STATISTICS
FO R BUSINESS A N D ECONOMICS 13 TH ED I TI O N
McClave
Benson
Sincich
, Get the Most Out of
for Business
MyStatLab ®
Statistics
MyStatLab, Pearson's online homework, tutorial, and assessment program,
creates personalized experiences for students and provides powerful tools
for instructors. With a wealth of tested and proven resources, each course
can be tailored to fit your specific needs. Talk to your Pearson representative
about ways to integrate MyStatLab into your course for the best results.
Learning in any Environment
• Because classroom formats and student needs continually change and evolve,
MyStatLab has built-in flexibility to accommodate various course designs and
formats.
• With a new, streamlined, mobile-
friendly design, students and instruc-
tors can access courses from most
mobile devices to work on exercises
and review completed assignments.
Career Readiness
Preparing students for careers is
a priority. Now with the Open in
Excel functionality in homework
problems, students can open
data sets directly in Excel and gain
experience with the tools they will
use in their careers.
Visit www.mystatlab.com and click Get Trained to make sure
you're getting the most out of MyStatLab
A00_MCCL7017_13_AIE_FEP.indd 2 11/7/16 5:02
, StatCrunch
Integrated directly into MyStatLab, StatCrunch is powerful, web-based
statistical software that allows students to quickly and easily analyze data
sets from their text and exercises.
In addition, MyStatLab
includes access to
www.StatCrunch.com,
the full web-based program
where users can access
tens of thousands of shared
data sets, create and conduct
online surveys, interact with
applets and simulations, and
perform complex analyses
using the powerful statistical software.
Bring Statistics to Life
Use the StatCrunch Twitter
app to analyze trending
topics in real time. Easily
load tweets using screen
names or keywords to
construct an interactive
word wall.
Visit www.mystatlab.com and click Get Trained to make sure
you're getting the most out of MyStatLab.
A00_MCCL7017_13_AIE_FEP.indd 3 11/7/16 5:02
, APPLET CORRELATION
Applet Concept Illustrated Description Applet Activity
Random numbers Uses a random number generator to deter- Generates random numbers from a range of 1.1, 25; 1.2, 25; 3.6, 180; 4.1,
mine the experimental units to be included integers specified by the user. 200; 4.2, 200; 4.8, 247
in a sample.
Sample from a Assesses how well a sample represents the Produces random sample from population 4.4, 214; 4.6, 238; 4.7, 252
population population and the role that sample size from specified sample size and population
plays in the process. distribution shape. Reports mean, median,
and standard deviation; applet creates plot
of sample.
Sampling Compares means and standard deviations Simulates repeatedly choosing samples of a 5.1, 290; 5.2, 290
distributions of distributions; assesses effect of sample fixed size n from a population with specified
size; illustrates undbiasedness. sample size, number of samples, and shape of
population distribution. Applet reports means,
medians, and standard deviations; creates
plots for both.
Long-run probability demonstrations illustrate the concept that theoretical probabilities are long-run experimental probabilities.
Simulating Investigates relationship between theoreti- Reports and creates frequency histogram for 3.1, 144; 3.3, 156; 3.4, 157;
probability cal and experimental probabilities of rolling each outcome of each simulated roll of a fair 3.5, 170
of rolling a 6 6 as number of die rolls increases. die. Students specify number of rolls; applet
calculates and plots proportion of 6s.
Simulating Investigates relationship between theoreti- Reports outcome of each simulated roll of 3.3, 156; 3.4, 157
probability of cal and experimental probabilities of rolling a fair die; creates frequency histogram for
rolling a 3 or 4 3 or 4 as number of die rolls increases. outcomes. Students specify number of rolls;
applet calculates and plots proportion of 3s
and 4s.
Simulating the Investigates relationship between theoreti- Reports outcome of each fair coin flip and 3.2, 144; 4.2, 200
probability of cal and experimental probabilities of getting creates a bar graph for outcomes. Students
heads: fair coin heads as number of fair coin flips increases. specify number of flips; applet calculates and
plots proportion of heads.
Simulating Investigates relationship between theo- Reports outcome of each flip for a coin where 4.3, 214
probability of retical and experimental probabilities of heads is less likely to occur than tails and
heads: unfair coin getting heads as number of unfair coin flips creates a bar graph for outcomes. Students
1P1H2 = .22 increases. specify number of flips; applet calculates and
plots the proportion of heads.
Simulating Investigates relationship between theo- Reports outcome of each flip for a coin where 4.3, 214
probability of retical and experimental probabilities of heads is more likely to occur than tails and
heads: unfair coin getting heads as number of unfair coin flips creates a bar graph for outcomes. Students
1P1H2 = .82 increases. specify number of flips; applet calculates and
plots the proportion of heads.
Simulating the Theoretical probabilities are long run Simulates stock market fluctuation. Students 4.5, 215
stock market experimental probabilities. specify number of days; applet reports
whether stock market goes up or down daily
and creates a bar graph for outcomes. Calcu-
lates and plots proportion of simulated days
stock market goes up.
Mean versus median Investigates how skewedness and outliers Students visualize relationship between mean 2.1, 70; 2.2, 70; 2.3, 70
affect measures of central tendency. and median by adding and deleting data
points; applet automatically updates mean
and median.
(Continued)
A01_MCCL7017_13_AIE_FM_i-xxiv.indd 1 10/26/16 4:11
FO R BUSINESS A N D ECONOMICS 13 TH ED I TI O N
McClave
Benson
Sincich
, Get the Most Out of
for Business
MyStatLab ®
Statistics
MyStatLab, Pearson's online homework, tutorial, and assessment program,
creates personalized experiences for students and provides powerful tools
for instructors. With a wealth of tested and proven resources, each course
can be tailored to fit your specific needs. Talk to your Pearson representative
about ways to integrate MyStatLab into your course for the best results.
Learning in any Environment
• Because classroom formats and student needs continually change and evolve,
MyStatLab has built-in flexibility to accommodate various course designs and
formats.
• With a new, streamlined, mobile-
friendly design, students and instruc-
tors can access courses from most
mobile devices to work on exercises
and review completed assignments.
Career Readiness
Preparing students for careers is
a priority. Now with the Open in
Excel functionality in homework
problems, students can open
data sets directly in Excel and gain
experience with the tools they will
use in their careers.
Visit www.mystatlab.com and click Get Trained to make sure
you're getting the most out of MyStatLab
A00_MCCL7017_13_AIE_FEP.indd 2 11/7/16 5:02
, StatCrunch
Integrated directly into MyStatLab, StatCrunch is powerful, web-based
statistical software that allows students to quickly and easily analyze data
sets from their text and exercises.
In addition, MyStatLab
includes access to
www.StatCrunch.com,
the full web-based program
where users can access
tens of thousands of shared
data sets, create and conduct
online surveys, interact with
applets and simulations, and
perform complex analyses
using the powerful statistical software.
Bring Statistics to Life
Use the StatCrunch Twitter
app to analyze trending
topics in real time. Easily
load tweets using screen
names or keywords to
construct an interactive
word wall.
Visit www.mystatlab.com and click Get Trained to make sure
you're getting the most out of MyStatLab.
A00_MCCL7017_13_AIE_FEP.indd 3 11/7/16 5:02
, APPLET CORRELATION
Applet Concept Illustrated Description Applet Activity
Random numbers Uses a random number generator to deter- Generates random numbers from a range of 1.1, 25; 1.2, 25; 3.6, 180; 4.1,
mine the experimental units to be included integers specified by the user. 200; 4.2, 200; 4.8, 247
in a sample.
Sample from a Assesses how well a sample represents the Produces random sample from population 4.4, 214; 4.6, 238; 4.7, 252
population population and the role that sample size from specified sample size and population
plays in the process. distribution shape. Reports mean, median,
and standard deviation; applet creates plot
of sample.
Sampling Compares means and standard deviations Simulates repeatedly choosing samples of a 5.1, 290; 5.2, 290
distributions of distributions; assesses effect of sample fixed size n from a population with specified
size; illustrates undbiasedness. sample size, number of samples, and shape of
population distribution. Applet reports means,
medians, and standard deviations; creates
plots for both.
Long-run probability demonstrations illustrate the concept that theoretical probabilities are long-run experimental probabilities.
Simulating Investigates relationship between theoreti- Reports and creates frequency histogram for 3.1, 144; 3.3, 156; 3.4, 157;
probability cal and experimental probabilities of rolling each outcome of each simulated roll of a fair 3.5, 170
of rolling a 6 6 as number of die rolls increases. die. Students specify number of rolls; applet
calculates and plots proportion of 6s.
Simulating Investigates relationship between theoreti- Reports outcome of each simulated roll of 3.3, 156; 3.4, 157
probability of cal and experimental probabilities of rolling a fair die; creates frequency histogram for
rolling a 3 or 4 3 or 4 as number of die rolls increases. outcomes. Students specify number of rolls;
applet calculates and plots proportion of 3s
and 4s.
Simulating the Investigates relationship between theoreti- Reports outcome of each fair coin flip and 3.2, 144; 4.2, 200
probability of cal and experimental probabilities of getting creates a bar graph for outcomes. Students
heads: fair coin heads as number of fair coin flips increases. specify number of flips; applet calculates and
plots proportion of heads.
Simulating Investigates relationship between theo- Reports outcome of each flip for a coin where 4.3, 214
probability of retical and experimental probabilities of heads is less likely to occur than tails and
heads: unfair coin getting heads as number of unfair coin flips creates a bar graph for outcomes. Students
1P1H2 = .22 increases. specify number of flips; applet calculates and
plots the proportion of heads.
Simulating Investigates relationship between theo- Reports outcome of each flip for a coin where 4.3, 214
probability of retical and experimental probabilities of heads is more likely to occur than tails and
heads: unfair coin getting heads as number of unfair coin flips creates a bar graph for outcomes. Students
1P1H2 = .82 increases. specify number of flips; applet calculates and
plots the proportion of heads.
Simulating the Theoretical probabilities are long run Simulates stock market fluctuation. Students 4.5, 215
stock market experimental probabilities. specify number of days; applet reports
whether stock market goes up or down daily
and creates a bar graph for outcomes. Calcu-
lates and plots proportion of simulated days
stock market goes up.
Mean versus median Investigates how skewedness and outliers Students visualize relationship between mean 2.1, 70; 2.2, 70; 2.3, 70
affect measures of central tendency. and median by adding and deleting data
points; applet automatically updates mean
and median.
(Continued)
A01_MCCL7017_13_AIE_FM_i-xxiv.indd 1 10/26/16 4:11
