This page computes a variety of descriptive statistics and creates a stem and leaf plot. Enter data in the text area, specify a delimiter (Space, Return, Tab, New line), and click "Compute". The page returns sample size, mean, median, trimmed mean, trimean, minimum, maximum, range, first quartile, third quartile, semi-interquartile range, standard deviation, variance, standard error of the mean, skew, and kurtosis. Key Word: Calculator; Summary Statistics.
A song for use in helping students contrast inferential and descriptive statistics with respect to their different goals and typical tools/outputs. Lyrics and music © 2017 by Greg Crowther.This song is part of an NSF-funded library of interactive songs that involved students creating responses to prompts that are then included in the lyrics (see www.causeweb.org/smiles for the interactive version of the song, a short reading covering the topic, and an assessment item).
A song for use in helping students identify factors to consider when deciding how outliers should be treated, as well as factors for deciding if a study is worthwhile. Lyrics and music © 2016 by Greg Crowther.This song is part of an NSF-funded library of interactive songs that involved students creating responses to prompts that are then included in the lyrics (see www.causeweb.org/smiles for the interactive version of the song, a short reading covering the topic, and an assessment item).
A song for use in helping students identify factors that allow a sample of data to be representative of the population and distinguish between random and convenience samples. Lyrics © 2016 by Amy Adler, may be sung to the tune of “Miss Susie had a steamboat.”This song is part of an NSF-funded library of interactive songs that involved students creating responses to prompts that are then included in the lyrics (see www.causeweb.org/smiles for the interactive version of the song, a short reading covering the topic, and an assessment item).
A song for use in helping students identify examples of biased (like the range) and unbiased (like the mean) estimators. Lyrics © 2015 by Larry Lesser, music by Dominic Dousa. This song is part of an NSF-funded library of interactive songs that involved students creating responses to prompts that are then included in the lyrics (see www.causeweb.org/smiles for the interactive version of the song, a short reading covering the topic, and an assessment item).
A song for use in helping students apply margin of error in the context of a poll question, including that variability decreases with the square root of the sample size. Lyrics & Music © 2015 Lawrence M. Lesser. This song is part of an NSF-funded library of interactive songs that involved students creating responses to prompts that are then included in the lyrics (see www.causeweb.org/smiles for the interactive version of the song, a short reading covering the topic, and an assessment item).
A song for use in helping students interpret the basics of regression including checking assumptions interpretation of slope, r, and r2. Lyric © 2015 Lawrence M. Lesser; Music by Dominic Dousa. This song is part of an NSF-funded library of interactive songs that involved students creating responses to prompts that are then included in the lyrics (see www.causeweb.org/smiles for the interactive version of the song, a short reading covering the topic, and an assessment item).
A rap about the basic rules of probability. The music and lyrics were written by Lawrence Mark Lesser of University of Texas at El Paso and won an honorable mention in the 2015 A-mu-sing contest. This song is part of an NSF-funded library of interactive songs that involved students creating responses to prompts that are then included in the lyrics (see www.causeweb.org/smiles for the interactive version of the song, a short reading covering the topic, and an assessment item).
A song for use in helping students to reason about mean and median and the effect of an outlier. Lyrics & Music © 2016 Amy Adler. This song is part of an NSF-funded library of interactive songs that involved students creating responses to prompts that are then included in the lyrics (see www.causeweb.org/smiles for the interactive version of the song, a short reading covering the topic, and an assessment item).
A song for use in helping students to apply Bayes Theorem and examine marginal and conditional proportions in a table to see how, for rare conditions, most positive test results may be false positives. Lyrics and music by Tom Toce copyright 2015. This song is part of an NSF-funded library of interactive songs that involved students creating responses to prompts that are then included in the lyrics (see www.causeweb.org/smiles for the interactive version of the song, a short reading covering the topic, and an assessment item).