FourStep Practice for Significance Tests
Chapter 9  Day 9
Learning Targets

Use the fourstep process to perform a significance test about a population population.

Use the fourstep process to perform a significance test about a population mean.
Chapter 9 Study Sheet
This onepage document will allow students to put all the important formulas and conditions from Chapter 9 all into one place. Once completed, consider asking the following two questions:
"What is the same for proportions and means?"

Random condition

General formula

onesample
"What is different for proportions and means?"

notation

Large Counts vs. Normal/Large Sample condtition

z tests statistic vs. t test statistic

Specific formula

Name of the procedures

How to find Pvalue
FourStep Whiteboard Critique
This is a teaching strategy that we will use several times during the next few chapters. Here is how it works:

Assign students a 4step problem to work on in pairs.

Monitor the room to support student learning. As each pair finishes, send them to the white board to write up 1 of the steps STATE, PLAN, DO, or CONCLUDE. The first two pairs should handle the PLAN and the DO because they take the longest to write up.

Once all 4 steps are on the board, call the class back together as a group. Ask them to critique the solution on the board as if it were a quiz or test question. Make any revisions with a red marker. This is your opportunity to make clear your expectations for a 4step problem on an assessment.