# Chi-Square Tests TEACHER NOTES MATH NSPIRED. Math Objectives. Vocabulary. About the Lesson

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1 Math Objectives Students will recognize that chi-squared tests are for counts of categorical data. Students will identify the appropriate chi-squared test to use for a given situation: 2 Goodness of Fit Test, 2 Test of Independence, or 2 Test of Homogeneity. Students will learn how to calculate the degrees of freedom for each type of chi-squared test. Students will interpret the results of a chi-square test. Students will reason abstractly and quantitatively (CCSS Mathematical Practices). Vocabulary alpha categorical data chi-squared ( distribution degrees of freedom expected counts goodness-of-fit test observed counts p-value test of homogeneity test of independence About the Lesson This lesson involves investigating chi-squared tests and distributions. As a result, students will: Compare different scenarios and determine which chi-square test is appropriate. Write the appropriate null and alternative hypotheses for the given scenario. Determine the degrees of freedom for the chi-square test. Look at chi-square test results and make the correct decision to reject or fail to reject the null hypothesis and write their conclusions in context. TI-Nspire Technology Skills: Download a TI-Nspire document Open a document Move between pages Tech Tips: Make sure the font size on your TI-Nspire handhelds is set to Medium. Lesson Files: Student Activity chi_square_student.pdf chi_square_student.doc chi_square_create.doc TI-Nspire document chi_square.tns Visit for lesson updates and tech tip videos Texas Instruments Incorporated 1 education.ti.com

2 TI-Nspire Navigator System Use Screen Capture to monitor student progress in creating the.tns file. Use Quick Poll to check for student understanding. Prerequisite Knowledge Students should be familiar with hypothesis testing: writing null and alternative hypotheses, finding a test statistic and p-value, and making a decision based on the results. Related Activities Statistics Nspired activity: Contingency Tables and Chi-square Discussion Points and Possible Answers Teacher Tip: Students can create the tns file following the steps in the Chi Square Create document, or they can use the premade file Chi_ Square.tns. Three different chi-squared tests will be discussed in this activity: 2 Goodness-of-Fit (1): Compares sample counts (sometimes given as proportions) to expected counts based on a given population distribution. 2 Two-way tables (2 & 3): There are two chi-squared tests using two-way tables independence and homogeneity. The two tests differ in their hypotheses and conclusions but are mechanically identical. Determining which to use depends on how the data were collected. Test of Independence: Compares two categorical variables in a single population to determine whether there is a significant association between the two variables. Test of homogeneity: Compares categorical variables from two or more different populations to determine whether proportions are the same across different populations. 1. a. Suppose that in a typical week the number of absences from a large high school was 805. About how many would you expect per day? Explain your reasoning. Sample Answer: Some students might suggest that about the same number might be absent each day, so 805 divided by 5; others might think more students would be absent on Monday and Friday than on other days of the week Texas Instruments Incorporated 2 education.ti.com

3 b. The school wants to see whether student absences are the same on different days of a randomly selected week of school. What type of hypothesis test should be used? Explain your answer. Sample Answer: This is a chi-square goodness of fit test because the data are categorical counts of absences on each day of the school week. We want to see if the sample absences fit a population pattern is the number of students absent about the same each day? c. Write the null and alternative hypotheses for this test. Sample Answer: H o : the proportions of absences are the same for each day of the week (p monday =p tuesday =p wednesday =p thrusday =p friday = 0.2) H a : at least one proportion is different Move to page The left side of Page 1.2 shows the average number of observed absences per day of the week in Column A. Column B is the expected number of absences if the null hypothesis were true. a. How do the observed number of absences compare to your conjecture in question 1a? Sample Answer: I was right; most of the absences seem to be on Friday, and then Monday. The fewest absences were on Wednesday Texas Instruments Incorporated 3 education.ti.com

4 b. How were the expected number of absences calculated, and what do they represent? Fill in the table with the values you found. Sample Answers: The expected counts were found by taking the total of the observed absences (805) and dividing that by the typical number of days in the school week (5). The resulting answer (161) represents the number of absences that would be expected each day if the absences were the same for every day. Day of week Observed absences Expected absences Monday Tuesday Wednesday Thursday Friday Total: c. What are the conditions for this test? Are the conditions met? Sample Answers: The conditions for a Goodness-of-Fit Test are that the sampling was random, less than 20% of the expected values are less than 5, and all of the expected values are greater than 1. Yes, the conditions are met. d. The chi-square statistic is dependent on the degrees of freedom. The number of degrees of freedom for a 2 Goodness of Fit test is found using the number of categories minus one. What degrees of freedom should be used in this situation? Sample Answer: There are five categories each day of the school week. So, 5 1 = 4 degrees of freedom. 3. The chi-square test statistic and the associated p-value appear on the right side of the page with the graph of the chi-square distribution. Tech Tip: The test statistic and p-value are also available on the left side of the screen if the students scroll over to columns C and D. Tech Tip: If students chose to display the graph on the same page with the data and Chi-square test results, they can later separate the page into two distinct pages using Doc > Page Layout > Ungroup Texas Instruments Incorporated 4 education.ti.com

6 b. What type of hypothesis test should the advertiser use to analyze the results? Explain your reasoning. Sample Answer: This example compares categorical variables from male/female populations to determine whether proportions of TV format preferences are the same across the two genders, so it uses a Chi-squared Test of Homogeneity. c. Write the null and alternative hypotheses for this test. Sample Answer: H o : the three television formats have the same proportions of male and female viewers (p males =p females for each format); H a : the proportions are not the same. 5. a. The table below shows the survey results. Scroll down on Page 3.1 to find the expected counts calculated by the TI- Nspire. Fill the values and the totals into the table below. Sample Answers: Females Program Males from Males Females from Format survey expected expected survey Crime Reality Comedy Totals Totals b. How do you think the expected count for Males Crime was calculated? Why does this make sense? Sample Answer: 100 x (78/220) = to get the answer on the handheld. If the null hypothesis is true, the expected count for males would have to give the same proportion for males as the total proportion for crime, which is 78/220 and there are 100 males so it would be 78/220 times the Texas Instruments Incorporated 6 education.ti.com

8 c. Write your conclusion in the context of the problem. Sample Answer: There is strong evidence at the 0.05 level that males and females had different television viewing preferences. Extension You might want to have students explore the following two examples: A Goodness-of-Fit test in which the expected counts are not all the same to ensure they understand that the GOF test can be used in such situations. A Chi-Square test of independence, which would reinforce with students that both tests for twoway tables (Independence and Homogeneity) are conducted the same but the hypotheses and conclusions are different. Wrap Up Upon completion of the lesson, the teacher should ensure that students are able to understand: recognize that chi-squared tests are for counts or categorical data. identify the appropriate chi-squared test to use for a given situation: 2 Goodness of Fit Test, Test of Independence, and 2 Test of Homogeneity. can calculate the degrees of freedom for each type of chi-squared test. make a decision to reject or fail to reject the null hypothesis based on the p-value and write the conclusion in context. Assessment The following questions can be used as part of the lesson as a self-check for students or can be used as an assessment to determine how well students understand the concepts. 1. Choose the appropriate chi-squared test for each situation and explain your choice: a. A school wants to compare how its students did on the AP Statistics exam this year compared to the national scores. Answer: 2 Goodness of Fit the school s results are being compared to the total population (national scores) b. A restaurant samples customers to determine if there is a relationship between customer age and satisfaction with the restaurant s service. Answer: 2 Test of Independence one group of customers is surveyed and asked both their age and satisfaction with the restaurant s service Texas Instruments Incorporated 8 education.ti.com

9 c. A consumer safety organization wants to see if there is a difference in seat belt use in Los Angeles, California; Miami, Florida; and Dallas, Texas. Answer: 2 Test of Homogeneity three samples are chosen, one from each city, and the sample proportions are compared. d. A survey asked men and women how confident they were, on a scale from 1 to 5, that they could change a flat tire. Answer: 2 Test of Homogeneity because two samples are chosen, one of men and one of women, and the sample proportions in each category of the confidence scale are compared. e. The proportion of each color of M&M s in a bag are compared to the color distribution that the manufacturer claims to make. Answer: 2 Goodness of Fit the color distribution of M&M s in the bag is compared to the manufacturer s claim. 2. Decide whether the following statements are always, sometimes or never true. Explain your reasoning in each case. a. The 2 curve is right-tailed. Sample Answer: Always true the (observed expected) values are squared to get the 2 test statistic so it is always positive. b. A p-value is the probability of making a correct decision. Sample Answer: Never true a p-value is the probability of getting a test statistic as extreme as the one we got if the null hypothesis is true. c. The number of degrees of freedom is n 1 for 2 tests, where n is the sample size. Sample Answer: Never true the number of degrees of freedom is (# categories 1) for the 2 Goodness-of fit test and (# rows 1)(# columns 1) for 2 two-way tables. TI-Nspire Navigator Note 1 Name of Feature: Live Presenter Live Presenter might be used to have a student demonstrate how to build the.tns file Texas Instruments Incorporated 9 education.ti.com

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