Statistics and Risk
Management
Software Proficiency
Performance Objective:
After completing this lesson, the student will understand the basic concepts of
extended statistical problems solving using an example software package and
the application of spreadsheet functionality for statistical calculations. Approximate Time:
When taught as written, this lesson should take 4-5 days to complete.
Specific Objectives:
 The student will discuss the importance of commercial statistical packages.
 The student will understand some screen flow in such packages.
 The student will review and apply basic spreadsheet statistical functionality. This lesson corresponds with Unit 3 of the Statistics and Risk
Management Scope and Sequence. TEKS Correlations:
This lesson, as published, correlates to the following TEKS for Regression. Any
changes/alterations to the activities may result in the elimination of any or
all of the TEKS listed.
130.169(g) (6) (C)
…generate a spreadsheet to collect, collate, organize, and analyze quantitative
data;…
Copyright © Texas Education Agency, 2012. All rights reserved. 1 TEKS Correlations:
This lesson, as published, correlates to the following
TEKS for Regression. Any changes/alterations to
the activities may result in the elimination of any or
all of the TEKS listed.
130.169(g) (6) (D)
…use spreadsheets and graphical techniques to present data in a manner that is
understood by and meaningful to colleagues and clients…
130.169(g) (6) (E)
…analyze data presented in frequency distributions, histograms, and ogives…
130.169(g) (6) (J)
…carry out an appropriate hypothesis test on a single population mean or
proportion…
130.169(g) (6) (L)
construct a contingency table and perform a chi-squared test of independence…
130.169(g) (6) (M)
…analyze two variable problems using linear regression and correlation…
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…
Copyright © Texas Education Agency, 2012. All rights reserved. 2 110.31 (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/)
Computer Systems Analyst 15-1121.00
Similar Job Titles: Systems Analyst, Programmer Analyst, Business
Systems Analyst, Computer Systems Analyst
Tasks:



Expand or modify system to serve new purposes or improve work flow.
Test, maintain, and monitor computer programs and systems, including
coordinating the installation of computer programs and systems.
Develop, document and revise system design procedures, test
procedures, and quality standards.
(Soft) Skills:
Critical Thinking; Active Listening; Complex Problem Solving; Writing
Copyright © Texas Education Agency, 2012. All rights reserved. 3 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
Copyright © Texas Education Agency, 2012. All rights reserved. 4 References:
The Importance of Business Statistics
In this article by Six Sigma the importance of the use of business statistics is
broken down for the non-statistician. The article touches on the need for
sampling and other statistical gathering strategies in the business world.
http://www.sixsigmaonline.org/six-sigma-training-certification-information/theimportance-of-business-statistics.html
Statistical Thinking in a Technological Environment
Through their research Dani Ben-Avi and Alex Friedlander has developed a
method for teaching statistical thinking in a technological environment.
Developed mainly for seventh through ninth grades, their method has activities,
research projects, and thinking processes used by the duo.
http://www.dartmouth.edu/~chance/teaching_aids/IASE/4.Ben-Zvi.pdf
Spreadsheet: Statistical Functions
This site defines each of the various Microsoft Excel functions available to use
in statistical calculations. The site also provides some information and
examples on how to select cells and ranges for calculations.
http://www.medcalc.org/manual/statistical_functions.php
Measures of Central Tendency
Free lesson.
http://faculty.uncfsu.edu/dwallace/lesson%204.pdf
Copyright © Texas Education Agency, 2012. All rights reserved. 5 Teacher Preparation:
Teacher will:
Review terms in outline, presentation, and handouts.
Locate and evaluate various resources and websites.
Have assignments and websites ready.
Learner Preparation:
It is time to wrap up what the students have learned about statistics.
You will briefly describe commercial software for statistics with
examples the student might find interesting. Then the student will get
to apply what they have learned to analyzing data and take an exam.
Introduction:
STUDENTS will watch the Unit video found here: jukebox.esc13.net/untdeveloper/Videos/Software%20Proficiency.mov
STUDENTS will take the practice test and review using the Key, found
in Common/Student Documents.
EXHIBIT:
Excitement to see relationships.
INTRODUCE: Commercial Statistical software package concepts
ASK:
Ask students to express how applying statistics is
important.
Copyright © Texas Education Agency, 2012. All rights reserved. 6 I. Software Packages
o Commercial
o Shareware
o Freeware
II. What they DO
o You capture your data.
o Identify the Independent
and Dependent Variables
o Calculate any
relationships you ask of it.
o You must interpret what it
all means.
o More Flexibility
o Define Your Variables
o Enter Your Data into Grid.
o Select Calculations from
menu structure.
o Capture Output for
Pasting into your
documents.
III. Provide Assignment sheets and
discuss and answer any
questions about assignment (In
class or take home-Instructor’s
Option)
Use SoftwareProficiency.pptx.
Provided .docx files
8.1a
SoftwareProficiency.docx
8.1b
SoftwareProficiency.docx
8.1c
SoftwareProficiency.docx
8.1d
SoftwareProficiency.docx
Copyright © Texas Education Agency, 2012. All rights reserved. 7 Guided Practice:
See assignments.
Independent Practice:
See assignments.
Review:
Question:
Define data variables.
Informal Assessment:
Instructor should observe student discussion and monitor interaction.
Formal Assessment:
Completion of provided assignments using included keys for grading.
Copyright © Texas Education Agency, 2012. All rights reserved. 8 Student Assignment
8.1a Software Proficiency Key
Name: ____________________
Your class just took an exam worth 100 points. There are 30 students
in your class. The scores were as follows.
Student
Score
Student
Score
1
73
16
79
2
78
17
85
3
89
18
88
4
78
19
87
5
81
20
84
6
85
21
87
7
91
22
86
8
97
23
79
9
92
24
75
10
84
25
86
11
86
26
81
12
84
27
83
13
79
28
85
14
98
29
78
15
92
30
90
Using a spreadsheet to create a new worksheet for this week’s
assignment incorporate a data analysis tool pack add-in.
1. To Download the Spreadsheet Analysis ToolPak. Click "File," and
then "Options."
2. From the Add-Ins category, select "Spreadsheet Add-Ins," which
display in the Manage box. Click "Go."
3. Check the "Analysis ToolPak" box from the list of add-ins and
click "OK."
First enter the 1-30 cases in Column A and the test Scores in Column B.
Copyright © Texas Education Agency, 2012. All rights reserved. 9 Student Assignment
8.1a Software Proficiency Key
Name: ____________________
First using the Data Analysis Add-In, create a Set of Descriptive
Statistics below your data in Column B.
Look in the Analysis section of the Data tab. Click "Data Analysis"
and highlight the "Descriptive Statistics" tool from the Analysis Tools
box. Click "OK." Select "Summary…and Confidence Levels…" and
Click "OK."
Next using the Data Analysis Add-In, create a Rank and Percentile
analysis.
Look in the Analysis section of the Data tab. Click "Data Analysis"
and highlight the "Rank and Percentile" tool from the Analysis Tools
box. Click "OK." You will need to specify an Input Range
(Scores=column B) and an Output Range (four empty columns x 30
rows on the right).
Save your spreadsheet work. You will continue to add to it all week.
See Unit spreadsheet. Copyright © Texas Education Agency, 2012. All rights reserved. 10 Student Assignment
8.1b
Key
Name: ____________________
Using the Data Analysis Add-In, create a Histogram type graph in the
upper right of the worksheet.
Often Raw data needs to be categorized into bins so a histogram can
be created. Example: the grades you have can be divided into bins
by grades…2 grades between 100 and 90, 8 grades between 89 and
80…..so forth. Excel using the histogram function will attempt to
divide our raw data into bins to accommodate a bell or normalized
curve. Play with this function and learn to use it well.
Look in the Analysis section of the Data tab. Click "Data Analysis" and
highlight the "Histogram" tool from the Analysis Tools box. Click "OK."
You will need to specify an Input Range and an Output Range. The
Bin Range can be blanks. Select "Chart Output" in the output options
section to generate a histogram graph. Click "OK." If you end with a
histogram that looks like a bell curve you have done well. The bins
will populate with what Excel thing are good bins. It actually
attempted to curse the resulting grades.
Again using the Data Analysis Add-In, create a Pie Chart type graph in
the Lower right of the worksheet.
Hint: Use the Histogram tool again and then change it to a pie chart.
Right click on the completed Histogram to change the chart type to
pie.
Save your spreadsheet work. You will continue to add to it all week.
Copyright © Texas Education Agency, 2012. All rights reserved. 11 Student Assignment
8.1c
Key
Name: ____________________
Below are the grades in a four point scale.
Student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Grade
2
2
3
2
3
3
4
4
4
3
3
3
2
4
4
Student
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Grade
2
3
3
3
3
3
3
2
2
3
3
3
3
2
4
Add the grade point assignments into a Column C.
Perform a Chi-Best Fit test to see if the expected grades are significantly different from
what is expected of 33.33% for each group.
Using the Bin data and expected of 10 for each of the three groups what does a
=CHISQ.TEST (Actual Range, Expected Range) show. Was this an appropriate analysis
test? What assumption(s) are made? Does this really mean anything?
See unit spreadsheet.
Copyright © Texas Education Agency, 2012. All rights reserved. 12 Student Assignment
8.1d Key
Name: ____________________
Below are the grades in a four point scale.
Student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Gender
M
M
M
F
F
F
F
M
F
F
F
F
F
M
F
Student
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Gender
F
M
F
M
F
M
M
F
M
M
F
M
M
M
M
Using Excel, enter the Gender in column D and use a t-Test calculation to see if there is a
significant difference of grades between the female group and the males group of students.
Copy the C & D columns to a new worksheet and then sort all of the 2 x 30 cells by Gender.
The use the formula =t.test (male grade range, female grade range,2,2) to get a result.
What does the result tell you?
For fun, “raise up” the score for all females students and see want happens to the t-Test
results.
See Unit spreadsheet.
Copyright © Texas Education Agency, 2012. All rights reserved. 13 Student Assignment
8.1e Key
Name: ____________________
Below are the study times for each student.
Student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Minutes
30
15
30
45
60
45
60
90
100
60
60
60
30
90
180
Student
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Minutes
15
45
60
30
15
45
45
15
30
30
60
45
30
45
120
Using Excel, enter the grades in column E and calculate the correlation between the study
times and exam scores.
Copy columns B & E to another worksheet and use the =CORREL(Grade Range, Study
Time Range) function. What does this tell you?
For fun, “raise up” the score for all students who studier very little and see want happens to
the Correlation results.
See Unit spreadsheet.
Copyright © Texas Education Agency, 2012. All rights reserved. 15 Name:_________________________________________
Date:__________
Software Proficiency Test
As the owner of a new smoothie store in town, you want to increase your average sale per customer in order to increase revenue. The following numbers reflect the lunch‐hour receipts for a busy Saturday. 4.15 5.50 9.65 5.60 4.90 8.40 4.95 7.60 6.50 6.70 6.40 5.25 5.40 7.75 6.75 7.15 6.45 8.25 7.50 6.25 8.80 7.10 8.45 6.70 5.25 8.50 5.35 6.80 4.25 9.95 1. In spreadsheet software, group the sales receipts into six classes of equal size ($4.00 – $4.99, $5.00 ‐ $5.00…) and construct a frequency distribution. 2. Calculate the mean of the grouped data by using 4.495, 5.495, 6.495, etc. as the midpoints. 3. Prepare a histogram of the sales receipts based on the grouped data. 4. From the frequency distribution in #1, convert each class frequency to a relative frequency with percents. Round your percents to tenths. 5. Create a pie chart with your percents figured in #4. 6. After training employees to market the product and therefore increase the average sale per customer, a new survey was conducted during lunch on a busy Saturday, and the following numbers resulted. Enter the following information in Column B. 4.35 5.75 9.95 5.00 4.99 8.55 5.05 9.60 5.50 6.95 6.75
5.75
5.75
8.25
5.75
7.15
6.55
8.55
8.00
6.75
8.00
7.95
8.00
6.75
5.50
8.00
5.90
6.95
4.50
9.95
7. Use the t‐Test calculation to see if there is a significant difference of grades between the 1st Saturday and the 2nd Saturday. Copyright © Texas Education Agency, 2012. All rights reserved. 16 Software Proficiency Test Key
SMOOTHIE SALES 1ST SATURDAY 4.15 5.50 9.65 5.60 4.90 8.40 4.95 7.60 6.50 6.70 6.40 5.25 5.40 7.75 6.75 7.15 6.45 8.25 7.50 6.25 8.80 7.10 8.45 6.70 5.25 8.50 5.35 6.80 4.25 9.95 2ND SATURDAY FREQUENCY DISTRIBUTION 4.35 5.75 9.95 5.00 4.99 8.55 5.05 9.60 5.50 6.95 6.75 5.75 5.75 8.25 5.75 7.15 6.55 8.55 8.00 6.75 8.00 7.95 8.00 6.75 5.50 8.00 5.90 6.95 4.50 9.95 Sales Receipts 4.00 ‐ 4.99 5.00 ‐ 5.99 6.00 ‐ 6.99 7.00 ‐ 7.99 8.00 ‐ 8.99 9.00 ‐ 9.99 1111
111111
11111111
11111
11111
11
Relative Frequency Midpoint Mean (f x m) Frequency 4
4.495 17.98
13.3%
6
5.495 32.97
20.0%
8
6.495 51.96
26.7%
5
7.495 37.475
16.7%
5
8.495 42.475
16.7%
2
9.495 18.99
6.7%
201.85
100.0%
Mean 201.85/30 6.73
Copyright © Texas Education Agency, 2012. All rights reserved. 17