## Web Activities

Click on the following links. Please note these will open in a new window.

**Creating a grouped frequency table from random numbers**

Go to this following website: https://www.random.org/decimal-fractions/

# Web Activities

Click on the following links. Please note these will open in a new window.

**Creating a grouped frequency table from random numbers**

Go to this following website: https://www.random.org/decimal-fractions/

The following website should create as many random decimal fractions (between 0 and 1) as you desire. For this exercise, have the students generate 40 random decimal fractions from a uniform distribution [0, 1] interval. To make the exercise easy, have them use two decimal places. Use the data to create a grouped frequency distribution and a histogram for the interval midpoints. Have students discuss what should be the score limits, real limits, and midpoint before counting the frequencies and determining the proportions.

**Creating a grouped frequency table using the satisfaction with life scale**

Go to the following website: https://www.excelatlife.com/questionnaires/swls.htm

On this website you will be able to determine your satisfaction with life. Scores on this survey range from 5 (the least satisfied with life) to 35 (the most satisfied with life). Answer the five questions from the website above and read your score on the next page. Have all the students write their score down on a sheet of paper and pass their scores forward. Use the data to create a grouped frequency distribution and a histogram for the interval midpoints. Have students discuss what should be the score limits, real limits, and midpoint before counting the frequencies and determining the proportions.

**Learn about the difference between probability and expected proportions**

Go to the following website: https://www.random.org/dice/?num=1

Have all student get into groups of two and go to this dice roller (select only one die). Before they start generating random numbers, ensure they have a column for all possible events (number 1–6 being displayed). Have one generate 60 rolls; have the other student count the number of events. In each group, from these data (1) create a Frequency Table (noting the difference between a qualitative and quantitative variable) and (2) a Histogram time (with the platforms on the *x*-axis and the proportion on the y-axis).