Please help **Title: Exploring the Relationship Between Age and Mathematical Skills****Instructions for an Educational Activity:**1. **Task Description:** - Draw a scatterplot of AGE and MATHEMATICAL SKILLS for the total group of participants (N=20).2. **Analysis:** - Describe the scatterplot in terms of the DIRECTION and STRENGTH of the relationship between AGE and MATHEMATICAL SKILLS.3. **Research Conclusion Evaluation:** - Based on the correlation observed in the scatterplot, the research arrived at the following conclusion: - *"The results of the study validate previous research, which has shown that Mathematical Skills increase with AGE. Therefore, a more rigorous Mathematics Curriculum is not necessary for higher grade levels because AGE will cause Mathematical skills to go up anyway."* - Evaluate the validity of this conclusion. Is this conclusion valid? Explain your reasoning.**Graph/Diagram Explanation:**There is no graph or diagram provided. The task involves creating and analyzing a scatterplot based on the given data points (N=20) to explore the relationship between age and mathematical skills. The description and evaluation are based on hypothetical visual data analysis. **About AGE and MATHEMATICAL SKILLS****Note:** You do not need to calculate totals of the raw data below if you choose to take advantage of the totals already calculated and provided for your use. Be sure to show work in all other calculations.SEX [1=male, 2=female] AGE = X MATHEMATICAL SKILLS = Y | Case ID# | SEX | AGE (X) | MATHEMATICAL SKILLS (Y) | XY | X² | Y² ||----------|-----|---------|-------------------------|-----|-----|-------|| #1 | 1 | 9 | 32 | 288 | 81 | 1,024 || #2 | 1 | 9 | 40 | 360 | 81 | 1,600 || #3 | 1 | 7 | 38 | 266 | 49 | 1,444 || #4 | 1 | 10 | 20 | 200 | 100 | 400 || #5 | 1 | 11 | 29 | 319 | 121 | 841 || #6 | 1 | 13 | 40 | 520 | 169 | 1,600 || #7 | 1 | 10 | 38 | 380 | 100 | 1,444 || #8 | 1 | 12 | 45 | 540 | 144 | 2,025 || #9 | 1 | 7 | 26 | 182 | 49 | 676 || #10 | 1 | 11 | 27 | 297 | 121 | 729 || #11 | 2 | 13 | 46 | 598 | 169 | 2,116 || #12 | 2 | 14 | 40 | 560 | 196 | 1,600 || #13 | 2 | 15 | 44 | 660 | 225 | 1,936 ||

Introduction: The age is the independent variable, and the mathematical skill is the dependent variable.Calculation: We have plotted the graph using Excel. First, we have entered the data as follows: Select the two columns of the data, including the labels entered in the first row. Go to Insert > Insert (X, Y) or Bubble Chart, and select Scatter. Go to Design > Quick Layout, and select a layout you want, preferably with a chart title, as well as titles for both horizontal and vertical axes, to make the graph as self-explanatory as possible. We have obtained the following graph: The scatterplot shows that, as the age increases, so does the mathematical skills. Thus, the direction of the relationship is positive. The points are scattered about a straight line, in a linear manner, but not very tightly clustered together. The relationship is strong enough that a linear relationship can be assumed, but not so strong that a perfect line is obtained from the graph. Thus, the relationship is moderately strong. Consider that there are n pairs of observations of variables the x and y. The formula for the correlation coefficient, r is: Here, the sample size is n = 20 pairs of observations. From the row “Total” in the table given in the question and by verifying the addition of the columns necessary for the calculation, the following information are available: The calculation for r is shown below: Thus, the value of the correlation coefficient, r is 0.64. Clearly, the correlation is positive, and lies between 0.5 and 1, being closer to 0.5 indicates a moderate positive linear relationship. Correlation does not imply causation. As the correlation is positive, we can only conclude that there appears to be a positive linear relationship between age and mathematical skills, based on the analysis done till now. The conclusion given here is not valid, due to several reasons. First, only a correlation analysis has been done, and using this, it is not possible to determine causation. Next, the children considered here presumably involves school students. As per convention, an older student is also in a higher grade level than a younger student. This means that the older students already have learned more and acquired more mathematical skills than the younger students. The older students have not just aged, but also received more mathematical education. From this data, it is impossible to determine how much of the greater mathematical skills is due to age, and how much is due to more mathematical education. Thus, it is not logical to say that a more rigorous mathematical curriculum is unnecessary and age will help develop mathematical skills. Thus, the conclusion is not valid.