Course Number: Math 1342
Course Title: Elementary Statistics
Semester Hours: 3
Foundational Component Area:
1. The course “focuses on quantitative literacy in logic, patterns, and relationships.”
The focus of Elementary Statistics is quantitative literacy through the collection, analysis,
interpretation, presentation of numerical data and through identifying relationships and patterns
to draw conclusions and form predictions. The course also teaches methods of describing and
presenting quantitative and qualitative data, and progresses to teaching students how to infer,
drawing conclusions and making predictions based on the data.
2. The course “involve[s] the understanding of key mathematical concepts and the application of
appropriate quantitative tools to everyday experience.”
Elementary Statistics involves the study of probability and statistics in order to better understand,
form conjectures, and evaluate data. In the course, students learn to use probability models, and
apply statistical tests to support or reject claims. Students also learn to determine the probability
of obtaining certain results and to determine statistical significance of their results.
Core Objectives:
A. Critical Thinking, Aspect 3: “Students will analyze information effectively.”
A major part of statistics is analyzing data. Students will create graphs and calculate numbers
based on data sets, which will organize the data so that they can look for patterns and garner
insights. See question 1, parts a) and b), Excel assignments #1, and #2,
B. Critical Thinking, Aspect 4: “Students will evaluate information effectively.”
Students will examine the graphs and numbers calculated, and interpret what they indicate about
the original data set. See question 1, parts c) and d), and the questions for Excel assignments #1
and #2.
C. Critical Thinking, Aspect 5: “Students will synthesize information effectively.
Students need to look at what both the graphs and different numbers are telling them, and draw
an overall interpretation integrating both the visual and the numeric. See question 1 c) and Excel
assignment #2 question e).
D. Communication, Aspect 1: “Students will demonstrate effective development,
interpretation, and expressions of ideas through written communication.”
The course teaches students to describe situation or events using data. Students learn how to
categorize data, and to summarize it using measures of central tendency, variation and position.
Students will analyze information in order to formulate conclusions and verbalize inferences
drawn from statistical testing of the available data. See Question 2.
E. Communication, Aspect 2: “Students will demonstrate effective development,
interpretation, and expressions of ideas through visual communication.”
The course teaches students to analyze and synthesize data in order to create graphical
representations. Students will be able to select visual models that best summarize and display
the data for further investigation. See Question 1a), Excel assignment #1.
F. Empirical and Quantitative Thinking, Aspect 1: “Students will demonstrate effective
manipulation of numerical data or observable facts.”
Being able to calculate numbers based on data is a major part of statistics. Students need to
show their work, if calculating by hand, and demonstrate they can produce correct results.
Calculating with technology---calculators and Excel--- is also a large part of the class. See Excel
assignment #2.
G. Empirical and Quantitative Thinking, Aspect 2: “Students will demonstrate the analysis
of numerical data or observable facts resulting in informed conclusions.”
The course teaches how to interpret what the calculated results mean. They need to be able to
report what the numbers they have calculated say about the data.
See question 1c), and Excel
#2 questions.
H. Empirical and Quantitative Thinking, Aspect 3: Students will demonstrate effective use
of numerical data or observable facts to reach informed conclusions.
Inferential statistics is the study of taking results based on a sample of the population and
using it to draw conclusions about the wider population. Numerical calculations are used to
help draw these conclusions. See question #2.
Assignment Examples
Question 1.
1) An emergency service wishes to see whether a relationship exists between the outside
temperature and the number of emergency calls it receives for a 7-hour period. The data are
shown below
Temperature in °F (x) 68 74 82 88 93 99 101
7 4 8 10 11 9 13
No. of calls (y)
a) Draw a scatterplot of the data by hand or using technology.
b) Calculate the correlation coefficient (also known as “r”) for this data set (you may use
your calculators).
c) Analyze the strength and type of association between the variables based on the
correlation coefficient and the scatterplot.
d) The least squares regression line (also known as the line of best fit) for this data set is
𝑦̂ = 0.190𝑥 − 7.544. Identify the average rate of change and interpret what it means.
e) Use this equation to predict the number of calls when the temperature is 80°F.
Question 2.
2) The average national cell phone call length was reported to be 2.27 minutes. A random
sample of 20 phone calls in one town showed an average of 2.98 minutes with a sample
standard deviation of 0.98 minutes. Can we determine that the average length of calls in this
one town is greater than the national average? Perform a hypothesis test by doing the
following steps. Use a level of significance of α = 0.05.
a) Students will set up the null and alternative hypotheses demonstrating that they have the
ability to create logical statements about which to draw conclusions.
b) Students will also be able to calculate the t-score and determine whether the difference
between the sample and the population average are significantly different at the ascribed
level using either the critical number or the P-value test for statistical significance.
c) Students will also be able to accurately state what conclusion can be drawn from this
hypothesis test.
Excel Projects
Excel assignment #1:
You will be making a frequency distribution (table) and a frequency histogram (graph) based on
HDL cholesterol levels.
[Instructions for creating the table and graph in Excel]

Describe the distribution of this data set. Include an estimate of the center, the spread of
the data set, and the shape of the histogram.
Excel Assignment #2
The data set represents the profit (in dollars) of a random sample of 40 sales for a used
car salesman.
The assignment is to find the mean, mode, variance, standard deviation, five number
summary, the 34th and 92nd percentiles, the IQR, the lower and upper fences, and the
numbers 1 & 2 standard deviation from the mean in Excel. The instructions for doing this
are given below. You should be doing this completely in Excel, not by hand. You should not be
using a calculator at all.
[ Excel instructions}

Answer the follow questions, based on your results. Put the answers either on the
Excel sheet, or in the answer space in the drop box. Please write in complete
sentences. It may be helpful have the chapter 3 notes nearby to look things up.
a) Compare the mean and median values. Based on this, do you think the distribution is
symmetric or skewed left or right? Explain your answer.
b) Look at the five number summary. What do these five numbers tell you about the
shape? Explain your answer.
c) Find the percent of data values within 1 sd of the mean, and within 2 sd of the mean
You will need to go through the data set and actually count the numbers like we did in
class (slides 28 and 29 in the chapter 3 notes). Do these percents match the empirical
rule? What does this tell you about the shape of the distribution? Explain.
d) Based on the upper and lower fences, are there any outliers in this data set? If there
are, identify them.
NORTH CENTRAL TEXAS COLLEGE
COURSE SYLLABUS
The North Central Texas College (NCTC) Course Syllabus provides the following as required by the Texas
Higher Education Coordinating Board (THECB): (1) a brief description of the course including each major
course requirement, assignment and examination; (2) the learning objectives for the course; (3) a general
description of the subject matter of each lecture or discussion; and (4) any required or recommended
readings. Contact information for the instructor is also provided. The Course Syllabus also provides
institutional information to indicate how this course supports NCTC’s purpose and mission. Information
specific to a particular section of the course will be included in the Class Syllabus and distributed to
enrolled students.
Course Title: Elementary Statistics
Course Prefix & Number: MATH1342
Section Number: XXX
Term Code: 131S
Semester Credit Hours: 3
Lecture Hours: 48
Lab Hours:
Course Description (NCTC Catalog):
Collection, analysis, presentation and interpretation of data, and probability. Analysis includes
descriptive statistics, correlation and regression, confidence intervals, and hypothesis testing. Use
of appropriate technology is recommended.
Course Prerequisite(s): MATH0310 or satisfactory placement test score
Course Type:
 - Academic General Education Course (from Academic Course Guide Manual but not in NCTC Core)
 - Academic NCTC Core Curriculum Course
 - WECM Course
Name of Instructor:
John Doe
Campus/Office Location:
Corinth Campus room XXX
Telephone Number:
XXX-XXX-XXXX
E-mail Address:
jdoe@nctc.edu
Name of Chair/Coordinator:
Aziel Wilson
Office Location:
Cor331
Telephone Number:
940-498-6227
E-mail Address:
awilson@nctc.edu
REQUIRED OR RECOMMENDED COURSE MATERIALS
Fundamentals of Statistics Informed Decisions using Data 4th Edition Michael Sullivan, III ISBN
#9780321839039
COURSE REQUIREMENTS, EVALUATION METHODS AND GRADING CRITERIA
# of Graded
Course Elements
Graded Course Elements
Percentage or
Points Values
20
Homework
XX
10
Quizzes
XX
5
Tests
XX
1
Final Exam
XX
ATTENDANCE POLICY
TENTATIVE TEST SCHEDULE
OTHER PERTINENT INFORMATION
INSTITUTIONAL LEARNING GOALS

A quality general education curriculum in all associate degree programs.

Quality freshman and sophomore level courses in arts and sciences which parallel the lower
division offerings of four-year colleges and universities.

Quality technical programs leading directly to careers in semi-skilled and skilled occupations,
and quality technical education programs up to two years in length leading to certificates and
associate degrees.

Quality programs and services in support of adult literacy and basic skills development as a
mean of workforce enhancement and expanding access to higher education.
PROGRAM PURPOSE STATEMENT
NCTC seeks to implement its goal of offering quality general education curriculum in all associate
degrees by offering a core of general education courses designed to help students achieve academic,
career and lifelong goals. Acquiring knowledge, thinking critically, and utilizing the methodologies of
various disciplines exposed students to experiences that serve to advance their personal growth. The
chief focus of the General Education Core Curriculum at NCTC is to emphasize Exemplary Educational
Objectives and Basic Intellectual Competencies.
DEPARTMENTAL PURPOSE STATEMENT
NCTC’s Mathematics and Physics Department will teach courses that enable students to solve abstract
and concrete problems within a logical system in order to aid students in the pursuit of their academic,
professional, and civic goals.
STATEMENT OF SKILLS AND KNOWLEDGE EXPECTED OF NCTC GRADUATES
NCTC seeks to implement its goal of offering a core of general education courses designed to help
students achieve academic, career and lifelong goals. The chief focus of the General Education Core
Courses at NCTC is to emphasize basic intellectual competencies and broad intellectual perspectives.
CORE CURRICULUM COMPONENT AREA
The overall objective of the Mathematics component area is to develop a quantitatively literate college
graduate. Every college graduate should be able to apply basic mathematical tools in the solution of
real-world problems.
MATHEMATICS: CORE OBJECTIVES (COs)
Critical Thinking Skills
To analyze, evaluate and synthesize information effectively
Communication Skills
To demonstrate effective development, interpretation, and expressions of ideas through written and
visual communication.”
Empirical and Quantitative Skills
To demonstrate effective manipulation and analysis of numerical data or observable facts to reach
informed conclusions.
STUDENT LEARNING OUTCOMES
EEO
Student Learning Outcome
At the successful completion of this course the student will be able to:
M1-7
Explain the use of data collection and statistics as tools to reach reasonable conclusions.
M1-7
Recognize, examine and interpret the basic principles of describing and presenting data.
M1-7
Compute and interpret empirical and theoretical probabilities using the rules of
probabilities and combinatorics.
M1-7
Explain the role of probability in statistics.
M1-7
Examine, analyze and compare various sampling distributions for both discrete and
continuous random variables.
M1-7
Describe and compute confidence intervals.
M1-7
Solve linear regression and correlation problems.
M1-7
Perform hypothesis testing using statistical methods.
GENERAL DESCRIPTION OF SUBJECT MATTER FOR EACH LECTURE/DISCUSSION
Topic
General Description of Subject Matter
Elementary Statistics
Explain the use of data collection and statistics as tools to reach
reasonable conclusions.
Elementary Statistics
Recognize, examine and interpret the basic principles of describing and
presenting data.
Elementary Statistics
Compute and interpret empirical and theoretical probabilities using the
rules of
probabilities and combinatorics.
Elementary Statistics
Explain the role of probability in statistics.
Elementary Statistics
Examine, analyze and compare various sampling distributions for both
discrete and
continuous random variables.
Elementary Statistics
Describe and compute confidence intervals.
Elementary Statistics
Solve linear regression and correlation problems.
Elementary Statistics
Perform hypothesis testing using statistical methods.
Last day to Withdraw
For the Fall 2013 semester, the last day to withdraw from a course with a “W”
is November 16, 2013.
Student Rights &
Responsibilities
NCTC Board policy FLB (Local) Student Rights and Responsibilities states that
each student shall be charged with notice and knowledge of the contents and
provisions of the rules and regulations concerning student conduct. These
rules and regulations are published in the Student Handbook published in
conjunction with the College Catalog. All students shall obey the law, show
respect for properly constituted authority, and observe correct standards of
conduct.
Scholastic Integrity
Scholastic dishonesty shall constitute a violation of college rules and
regulations and is punishable as prescribed by Board policies.
Scholastic dishonesty shall include, but not be limited to cheating on a test,
plagiarism, and collusion.
STUDENT SUPPORT SERVICES
Disability
Accommodations
The Office for Students with Disabilities (OSD) provides accommodations for
students who have a documented disability. A disability is anything that can
interfere with learning, such as a learning disability, psychological challenge,
physical illness or injury. Accommodations may include extra time on tests,
tests in a distraction reduced environment, volunteer note taker in class, etc.
On the Corinth Campus, go to room 170 or call 940-498-6207. On the
Gainesville Campus, go to room 110 in the Administration (100) Building or call
940-668-4209. Students on the Bowie, Graham, Flower Mound, and online
campuses should call 940-668-4209 to arrange for an intake appointment with
OSD.
North Central Texas College is on record as being committed to both the spirit
and letter of federal equal opportunity legislation, including the Americans
with Disabilities Act (ADA) of 1990, ADA Amendments Act of 2009, and Section
504 of the Rehabilitation Act of 1973 (P.L. 93-112).
Student Success Center
The Student Success Center is designed to help all students at NCTC develop
tools to achieve their academic goals. The center links students to FREE
tutoring, including a Writing Center, a Math Lab, and free online tutoring in the
evening. The program helps students acclimate to college by providing
students free interactive workshops about Time Management, Study Skills,
Test Anxiety, and much more. For more information, please visit your nearest
Student Success Center.
Financial Aid,
Scholarships, and
Veterans Services
The Financial Aid Office is responsible for administering a variety of programs
for students who need assistance in financing their education. The first step
for financial aid is to complete a FAFSA. For more information, please visit
your nearest Financial Aid Office.
Tobacco-Free Campus
NCTC restricts the use of all tobacco products including cigarettes, cigars, pipes
and smokeless tobacco on campus property. NCTC is aware that tobacco use
influences underage students which cumulates unsightly tobacco litter and
interferes with assuring clean air for all who come to NCTC. NCTC recognizes
the health hazards of tobacco use and of exposure to second hand smoke.
Information on a tobacco cessation program is available for students, faculty,
staff who wish to stop using tobacco products. We would like to "thank you"
for your help in making our campuses Tobacco-Free. For questions or concerns
please contact the Office of Vice President of Student Services at
940.668.4240.