Read Chapter 5 in How to Lie with Statistics (6 pages in total) and answer one of the following questions in your own words, in 3 to 4 sentences (or more).

Here is a link to the book: https://archive.org/details/HowToLieWithStatistics_201608/page/n31/mode/2up (Links to an external site.)

• What does it mean to “truncate” a graph? How does this mislead readers?
• What does it mean to “change the proportion between the ordinate and the abscissa?” How does this mislead readers?

1 Assignment InformationThree prompts are provided, and you are to choose one on which to compose a well-written essay. You are encouraged to consult with sources (beyond our textbook); you are also encouraged to compile your references in a standard, APA-formatted bibliography but this is not strictly required.When you turn this assignment in to be graded, please include a copy of this first page with allinformation completed.

Essay 1 Prompts

PROMPT A(between 1 and 2 pages). A model of Eucliden Geometry is what most teachers andstudents engage with in a typical, American Geometry course. Specifically (and as can be seen in ourown geometry textbook), the model is that of a “flat sheet of paper” where “points” are tiny dotsand “lines” are familiar-looking objects one can draw using a ruler. Do you think there is a place fora discussion of logic (statements, negation,∧,∨,⇒, Deduction, etc.) in such a course? If not, whynot? If so, how would you go about incorporating such a topic in an elementary-level classroom? Amiddle-school class?

PROMPT B(between 1 and 2 pages) Watch this video(and/or read the article transcription) andthen compose an essay in which you contemplate the strengths or weaknesses of “New Math” and/or“Common Core Math.” What teaching choices might you make in your math classroom, and how arethey informed by what you learned in this video? How might they be different or the same?

PROMPT C Design and describe an activity appropriate for a math classroom (for a particular gradebetween 4th and 8th) like the one(s) we engaged in during our second meeting. Specifically, designand describe a new (and hopefully simple) Axiomatic System that your students can explore. Whattheorems might they be able to discover from your system? What benefits might this activity offeryour students?

History of Mathematics.

1. Research a mathematician. (Areas covered in class: Mathematics and Finance, Linear and Quadratic Equation, exponential and Linear Systems, Number Theory and Graph Theory).
2. Describe their contribution(s) to mathematics.
3. How has their contribution(s) helped resolve real-world problems or been used in day-to-day scenarios?

Overview

• Study EXCELLENT SAS on Demand for Academics Support Page resources that include video explanations and demonstrations:
  • Go to the SAS on Demand for Academics (Links to an external site.) page.
  • Click on Access now link in the middle of the page.
  • Go to Independent Learner – Step 2: Write Your SAS Programs.
  • Click on SAS Studio video library.
  • Under CATEGORIES tab, click on How To Tutorials.
  • See the video resources under SAS Studio
• SAS On Demand for Academics on YouTube (Links to an external site.) (click on SAS studio link For Students)
• See the attachment below for additional resources
• Locate Chapter 2, in Ott & Longnecker (2016)

Do the following 

• Based on your study of this unit’s assigned readings (Chapter 2), complete the following practice exercises:
  • 2
  • 7
  • 9
  • 11
  • 13
  • 16
  • 22
  • 23
  • 31
• Type your answers with any supporting work on a Word document. If you use the SAS software to complete any statistical analysis in answering these practice questions, copy and paste the outputs into this documents

This is the book

Ott, R. & Longnecker, M. An Introduction to Statistical Methods & Data Analysis (7th ed). ISBN: 9781337001748 (print), 9781305465527 (eText).