Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

 A B C

Notes for Session 9, Part A

 Note 2 Working with a spatial representation of a population offers several advantages for the introduction of sampling ideas. You can picture the population, and, more importantly, you can view samples in relation to the population. You are asked to think about how you might use the information in a sample to estimate the total number of penguins in the entire region. Some textbook presentations of sampling and estimation skip this question; the text gives the definition of the estimator and proceeds from there. It is important to understand that the estimator is a human invention, and that you can choose your own method for estimating a total number based on a sample.

 Note 3 Some people will come up with a workable idea for estimating the total number of penguins immediately, while others may need some direction. It helps to start with a sample of one sub-region, as directed in this part. Some people will suggest multiplying the number of dots in the one sub-region by 100. Next, a sample of two and then three sub-regions can evolve into the idea of averaging the number of dots in the sub-regions before multiplying by 100.