Probability and Statistical Inference

Lesson 9

Math

Unit 8

11th Grade

Lesson 9 of 13

Objective


Use $${z-}$$scores to identify population percentiles.

Common Core Standards


Core Standards

  • S.IC.B.4 — Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.

Foundational Standards

  • S.ID.A.4

Criteria for Success


  1. Describe the $${{{{z-}}}}$$score as the quotient between the difference of an observed value and the mean by the standard deviation. This is represented by $${{\mathrm{observation-mean}}\over{\mathrm{standard\space deviation}}}$$.
  2. Identify the $${{{{z-}}}}$$score from a $${{{{z-}}}}$$score table and convert to a percentile.
  3. Describe that the percentile represents the percentage of the population that has scored below the observed value. 
  4. Use the normal curve to analyze statistical measures including the mean, standard deviation, and $${{{{z-}}}}$$score. 

Tips for Teachers


  • One useful place to find $${{{{{{z-}}}}}}$$score tables is here: http://www.z-table.com/
  • Anchor Problem #1 is just a problem to get the initial thinking established and provide an intellectual need for $${{{{{{z-}}}}}}$$score. The majority of the learning will happen through the guiding questions, where the teacher needs to introduce the formula for $${{{{{{z-}}}}}}$$score. 
  • EngageNY, Algebra 2, Module 4, Lesson 10 has student answers that show the marking of the mean, the standard deviation, the value of interest, and then noting the $${{{{{{z-}}}}}}$$score. This is a great strategy to ensure that students have a visual representation of the problem they are working on. This is highlighted (out of context) in Anchor Problem #2 but should be represented with context in the Problem Set. 
  • Reading a $${{{{{{z-}}}}}}$$score table can be a challenge. Be sure to model to students how to do this rather than have them infer this process.
  • If you want more information about the SAT scoring to use with students, this document provides a good amount of information: SAT Understanding Scores 2017.
  • Be sure to equate the population percentage calculated through the $${{{{{{z-}}}}}}$$score table with the percentile and clarify what this actually means. 
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Anchor Problems

25-30 minutes


Problem 1

Below is a normal distribution that shows the height of 8-year-old boys in inches. The relative frequency of each height is shown along the $${y-}$$axis, and the height, in inches, is shown along the $${x-}$$axis. 

The mean is 50 and the standard deviation is 2.

Estimate the percent of 8-year-old boys chosen randomly who will be shorter than 53 inches. 

Guiding Questions

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Problem 2

The mean combined score for last year’s SAT was 1083 with a standard deviation of 193. The mean and the standard deviation are based on students who took the SAT across the nation.

If you took the SAT and scored a combined score of 1100, what percent of students who took the SAT scored below you?

Guiding Questions

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Target Task

5-10 minutes


The weights of cars passing over a bridge have a mean of 3,550 pounds and standard deviation of 870 pounds. Assume that the weights of the cars passing over the bridge are normally distributed. Determine the probability of each instance and explain how you found each answer. 

  1. The weight of a randomly selected car is more than 4,000 pounds. 
  2. The weight of a randomly selected car is less than 3,000 pounds. 
  3. The weight of a randomly selected car is between 2,800 and 4,500 pounds.

References

EngageNY Mathematics Algebra II > Module 4 > Topic B > Lesson 10Exit Ticket

Algebra II > Module 4 > Topic B > Lesson 10 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Additional Practice


The following resources include problems and activities aligned to the objective of the lesson that can be used for additional practice or to create your own problem set.

  • Include problems going in both directions - finding the percentile from a $${{z-}}$$score and finding the $${{z-}}$$score from a percentile.

Next

Describe and compare statistical study methods.

Lesson 10
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Lesson Map

A7CB09C2-D12F-4F55-80DB-37298FF0A765

Topic A: Probability

Topic B: The Normal Distribution

Topic C: Statistical Inferences and Conclusions

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