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According to a recent reporting on a standardized test, the average math score for students in a particular state was 554. Assume the scores are Normally distributed with a standard deviation of 102. Answer parts (a) through (c) below including an appropriately labeled and shaded Normal curve for each part. a. What percentage of the math test takers from this state scored 600 or more? O A. O C. Density Density 600 248 554 248 600 860 ... 554 860 B. O D. Density Density 248 248 600 554 600 860 554 860

According to a recent reporting on a standardized test, the average math score for students in a particular state was 554. Assume the scores are Normally distributed with a standard deviation of 102. Answer parts (a) through (c) below including an appropriately labeled and shaded Normal curve for each part. a. What percentage of the math test takers from this state scored 600 or more? O A. O C. Density Density 600 248 554 248 600 860 ... 554 860 B. O D. Density Density 248 248 600 554 600 860 554 860

MATLAB: An Introduction with Applications
MATLAB: An Introduction with Applications
6th Edition
ISBN:9781119256830
Author:Amos Gilat
Publisher:Amos Gilat
Chapter1: Starting With Matlab
Section: Chapter Questions
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**Educational Website Text** **Title: Understanding Normal Distributions in Standardized Testing** **Introduction:** According to a recent report on a standardized test, the average math score for students in a particular state was 554. Assuming the scores are normally distributed with a standard deviation of 102, we will explore how to calculate the percentage of students who scored a certain value or more. **Question:** a. What percentage of the math test takers from this state scored 600 or more? **Understanding the Graphs:** Each option (A, B, C, D) displays a normal distribution curve with specific characteristics: - The x-axis represents the math scores ranging from 248 to 860. - The y-axis represents the density of students scoring at each level. - The mean score (554) is marked, and the area under the curve is shaded differently in each graph. - The score 600 is marked on each curve to help determine the percentage of students who scored 600 or more. **Options:** - **Option A:** Shows a normal distribution with the area to the right of 600 shaded, representing students who scored 600 or more. - **Option B:** Displays a similar graph but with a larger shaded area starting before 600. - **Option C:** Illustrates the distribution with the shaded area misaligned, not accurately representing students scoring 600 or more. - **Option D:** Also shows a misaligned shaded area. **Conclusion:** This exercise aids in understanding how to interpret normal distribution graphs in the context of standardized tests and calculate relevant percentages. Identifying the correct shaded area on these graphs is crucial for determining the desired percentage of test takers meeting or exceeding a certain score.
Transcribed Image Text:**Educational Website Text** **Title: Understanding Normal Distributions in Standardized Testing** **Introduction:** According to a recent report on a standardized test, the average math score for students in a particular state was 554. Assuming the scores are normally distributed with a standard deviation of 102, we will explore how to calculate the percentage of students who scored a certain value or more. **Question:** a. What percentage of the math test takers from this state scored 600 or more? **Understanding the Graphs:** Each option (A, B, C, D) displays a normal distribution curve with specific characteristics: - The x-axis represents the math scores ranging from 248 to 860. - The y-axis represents the density of students scoring at each level. - The mean score (554) is marked, and the area under the curve is shaded differently in each graph. - The score 600 is marked on each curve to help determine the percentage of students who scored 600 or more. **Options:** - **Option A:** Shows a normal distribution with the area to the right of 600 shaded, representing students who scored 600 or more. - **Option B:** Displays a similar graph but with a larger shaded area starting before 600. - **Option C:** Illustrates the distribution with the shaded area misaligned, not accurately representing students scoring 600 or more. - **Option D:** Also shows a misaligned shaded area. **Conclusion:** This exercise aids in understanding how to interpret normal distribution graphs in the context of standardized tests and calculate relevant percentages. Identifying the correct shaded area on these graphs is crucial for determining the desired percentage of test takers meeting or exceeding a certain score.
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