# Statistics and Risk Management

• View
213

1

Embed Size (px)

### Text of Statistics and Risk Management

Statistics and Risk Management Describing Data

Performance Objective: After completing this lesson, the student will understand the importance and demonstrate competencies of being able to chart and describe collected data using basic charting and statistical methodologies.

Approximate Time: When taught as written, this lesson should take 8-10 days to complete.

Specific Objectives:

The student will discuss the importance of visual presentations.

The student will see and understand the basic types of charting and graphs used

The student will explain what is the appropriate chart for a collected set of data

The student will understand the importance of chart and graph indices.

The student will understand some basic terms and concepts of statistics.

The student will be able to identify basic descriptive values relating to data lists.

The student will be able to calculate and compute Measures of Central Tendencies relating to data lists.

The student will be able to understand and compute variances and standard deviations relating to data lists

This lesson corresponds with Unit 5 of the Statistics and Risk

Management Scope and Sequence.

TEKS Correlations: This lesson, as published, correlates to the following TEKS for Describing Data. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. 130.169 (c)(6)(E) analyze data presented in frequency distributions, histograms, and ogives 130.169 (c)(6)(F) construct and use descriptive indices 130.169 (c)(6)(C) generate a spreadsheet to collect, collate, organize, and analyze quantitative data 130.169 (c)(6)(D) use spreadsheets and graphical techniques to present data in a manner that is understood by and meaningful to colleagues and clients InterdisciplinaryTEKS: English: 110.31 (C) (21) (B) organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs) 110.31 (C) (22) (B) evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity 110.31 (C) (23) (C) use graphics and illustrations to help explain concepts where appropriate

110.31 (C) (23) (D) use a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research

Math: 111.36 (C) (4) (A) compare theoretical and empirical probability; 111.37. (C) (3) (B) use probabilities to make and justify decisions about risks in everyday life

Occupational Correlation (O*Net - http://www.onetonline.org/)

Precision Agriculture Technician 19-4099.02 Similar Job Titles: Crop Specialist, Nutrient Management Specialist, Precision Agriculture Department Manager, Precision Agronomist, Precision Farming Coordinator Tasks:

Collect information about soil or field attributes, yield data, or field boundaries, using field data recorders and basic geographic information systems (GIS).

Create, layer, and analyze maps showing precision agricultural data, such as crop yields, soil characteristics, input applications, terrain, drainage patterns, or field management history.

Document and maintain records of precision agriculture information.

(Soft) Skills: Active Listening; Critical Thinking; Speaking; Problem Solving

http://www.onetonline.org/

Instructional Aids: 1. Display for presentation, websites for assignments and class

discussion 2. Assignment Worksheets 3. Supporting Spreadsheets

Materials Needed: 1. Printer paper 2. Assignments and website information ready to distribute to

students.

Student projects will be displayed to increase interest in Statistics

Equipment Needed: 1. Computer with presentation and Internet Access 2. Computers for Students to Conduct Research and Collect Data

for Projects

References: Statistics By the Numbers

Statistics By the Numbers features information about statistics and the how

they are calculated. A sample math problem defines and walks through the

steps for determining mean, medium, mode, range, and standard deviation.

http://faculty.washington.edu/chudler/statistics.html

Kahn Academys Statistics page offers a wide variety of instructional videos for

various statistics lessons. Some of these video lessons include: Mean Median

The University of Sheffield

(MASH) Mathematics and statistics help, including videos and problems to

solve.

http://www.mash.dept.shef.ac.uk/VarianceandStandardDeviation.html

Ogive

Use arthitecture to explain the ogive curve.

http://curvebank.calstatela.edu/ogive82/ogive82.htm

Teacher Preparation: Teacher will:

1. Review terms in outline, presentation, and handouts.

2. Locate and evaluate various resources and websites.

3. Have assignments and websites ready.

Learner Preparation: Break the boring barrier. Statistics can be fun and definitely

interesting. Find examples the student might find interesting;

candidate polling, drug testing results, exam grades, and wages

for various careers.

Introduction: STUDENTS will watch the Unit video found here: Introduction

http://jukebox.esc13.net/untdeveloper/Videos/Introduction.mov

Describing Data http://jukebox.esc13.net/untdeveloper/Videos/Describing%20Data.mov

STUDENTS will take the practice test and review using the Key, found in Common/Student Documents. EXHIBIT: Excitement for Statistics and Learning

INTRODUCE: Statistics afford an opinion some credence and can turn an opinion into accepted knowledge.

wide range of topics and then challenge them to prove their opinion.

http://jukebox.esc13.net/untdeveloper/Videos/Introduction.movhttp://jukebox.esc13.net/untdeveloper/Videos/Describing%20Data.mov

I. The Visual Advantage A. Easier to make

comparisons. B. Easier to draw conclusions C. A picture is worth a 1000

words. II. Been Around for a While III. Pie Charting

A. Great for Small Number of Groups with Large Variances.

IV. Histogram Charting A. Better when Time is

involved. B. Data is Grouped and placed

along an Axis representing Time.

V. Scatter Charting A. Used to look for

relationships between two Variables or potential Clustering

B. Good for seeing a Correlation or Cluster.

C. Ogive Charting D. Utilizes a line to connect

data. E. When used correctly it can

predict values between and beyond.

VI. Descriptive Indices A. Indices are used to Identify

Groups in Comparison Studies.

VII. Descriptive Scales A. Nominal B. Ordinal C. Interval D. Ratio

Use presentation

DescribingData_Visually.pttx

Provide Assignment sheets and discuss

assignment (In class or take home-

Instructors Option)

VIII. Tool of Knowledge

A. Statistics: The study of collecting, organizing, and analyzing data.

1. For Research 2. For Reporting

B. Research Statistics? C. Descriptive Statistics:

Procedures used to organize and present data in a convenient and communicable form.

D. Inferential Statistics: Procedures employed arrive at broader conclusions or inferences about populations on the basis of samples.

IX. When did this come about? A. We find Statistical

Information (State of Things) in 1749.

B. By the 18th century, the term "statistics" designated the systematic collection of demographic and economic data by states.

C. In the early 19th century, the meaning of "statistics" broadened, then including the discipline concerned with the collection, summary, and analysis of data.

Provided .docx files

3.1a

DescribingData_Visually

3.1b

DescribingData_Visually

Use presentation

DescribingData_Statistically.pttx

http://en.wikipedia.org/wiki/Statisticshttp://en.wikipedia.org/wiki/Official_statisticshttp://en.wikipedia.org/wiki/Demographichttp://en.wikipedia.org/wiki/Economics

Data Types E. Qualitative Data F. Quantitative Data

1. Discrete data 2. Continuous data

Sample Measurements A. Count: Number of Sores B. Range/Low/High: The

Extreme Values

Recommended

Documents
Documents
Documents
Documents
Documents
Documents
Documents
Documents