## Thoughts on Teaching Week 6 tutorial

**Return to index of tutor information.**

### Thoughts on Sect. 6.3

Encourage drawing diagrams! A common error: plugging numbers into calculators wrongly, and effectively computing \(z = x - (\mu/\sigma)\) rather than \(z = (x - \mu)/\sigma\).

Notice that students cannot be very accurate using the \(68\)--\(95\)--\(99.7\) rule, which is one of the points to be made: only a guess can be made, but using \(z\)-scores leads to more accurate answers.**You could have a discussion about rounding.**Is it sensible to quote to the nearest millimetre, or tenth of a millimetre?

### Thoughts on Sect. 6.6

Since samples are easy to generate, you can have each group/person in class generate a few simulations.
On the whiteboard, you can tally these, and produce a histogram.
Obviously, the more sets of \(10\) you can generate, the better... and the webpage is fast... but don't take *too* long doing so.

*sampling variation*: not every set of \(10\) tosses produces the same value. The main purpose is to demonstrate what we mean by a sampling distribution: the distribution that shows how a sample statistic varies from sample to sample. After drawing the histogram from your classes data, you may wish to point out where certain groups' \(\hat{p}\) values are located.