- Come ready! Not only do you have to know the content, but you have to know it well enough to work quickly!
- Come right to class and immediately get to work! You can start before the bell for a little extra time, but you have to finish by the end of the period!
- Study. study. study. Did I mention you should study?
- Here's your vocab list for the chapter 5 vocab quiz:
- Some of these were on our chapter 4 vocab quiz!
- Center (from ch. 4 quiz)
- Measures of center (know which statistics are measures of center)
- Mean
- Median
- Midrange
- Spread (aka variability) (from ch. 4 quiz)
- Measures of spread (know which statistics are measures of spread)
- Range
- Interquartile Range (IQR) -- know what it is and how it's calculated
- Standard Deviation -- know what it is (definition)
- Variance -- know what this is, based on standard deviation
- Percentile
- First Quartile/Lower Quartile/Q1
- Third Quartile/Upper Quartile/Q3
- Histogram
- Boxplot
- Ogive
- Stemplot
- Appropriate summary statistics
- Know which measures of center, spread are best for a skewed distribution
- Know which measures of center, spread are best for a (roughly) symmetric distribution
- And here's an outline of (some of) the content to study for the open ended "math" part of tomorrow's test:
- Identify a given variable as categorical or quantitative
- Look over your "analyzing context" quiz or homework from chapter 2
- Find probabilities from a 2 way table
- Look at last night's Titanic homework (answers below), or the driver age/ticket context from day 3 of our summer academy
- Determine if two variables are independent (not related) or not independent (related) based on probabilities
- Back to that Titanic homework and/or the day 3 summer academy notes
- Identify the explanatory (IV) and response (DV) variables for a given context
- Look at your summer assignment--the first page with the ice cream sales context, or there's a multiple choice about this later in the packet
- Read/analyze a histogram--determine sample size, estimate median, estimate range
- Look at the very first warmup from day 1 of our summer academy about college debt
- You also have a stamp half sheet about the lengths of Greek tragedies with these types of questions
- OR there's more of this on the back of your Chips Ahoy quiz!
- Determine if a given study is an experiment, observational study, or sample survey
- Check out your chapter 2 notes--you have notes describing each of these methods of data collection, and how to recognize each
- This is also the last question on our "analyzing context" quiz from chapter 2
- Describe a distribution given a boxplot and/or histogram
- You have lots of examples of this! Look at the "Old Faithful eruptions" or "Customer Service wait times" examples, or we did plenty of these in our textbook and you were given a typed up key
- Look at the AP free response about tip amounts, part a
- Look at your notes from Friday where we described a distribution given a boxplot (ESPN employee lunch costs). DEFINITELY look over this...
- Given boxplots be able to compare summary stats
- This is NOT like the write-up we had today (we'll finish that Wednesday)
- Instead, look at your homework about sleep times--given some boxplots be able to identify the highest/lowest median, widest/most narrow IQR or range, highest/lowest Q1/Q3/max/min, etc.
- Determine if a data set has outliers given the 5 # summary
- Fences! Use your notes from day 2 of the summer academy, or you have more of this in chapter 4
- This is also the first 2 questions on the AP/SAT classwork we had when I was absent
- Know how to draw a boxplot by hand
- Day 2 summer academy notes again!
- I think we also have an example with the movie ticket sales context in our chapter 4 notes where you are given a table with values below Q1, Q1, Median, Q3, and values above Q3
- Determine shape from a 5 # summary and/or boxplot
- See Friday's notes and today's stamp problem
- Know how mean and median relate (which is higher/lower) for a given shape of a distribution
- Look at your chapter 5 notes for more on this
- Know how changing a data value may affect various summary statistics
- Look at the free response question about tip amounts, part b, where we changed a tip amount from 8 to 18--this question asked how such a change would affect the mean and median, but also consider how it would affect range, IQR, standard deviation, and midrange
- Or look at the multiple choice that's on the homework we had with the 2012 free response about household sizes
- Find an overall mean when combining samples
- Day 3 of our summer academy notes, first example
- Or look at the first multiple choice on the stamp you got passed back today that had 3 questions on it
Answer Key to Last Night's Homework;
- Comparing Boxplots:
- 1.) Seneca has the most variability in its grape prices because it has the largest/widest range and also has the largest/widest IQR (tied with Cayuga for largest IQR).
- 2.) Keuka generally has the most grapes because it has the highest median, highest Q1, and highest Q3. .
- Approximately 75% of the grapes from Keuka were more expensive than at least 75% of the grapes from Cayuga and Seneca.
- All but one of the grape prices at Keuka were higher than at least 75% of the grape prices at Cayuga and Seneca.
- Titanic
- a.) 203/711 = 0.286
- b.) 203/325 = 0.625
- c.) 203/2201 = 0.0922
- d.) 325 + 711 - 203 = 833; 833/2201 = 0.3785
- e.) 711/2201 = 0.323
- f.) 203/325 = 0.625
- g.) **Should have said 'based on e,f above**
- Based on e and f, survival and class on the Titanic are NOT independent because first class passengers had a higher (almost double) chance to survive than a randomly selected passenger.
- OR...
- Survival and class on the Titanic are related because first class passengers have a higher chance of survival than the chances of survival overall.
- Note: DO NOT comment on the chances of survival for a first class passenger to the chances of survival for the other classes--we did not calculate the chance of survival for the other classes (in e,f), and the question clearly states that we should use our answers to e,f to make our decision.
Today's Comparing Boxplots Notes/Example -- Use this to help with the HW due Weds!
- I tried to write these bullets so that you can use the same structure for your homework--but for your homework you'll need to change everything that's underlined to the context about graduation rates and to the correct comparative language!
- First bullet = shape, outliers
- Next bullet = comparing center, interpreting what this means in context
- Third bullet = comparing spread, interpreting what this means in context
- Last bullet = comparing overall context with a % statement
- Our stamp problem on Wednesday will focus on this type of "% statement," and we'll come up with some options for this example for that warmup
- The distribution of puzzle completion times (time it took to complete a series of brain teasers) is skewed right with one outlier for females and roughly symmetric with no outliers for males.
- The females had a lower median puzzle completion time than the males -- this suggests that females generally completed the puzzles faster than the males.
- Males had a wider/larger IQR than the females -- this suggests that puzzle completion times varied more in the middle 50% for males.
- Overall, females completed the puzzles faster. Roughly _____% of females completed the puzzles faster than (at least ___% of males)
HW Due Weds:
- Answer the question! Compare the distributions! Give a real, thoughtful effort--write your answer as you would/should on the AP exam! Use the example above and your notes from Monday!
- Check out the rubric/grading breakdown on the back to score yourself!
- Do this tonight to help you study!
No comments:
Post a Comment