Answer:
<u>1. A. All fourth graders in Michigan.</u>
<u>2. C. The students who were in the 60 third-grade classrooms that used each technique.</u>
<u>3. C. 52% of all fourth graders in Michigan cannot subtract from zero.</u>
<u>4. d. both a & b.</u>
<u>5. D. Percentage of children who passed the objective subtraction from zero.</u>
<u>6. C. Two new techniques for teaching subtraction from zero.</u>
Step-by-step explanation:
1. We can make this conclusion since an assessment test often comes <em>after</em> students undergo the required lessons (that is using taught the new techniques, so when they entered the fourth grade the assessment would be taken to determine their performance. Hence, the population of the study is the entire fourth-graders in Michigan.
2. The sample includes <u>only</u> students who made up the "60 third-grade classrooms that used each technique". In other words, they were the subject of the study.
3. <em>Remember, </em>a parameter often refers to numbers that summarize the entire data of a particular population. So we could say, that 52% of all fourth graders in Michigan that cannot subtract from zero make up the parameter.
4. A statistic is usually any resulting values gotten from a sample. Hence, both statements a and b are statistics from the sample.
5. Remember, the dependent variable is a variable that can be influenced by another variable; the independent variable. In other words, the percentage of children who passed the objective subtraction from zero could be affected by the independent variable.
6. The independent variable is the variable that could influence the dependent variable. In other words, the two new techniques for teaching subtraction from zero could influence <em>"the percentage of children who passed the objective subtraction from zero." </em>
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