
AAUW. The Myth of the Male Math Brain. American Association of University Women. No Date. https://www.aauw.org/resources/article/the-myth-of-the-male-math-brain/
Daniel
I'll address Math Myth #1: Aptitude for math is inborn. I disagree with the statement - to a point. However, there a certain stereotypes associated with math that have elements of truth which tie in to this myth. I recall listening to a podcast a couple years ago which broke down the "Asians are good at math" stereotype and why it often appears to be true. Perhaps the thing I found most intriguing was discussion of a Chinese language (I don't recall if it was Cantonese, Mandarin, or both) and how it is constructed in such a way that numbers can be communicated much more efficiently than in English. Rather than having weird linguistic constructs like "eleven, "twelve", "fourteen" and "thirty-seven", the Chinese language(s) use mono-syllabic words to say "one ten and one", "one ten and two", "one ten and four", and "three tens and seven". Additionally, aspects of culture play into approach to learning as well. So, aptitude for math isn't inborn, but some people are exposed to things at an early age and given tools that enable them to excel at math.
The article I found supports both points of view, and basically concludes that certain abilities related to mathematics, such as pattern recognition, may be inborn; however, crunching numbers isn't can't exist without numbers and a way to write and say them. dissenting viewpoint addresses precisely what I described in the previous paragraph.
Article Link: http://www.scienceclarified.com/dispute/Vol-2/Do-humans-have-an-innate-capacity-for-mathematics.html
MM 207 Purdue University Global Statistics Discussion Board
The formula for calculating a 95% confidence interval for a population mean is:
The general “Confidence Interval” form ...
MM 207 Purdue University Global Statistics Discussion Board
The formula for calculating a 95% confidence interval for a population mean is:
The general “Confidence Interval” formula is:
sample mean – E < population mean < sample mean + E
To calculate a confidence interval, the margin of error (E) must first be calculated.
The Margin of Error, E, for means is: E = 1.96*s/sqrt(n), where s is the sample standard deviation, n is the sample size. The “sqrt” stands for square root.
The Margin of Error, E, for proportions is: E = 1.96*sqrt[p*(1-p)/n], where s is the sample standard deviation, n is the sample size, and p is the proportion.
Use the Confidence Interval formula above, and the correct formula for E, to and calculate the 95% confidence interval for any population mean of your choice. Write down (invent) the sample size (be sure it is 30 or above), the sample mean, and the sample standard deviation. Then, calculate the confidence interval. Remember, you are inventing all the values, so no two posts should look the same.
Use the Confidence Interval formula above, and the correct formula for E, to and calculate the 95% confidence interval for any population proportion of your choice. Write down (invent) the sample size (be sure it is 30 or above) and the sample proportion. Then, calculate the confidence interval. Remember, you are inventing all the values, so no two posts should look the same.
Hint: The PowerPoint Guides has great examples to learn from before creating your own unique and original example.
Please create personalized and substantive responses to at least two other student main posts. In your response, include the following:
Choose any two classmates and review their main posts.
Review all student work for calculating a confidence interval for a sample mean. Redo their work and confirm that it is correct, or correct it and note the errors. What is the final margin of error E? What is the final confidence interval? Offer an example sample mean that would fit into the confidence interval. Offer an example sample mean that would be outside of the confidence interval.
Review all student work for calculating a confidence interval for a sample proportion. Redo their work and confirm that it is correct, or correct it and note the errors. What is the final margin of error E? What is the final confidence interval? Offer an example sample proportion that would fit into the confidence interval. Offer an example sample proportion that would be outside of the confidence interval.
TEXTBOOKS
Bennett, J., Briggs, W.L. & Triola, M.F. (2013) Statistical Reasoning for Everyday Life (4th ed.). Upper Saddle, NJ: Pearson.
University of Georgia Correlation & Causation Discussion
The most common abuse of correlation in studies is to confuse the concepts of correlation with those of causation.Examples ...
University of Georgia Correlation & Causation Discussion
The most common abuse of correlation in studies is to confuse the concepts of correlation with those of causation.Examples:No correlation: Height of a student and good gradesThe height of a student has no relationship to good grades.A correlation but not causation: Good SAT scores and good gradesMany times, you will find students with good SAT scores also making good grades, but good SAT scores do not cause good grades. Many times there are other variables, such as good study habits, that contribute to both.Causation: Study time and good gradesThe amount of time a student studies does CAUSE grades to be GOOD. Note: Causation statements are not the same as a statement in logic. For example: If you jump in a swimming pool, you will get wet. If you don’t jump in the swimming pool, you will not get wet. This will occur all the time if the pool is full of water. Causation is a little different. If you study, you are not guaranteed good grades. If you don’t study, you are not guaranteed bad grades. We still can say that study time is one major cause of good grades. Assignment:Find an example of an article that that relates two variables. Is the article stating that the two variables are correlated or that they have a causal relationship? Does the article confuse correlation and causation? Discuss other variables that could contribute to the relationship between the variables.
MAT 240 SNHU Relationship BW Selling Price of Properties and Their Sizes Analysis
ScenarioSmart businesses in all industries use data to provide an intuitive
analysis of how they can ge ...
MAT 240 SNHU Relationship BW Selling Price of Properties and Their Sizes Analysis
ScenarioSmart businesses in all industries use data to provide an intuitive
analysis of how they can get a competitive advantage. The real estate
industry heavily uses linear regression to estimate home prices, as cost
of housing is currently the largest expense for most families.
Additionally, in order to help new homeowners and home sellers with
important decisions, real estate professionals need to go beyond showing
property inventory. They need to be well versed in the relationship
between price, square footage, build year, location, and so many other
factors that can help predict the business environment and provide the
best advice to their clients.PromptYou have been recently hired as a junior analyst by D.M. Pan Real
Estate Company. The sales team has tasked you with preparing a report
that examines the relationship between the selling price of properties
and their size in square feet. You have been provided with a Real Estate County Data
document that includes properties sold nationwide in recent years. The
team has asked you to select a region, complete an initial analysis, and
provide the report to the team.Note: In the report you prepare for the sales team,
the response variable (y) should be the median listing price and the
predictor variable (x) should be the median square feet.Specifically you must address the following rubric criteria, using the Module Two Assignment Template:Generate a Representative Sample of the Data
Select a region and generate a simple random sample of 30 from the data.Report the median listing price and median square foot, report the mean, median, and standard deviation.
Analyze Your Sample
Discuss how the regional sample created is or is not reflective of the national market.
Compare and contrast your sample with the population using the National Statistics and Graphs document.
Explain how you have made sure that the sample is random.
Explain your methods to get a truly random sample.
Generate Scatterplot
Create a scatterplot of the x and y variables noted above and include a trend line and the regression equation
Observe patterns
Answer the following questions based on the scatterplot:
Define x and y. Which variable is useful for making predictions?Is there an association between x and y? Describe the association you see in the scatter plot.What do you see as the shape (linear or nonlinear)?If you had a 1,200 square foot house, based on the regression equation in the graph, what price would you choose to list at?Do you see any potential outliers in the scatterplot?
Why do you think the outliers appeared in the scatterplot you generated?What do they represent?
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Statistical Analysis
Statistical analysis entail planning, designing, collecting data, analyzing, and drawing meaningful interpretation so as t ...
Statistical Analysis
Statistical analysis entail planning, designing, collecting data, analyzing, and drawing meaningful interpretation so as to report the research ...
What is the marginal relative frequency of 12th graders?
Answers only*The table below shows the results of a poll in which randomly selected high school students were asked if the ...
What is the marginal relative frequency of 12th graders?
Answers only*The table below shows the results of a poll in which randomly selected high school students were asked if they prefer Football or Basketball. What is the marginal relative frequency of 12th graders?9th Grade 10th Grade 11th Grade 12th Grade Football128127Basketball51079a. 0.4375b. 0.5625c. 0.2286d. 0.1The table below shows the results of a poll in which randomly selected high school students were asked if they prefer Football or Basketball. What is the joint relative frequency of 10th graders who like football?9th Grade10th Grade11th Grade12th GradeFootball128127Basketball51079a. 0.1143b. 0.1429c. 0.4444d. 0.3077 The table below shows the results of a poll in which randomly selected high school students were asked if they prefer virtual or traditional schools. What is the marginal relative frequency of students who prefer traditional school?9th Grade10th Grade11th Grade12th GradeVirtual9141720Traditional171652a. 0.06b. 0.6c. 0.04d. 0.4The table below shows the results of a poll in which randomly selected high school students were asked if they prefer virtual or traditional schools. If you are given a student who prefers virtual school, what is the probability that the student is also a 12th grader? 9th Grade 10th Grade 11th Grade 12th Grade Virtual9141720Traditional171652a. about 0.33b. about 0.91c. about 0.25d. about 0.20Students and teachers at a school were polled to see if they were in favor of extending the parking lot into part of the athletic fields. The results of the poll are shown in the two-way table below. What is the probability that someone who is a student is also in favor of extending the parking lot into part of the athletic fields? In Favor Not in FavorStudents1623Teachers914a. about 0.64b. about 0.26c. about 0.41d. about 0.16The table below shows the results of a poll in which randomly selected high school students were asked if they prefer virtual or traditional schools. What is the joint relative frequency of 9th graders who prefer virtual schools?9th Grade10th Grade11th Grade12th GradeVirtual9141720Traditional171652a. 0.09b. 0.17c. 0.3462d. 0.15The tally below shows the results of a poll in which adults and children were asked their favorite type of dessert. Which of the following two way tables shows the correct relative frequencies for the tally shown below?a. b. c. d. Chuck is the owner of a car dealership. He is assessing the success rates of his top three salespeople in order to offer one of them a promotion. Over two months, for each attempted sale, he records whether the salesperson made a successful sale or not. The results are shown in the table below. Which salesperson has the highest success rate? Successful UnsuccessfulRachel64Jeff55Bill87Jennifer36a. Rachelb. Jeffc. Billd. JenniferFour competing basketball teams in ABC county are competing to go to the state basketball championship. The team with the highest win rate will go to the championship. Which team would be selected to go? Win LossBarracudas133Sharks103Sixers121Hawks82a. Barracudasb. Sharksc. Sixersd. Hawks
University of Maryland Global Campus Discussion Post
Attached are 4 discussion post. Basic honestly more of myths, and perspective. IT IS NOT ACTUAL MATH PROBLEMS.
I wil ...
University of Maryland Global Campus Discussion Post
Attached are 4 discussion post. Basic honestly more of myths, and perspective. IT IS NOT ACTUAL MATH PROBLEMS.
I will also place 2 classmate post for a response. Unable to post until I post my initial post. Please be aware I will also need responses to post
POST 1
If my learning path in ALEKS is any indication, transcription errors seem to be my biggest problem, followed by the occasional interpretation error. Several of my failures to clear a topic without providing an incorrect answer are the result of either typing/clicking the wrong number or symbol (a malfunctioning mouse isn’t helping) or seeing a word problem like one I’ve just completed and failing to catch one of the variables in the word problem was changed. You’d think by now I’d realize I won’t see the exact same problem twice! As a result, I’ve learned I need to double-check my entries before I hit submit, and make sure I pulled the right numbers out of a word problem.
Since starting this course, my confidence level has risen slightly. I attribute this in large part to ALEKS and how it approaches introducing topics. I find myself making it through probably 80-90% of the problem sets it throws at me without making any errors. The learning path and explanation buttons seem to be all I need in most cases - I’ve really only opened the textbook when doing the problem sets to see how my assigned problem lines up with the examples listed.
Classmates for response Week3:
Ryan
1. Agree or disagree with one of the Math Myths listed above. Find a link to one article on the Internet to support your response.
I agree with all of the myths listed except for myths 1 and 5. I do believe that the most important thing in math (as far as the U.S. education system appears to be concerned with) is getting the correct answer. In addition, I believe that math is a very logical and calculating field that often requires a keen analytical mindset. I do not agree with the statement that men are better than women at math in natural sense as this could be blamed on a societal construct versus anything from nature. For example, teachers often underestimate the ability of females to perform math functions, leading many of them to abandon the idea of pursuing a professional career in the field by the 8th grade (AAUW 2). While this is obviously a hot-take that is not true in the slightest, it is easy to see this being the case from a historical point of view. However, times have changed and this is no longer the case. Women have pursued careers in this field at a much higher rate; so much so that I can say that I’ve only had 1 or 2 male math teachers in my entire life versus dozens of female teachers. In addition, I am not above admitting that I am not that great at math and I am sure there are plenty of women within this class and outside of here that are much better at math than me. This statement, while dated and continuously evolving, is simply incorrect.
2. Share your own current or former feelings of math anxiety. Explain how you plan to deal with it in this course.
This is the first time I’ve heard this phrase before and I can genuinely say that I have a pretty rough case of math anxiety. When I first registered for classes at UMGC, I contacted my advisor and told her to tell me what the simplest math class is because I am “too stupid for anything else”. Part of that is just my sense of humor but another part of that is because I have always struggled with math and I was just saying how I felt albeit lightheartedly. Preparation is my key to getting through this anxiety; ensuring I stay ahead of the work and don’t have to rush through everything at a later date to avoid the feeling of being overwhelmed will help me avoid these thoughts. After all, I’ve made it this far by doing this and I can make it through this class by keeping this up.
Works Cited:
AAUW. The Myth of the Male Math Brain. American Association of University Women. No Date. https://www.aauw.org/resources/article/the-myth-of-the-male-math-brain/
Daniel
I'll address Math Myth #1: Aptitude for math is inborn. I disagree with the statement - to a point. However, there a certain stereotypes associated with math that have elements of truth which tie in to this myth. I recall listening to a podcast a couple years ago which broke down the "Asians are good at math" stereotype and why it often appears to be true. Perhaps the thing I found most intriguing was discussion of a Chinese language (I don't recall if it was Cantonese, Mandarin, or both) and how it is constructed in such a way that numbers can be communicated much more efficiently than in English. Rather than having weird linguistic constructs like "eleven, "twelve", "fourteen" and "thirty-seven", the Chinese language(s) use mono-syllabic words to say "one ten and one", "one ten and two", "one ten and four", and "three tens and seven". Additionally, aspects of culture play into approach to learning as well. So, aptitude for math isn't inborn, but some people are exposed to things at an early age and given tools that enable them to excel at math.
The article I found supports both points of view, and basically concludes that certain abilities related to mathematics, such as pattern recognition, may be inborn; however, crunching numbers isn't can't exist without numbers and a way to write and say them. dissenting viewpoint addresses precisely what I described in the previous paragraph.
Article Link: http://www.scienceclarified.com/dispute/Vol-2/Do-humans-have-an-innate-capacity-for-mathematics.html
MM 207 Purdue University Global Statistics Discussion Board
The formula for calculating a 95% confidence interval for a population mean is:
The general “Confidence Interval” form ...
MM 207 Purdue University Global Statistics Discussion Board
The formula for calculating a 95% confidence interval for a population mean is:
The general “Confidence Interval” formula is:
sample mean – E < population mean < sample mean + E
To calculate a confidence interval, the margin of error (E) must first be calculated.
The Margin of Error, E, for means is: E = 1.96*s/sqrt(n), where s is the sample standard deviation, n is the sample size. The “sqrt” stands for square root.
The Margin of Error, E, for proportions is: E = 1.96*sqrt[p*(1-p)/n], where s is the sample standard deviation, n is the sample size, and p is the proportion.
Use the Confidence Interval formula above, and the correct formula for E, to and calculate the 95% confidence interval for any population mean of your choice. Write down (invent) the sample size (be sure it is 30 or above), the sample mean, and the sample standard deviation. Then, calculate the confidence interval. Remember, you are inventing all the values, so no two posts should look the same.
Use the Confidence Interval formula above, and the correct formula for E, to and calculate the 95% confidence interval for any population proportion of your choice. Write down (invent) the sample size (be sure it is 30 or above) and the sample proportion. Then, calculate the confidence interval. Remember, you are inventing all the values, so no two posts should look the same.
Hint: The PowerPoint Guides has great examples to learn from before creating your own unique and original example.
Please create personalized and substantive responses to at least two other student main posts. In your response, include the following:
Choose any two classmates and review their main posts.
Review all student work for calculating a confidence interval for a sample mean. Redo their work and confirm that it is correct, or correct it and note the errors. What is the final margin of error E? What is the final confidence interval? Offer an example sample mean that would fit into the confidence interval. Offer an example sample mean that would be outside of the confidence interval.
Review all student work for calculating a confidence interval for a sample proportion. Redo their work and confirm that it is correct, or correct it and note the errors. What is the final margin of error E? What is the final confidence interval? Offer an example sample proportion that would fit into the confidence interval. Offer an example sample proportion that would be outside of the confidence interval.
TEXTBOOKS
Bennett, J., Briggs, W.L. & Triola, M.F. (2013) Statistical Reasoning for Everyday Life (4th ed.). Upper Saddle, NJ: Pearson.
University of Georgia Correlation & Causation Discussion
The most common abuse of correlation in studies is to confuse the concepts of correlation with those of causation.Examples ...
University of Georgia Correlation & Causation Discussion
The most common abuse of correlation in studies is to confuse the concepts of correlation with those of causation.Examples:No correlation: Height of a student and good gradesThe height of a student has no relationship to good grades.A correlation but not causation: Good SAT scores and good gradesMany times, you will find students with good SAT scores also making good grades, but good SAT scores do not cause good grades. Many times there are other variables, such as good study habits, that contribute to both.Causation: Study time and good gradesThe amount of time a student studies does CAUSE grades to be GOOD. Note: Causation statements are not the same as a statement in logic. For example: If you jump in a swimming pool, you will get wet. If you don’t jump in the swimming pool, you will not get wet. This will occur all the time if the pool is full of water. Causation is a little different. If you study, you are not guaranteed good grades. If you don’t study, you are not guaranteed bad grades. We still can say that study time is one major cause of good grades. Assignment:Find an example of an article that that relates two variables. Is the article stating that the two variables are correlated or that they have a causal relationship? Does the article confuse correlation and causation? Discuss other variables that could contribute to the relationship between the variables.
MAT 240 SNHU Relationship BW Selling Price of Properties and Their Sizes Analysis
ScenarioSmart businesses in all industries use data to provide an intuitive
analysis of how they can ge ...
MAT 240 SNHU Relationship BW Selling Price of Properties and Their Sizes Analysis
ScenarioSmart businesses in all industries use data to provide an intuitive
analysis of how they can get a competitive advantage. The real estate
industry heavily uses linear regression to estimate home prices, as cost
of housing is currently the largest expense for most families.
Additionally, in order to help new homeowners and home sellers with
important decisions, real estate professionals need to go beyond showing
property inventory. They need to be well versed in the relationship
between price, square footage, build year, location, and so many other
factors that can help predict the business environment and provide the
best advice to their clients.PromptYou have been recently hired as a junior analyst by D.M. Pan Real
Estate Company. The sales team has tasked you with preparing a report
that examines the relationship between the selling price of properties
and their size in square feet. You have been provided with a Real Estate County Data
document that includes properties sold nationwide in recent years. The
team has asked you to select a region, complete an initial analysis, and
provide the report to the team.Note: In the report you prepare for the sales team,
the response variable (y) should be the median listing price and the
predictor variable (x) should be the median square feet.Specifically you must address the following rubric criteria, using the Module Two Assignment Template:Generate a Representative Sample of the Data
Select a region and generate a simple random sample of 30 from the data.Report the median listing price and median square foot, report the mean, median, and standard deviation.
Analyze Your Sample
Discuss how the regional sample created is or is not reflective of the national market.
Compare and contrast your sample with the population using the National Statistics and Graphs document.
Explain how you have made sure that the sample is random.
Explain your methods to get a truly random sample.
Generate Scatterplot
Create a scatterplot of the x and y variables noted above and include a trend line and the regression equation
Observe patterns
Answer the following questions based on the scatterplot:
Define x and y. Which variable is useful for making predictions?Is there an association between x and y? Describe the association you see in the scatter plot.What do you see as the shape (linear or nonlinear)?If you had a 1,200 square foot house, based on the regression equation in the graph, what price would you choose to list at?Do you see any potential outliers in the scatterplot?
Why do you think the outliers appeared in the scatterplot you generated?What do they represent?
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