Weekend HW = Take Home Quiz!!!!

This weekend, please complete the chapter 5 take home quiz! If you were out or you lost yours, you can find it uploaded under the "Classroom Powerpoints and Assignments" link on the right! (Choose the "Powerpoints and Assignments" link, then "Unit 1 Resources")

Be sure to have this on Monday! A zero would have a major negative impact on your grade!

Next week we'll continue to work with z-scores and the Normal model--lots of number and math and graphing calculator stuff! I love it!

It's looking like our plan for testing has changed.....here's what I'm thinking...

• Thursday 10/6: Unit 1 Vocab Test (chapters 2 - 6)
• Due Tuesday, 10/11: Unit 1 Take Home Exam (chapters 2-6)
• Wednesday, 10/12: In-class exam: Unit 1!
• This will give us three more test grades in the gradebook--which is important, because tests make up the largest proportion of our grade, so we want lots of opportunities to earn those points!

Have an awesome weekend! Come back ready to work hard through your four day week next week! See you Monday!

Oh, and if you're feeling like getting ahead, here's Monday night's homework (you can do some of it already, but not all of it...)...

Page 123-128: 5, 7, 9, 17, 23

• Questions 5,7, and 9 are all based on using z-scores--so you can do these already! I'd recommend doing so if you have the time so you just have to worry about 17 and 23 on Monday night!
• If you'd like to do it all, you have to apply the Empirical Rule or the 68/95/99.7 rule for 17 and 23!
• Read about this rule on page 109, then look at the "working with the 68/95/99.7 rule" example on page 110!
• OR, do some googling--look up some videos or practice about the Empirical or 68/95/99.7 rule!
• OR, watch a video about this rule from the AP Stats Guy or from the videos aligned with our book!
• How about this counts as some extra credit!
• If you do 5, 7, and 9 for Monday I will give you an extra homework point! (each homework counts as 2 points, so an extra 1 point is like half a homework grade)
• If you also look up how to do and try 17 and 23 I will give you another extra credit point!
• So, if you do all of Monday's homework this weekend and show me on Monday you'll get an extra credit homework grade to make up a past zero or just further boost your homework average!

Thursday and Weekend HW!

Tonight, answer the following questions...this will help us to drive the z-score formula in class tomorrow!

The SAT's are designed to have a mean of (roughly) 500 for one section of the test, with a standard deviation of 100.

a.) Consider an SAT score of 610 on one section. How many standard deviations above the mean is a score of 610?

• Do some math! Your final answer should be a number!

b.) Now, consider an SAT score of 390 on one section. How many standard deviations below the mean is a score of 390?

• Do some math! Your final answer should be a number!

c.) Examine the math you did to answer questions (a) and (b). Your challenge is to consider your work in (a) and (b) and translate your ideas into a generic formula.

• Let "x" represent a data value (or the given SAT score, like 610 or 390).
• Let "x-bar" represent the mean
• Let "Sx" represent the standard deviation.
• Write an equation using these three variables to find "the number of standard deviations above or below the mean." 

Weekend HW:

This weekend you have a chapter 5 take home quiz! This is a major quiz grade, so take your time and work diligently! This is like 3 vocab quizzes combined so be sure to use your notes and get an A!

The quiz is uploaded under our classroom resources link if you lost your copy!

Thursday and Weekend HW!

Tonight, answer the following questions...this will help us to drive the z-score formula in class tomorrow!

The SAT's are designed to have a mean of (roughly) 500 for one section of the test, with a standard deviation of 100.

a.) Consider an SAT score of 610 on one section. How many standard deviations above the mean is a score of 610?

• Do some math! Your final answer should be a number!

b.) Now, consider an SAT score of 390 on one section. How many standard deviations below the mean is a score of 390?

• Do some math! Your final answer should be a number!

c.) Examine the math you did to answer questions (a) and (b). Your challenge is to consider your work in (a) and (b) and translate your ideas into a generic formula.

• Let "x" represent a data value (or the given SAT score, like 610 or 390).
• Let "x-bar" represent the mean
• Let "Sx" represent the standard deviation.
• Write an equation using these three variables to find "the number of standard deviations above or below the mean." 

Weekend HW:

This weekend you have a chapter 5 take home quiz! This is a major quiz grade, so take your time and work diligently! This is like 4 vocab quizzes combined so be sure to use your notes and get an A!

When's Day HW!

Tonight please complete the following in your textbook:

Page 123: 1, 3, 11, 13

Also, if you did not do the extra credit assignment last night you can do so tonight--but this is your last chance! Get on it!

Tomorrow we'll get back into our chapter 6 notes!

We will not have a quiz on chapter 5 in class this week--instead, I think I'm going to give it to you as a take home quiz this weekend!

Tuesday HW!

Tonight, please complete part (a) of the 2012 AP Free Response provided in class (or below!)

• Remember, we haven't learned how to do part b yet, so skip that!
• Want some extra credit? Score part A of your response using the online rubric--follow the instructions below! (this will count as an extra credit homework grade)
• Record a score of E, P, or I for section (sections 1,2,3 in the rubric apply to part a)
• Then next to each score (for each section) write at least 2 bullets explaining what you did well, or what you would've needed to do correctly to earn an E!
• Reference both the rubric AND the sample answer provided! 
• Your scoring explanations must be THOROUGH and DETAILED to earn the extra credit!
• Here is the link for the 2012 scoring rubric! Scroll down to #3! Click me!

Tomorrow in class it's back to chapter 6! See you there!

Monday HW!

Tonight, please determine the 5 number summary for the ogive regarding "heights," and then use this to create a boxplot.

• Even though the values on the y-axis are written as decimals, these still represent the "cumulative frequency" or "percentile" and can be written as percentages (multiply by 100 to convert to a %)
• When we create the boxplot we will only have the 5 number summary--this means that if the minimum is a low outlier, we will not be able to draw an arm on the left side of the boxplot; similarly, if the max is a high outlier, we will not be able to draw the arm on the right side of the boxplot!

We will also have our chapter 5 vocab quiz to start class tomorrow! STUDY! Here's the vocab list: (use the glossary at the end of chapter 4 and the end of chapter 5 for definitions!)

• Center
• Spread
• Mean
• Median
• Midrange
• Know the (4) measures of center: mean, median, mode, midrange
• Standard Deviation (Sx)
• Range
• Interquartile Range (IQR)
• Know the (4) measures of spread: range, IQR, standard deviation, and variance
• Percentile
• Know the percentile for each value in the 5 number summary
• Histogram
• Ogive
• Boxplot
• 5 number summary
• "Appropriate summary statistics"--know the table we finished in class!

Weekend HW!

This weekend please complete the "Comparing Boxplots" problem about the heights of self and cross fertilized plants! (on the back of Thursday's comparing boxplots example!)

• First, create two boxplots, one above the other, on the same axis! (parallel boxplots)
• You have to do this by hand because you don't have the entire data set to enter into L1!
• Then, compare the boxplots! Use today's (Thursday's) notes/example as a reference!
• Compare SOCS!
• You should be sure to use comparative language, particularly when comparing "center" and "spread!"
• Be sure to also emphasize the CONTEXT!
• After comparing SOCS, wrap up your comparison with a "generally" statement--generally, which plants were taller? Support this with some percentages!

On Monday we will answer any remaining homework questions (from last night's book work), we'll learn how to read an ogive, and then start chapter 6!

We will have a chapter 5 vocab quiz on Tuesday! 

Until then, enjoy your weekend! Go Giants!

Thursday HW!

The following homework assignment will be checked in class tomorrow! 

Page 91-96: 5b, 13, 17b, 27, 29, 31a

Here's some info about what's coming up in the next few days...

• Tomorrow in class we will do some AP multiple choice and some other classwork assignments that will be collected and graded!
• We will have a chapter 5 vocab quiz on Tuesday
• We will also have a chapter 5 "math" quiz next week on Wednesday or Thursday
• We will finish chapter 5 (with ogives) on Monday!

And lastly, here is the homework for this weekend:

• This weekend please complete the "Comparing Boxplots" problem about the heights of self and cross fertilized plants! (on the back of Thursday's comparing boxplots example!)
• First, create two boxplots, one above the other, on the same axis! (parallel boxplots)
• You have to do this by hand because you don't have the entire data set to enter into L1!
• Then, compare the boxplots! Use today's (Thursday's) notes/example as a reference!

Homework: Due Friday!

The following homework assignment will be checked in class on Friday! (it's a little longer than usual b/c I'm giving you two nights!)

Page 91-96: 5b, 13, 17b, 27, 29, 31a

I'm definitely checking! You can do much of this homework already, but some of the questions will relate to what we discuss tomorrow with "appropriate summary statistics."

Here's an outline of what's going on in class in case you were out today or will miss Thursday or Friday:

Wednesday: Today in class we had a stamp problem that challenged us to read boxplots for information; we then answered any homework questions and got back to our chapter 5 notes with a discussion of the measures of spread--range, IQR, and standard deviation. If you were out today you definitely want to be sure to grab someone's notes! You can also read about the measures of spread in chapter 5 of your textbook so that you don't fall behind!

Thursday (1/2 day): Tomorrow in class we will continue with chapter 5--we will finish our formal chapter 5 notes by finishing our "appropriate summary statistics" table, and then we will look at an example where we compare boxplots. This will also introduce us to the challenge of identifying the shape of a distribution from a boxplot.

Friday: On Friday we will start class with some AP multiple choice as a classwork grade (I think). We'll start class by looking at an Ogive (I think), and then we'll get into some groupwork.

That's the plan, but it's of course always subject to change! (Thursday is pretty set, we'll see about Friday).

If you were at the Big E (or are currently at it), HAVE A BLAST! Even if you weren't, I hope you had an awesome day! See you all tomorrow!

Two's Day Homework!

Tonight, please complete the following in your textbook:

Page 91-98: 5a, 7abc, 11bd, 17a, 41a

• Do these parts only! This is pretty much everything about center--we'll add the other stuff about spread tomorrow
• Also, for 41a, just use the 1 Var Stats to get your summary statistics!

Tomorrow we'll get into the measures of spread! See you there!

**If you will be absent from period E or F tomorrow you will miss some notes on the measures of spread! Be sure to get these from a classmate--maybe they can text you a picture of the notes after class! OR, if you're free during A period, feel free to come to our A period Stat class for the notes so you don't miss!**

Monday HW

Monday's Homework:

• Tonight please  SCORE your AP free response questions using the online rubrics linked below.
• If you didn't do your homework this past weekend you will have to do the 2 AP problems tonight before you can score them!
• By scoring our problems and using the rubrics we can get an idea of what the AP scorers will be looking for in our responses!
• Homework instructions:
• Score each part of the question as E (essentially correct), P (partially correct), or I (incorrect)
• Write at least one sentence explaining why you got that score (E,P,I)
• If you got a P or an I, write a sentence or two explaining what you were missing or what you would need to get an E!
• If you scored an E, try to use the answer/rubric to write a sentence describing something you still could have done to improve your answer!
• Do this for each part of the question, then use the scoring rubric to give yourself an overall score of 0 to 4.
• Repeat this process for each questoin! (2016 and 2007).
• If you do this this weekend, you won't have any homework Monday night!
• Here are the links to the scoring rubrics:
• 2016 Scoring Rubric (scroll down to #1)
• 2007B Scoring Rubric (scroll down to #1)
  

Tomorrow we'll continue with our chapter 5 notes! The goal is to finish chapter 5 this week, finish chapter 6 the next, and then have our full unit 1 test before our 3 day (Columbus Day) weekend! 

Weekend HW = AP Problems!

This weekend please complete the two AP problems provided in class! THIS WILL COUNT AS A DOUBLE HOMEWORK--EACH AP PROBLEM COUNTS AS A HOMEWORK GRADE! Your ANSWERS MUST BE COMPLETE/THOROUGH/DETAILED to receive full credit; lazy answers will not earn credit! Do this like you would on the actual AP exam!

Here are some tips/hints to help you out with your homework:

For the 2016 AP Free Response:

• For part a, describe the distribution! You know this! Use your homework/answer key about Wayne Gretzky and EHHS basketball as a reference! Also use your notes and think about what we discussed today in class!
• Part b asks you to comment on how changing the 8 to 18 will affect the mean and median (median is left off, add this for a little homework extra credit)!
• Think: if I change the largest value from 8 to 18, how will the mean change? Will it increase, decrease, or stay the same? Then, justify your answer--explain why you think this.
• Now, consider the median; if I change the maximum from 8 to 18, will the median increase, decrease, or stay the same? Explain why!

For the 2007 AP Free Response:

• Part a: create a stemplot! You got this! Remember your labels/title and a key!
• Part b: more SOCS! Describe the distribution!
• However, this time you have the entire data set--so we don't need to estimate the mean or median or range or IQR, we can use the 1 Var Stats (or our stemplot) to calculate these!
• Part c asks why it would be misleading to report a measure of center...
• First, actually calculate the measures of center, mean and median (you probably did in b)...
• Consider the values of the mean and median--now, look at your stemplot...why is it misleading to report these values? Write a couple sentences, in context, with your thoughts!

Monday's Homework:

• On Monday part of your homework will be to SCORE your AP free response questions using the online rubrics linked below.
• By scoring our problems and using the rubrics we can get an idea of what the AP scorers will be looking for in our responses!
• Monday's homework:
• Score each part of the question as E (essentially correct), P (partially correct), or I (incorrect)
• Write at least one sentence explaining why you got that score (E,P,I)
• If you got a P or an I, write a sentence or two explaining what you were missing or what you would need to get an E!
• If you scored an E, try to use the answer/rubric to write a sentence describing something you still could have done to improve your answer!
• Do this for each part of the question, then use the scoring rubric to give yourself an overall score of 0 to 4.
• Repeat this process for each questoin! (2016 and 2007).
• If you do this this weekend, you won't have any homework Monday night!
• Here are the links to the scoring rubrics:
• 2016 Scoring Rubric (scroll down to #1)
• 2007B Scoring Rubric (scroll down to #1)

And finally, here are the two AP problems in case you lost yours or were absent--you can print them or do them on separate paper:

Oh, and one more thing--I took the paper from you with today's in class example (notes), so here's a screenshot so you can use it to study! (If you were out, record this histogram and answer in your notes as a reference!)

Weekend HW = AP Problems!

This weekend please complete the two AP problems provided in class! THIS WILL COUNT AS A DOUBLE HOMEWORK--EACH AP PROBLEM COUNTS AS A HOMEWORK GRADE! Your ANSWERS MUST BE COMPLETE/THOROUGH/DETAILED to receive full credit; lazy answers will not earn credit! Do this like you would on the actual AP exam!

Here are some tips/hints to help you out with your homework:

For the 2016 AP Free Response:

• For part a, describe the distribution! You know this! Use your homework/answer key about Wayne Gretzky and EHHS basketball as a reference! Also use your notes and think about what we discussed today in class!
• Part b asks you to comment on how changing the 8 to 18 will affect the mean and median (median is left off, add this for a little homework extra credit)!
• Think: if I change the largest value from 8 to 18, how will the mean change? Will it increase, decrease, or stay the same? Then, justify your answer--explain why you think this.
• Now, consider the median; if I change the maximum from 8 to 18, will the median increase, decrease, or stay the same? Explain why!

For the 2007 AP Free Response:

• Part a: create a stemplot! You got this! Remember your labels/title and a key!
• Part b: more SOCS! Describe the distribution!
• However, this time you have the entire data set--so we don't need to estimate the mean or median or range or IQR, we can use the 1 Var Stats (or our stemplot) to calculate these!
• Part c asks why it would be misleading to report a measure of center...
• First, actually calculate the measures of center, mean and median (you probably did in b)...
• Consider the values of the mean and median--now, look at your stemplot...why is it misleading to report these values? Write a couple sentences, in context, with your thoughts!

Monday's Homework:

• On Monday part of your homework will be to SCORE your AP free response questions using the online rubrics linked below.
• By scoring our problems and using the rubrics we can get an idea of what the AP scorers will be looking for in our responses!
• Monday's homework:
• Score each part of the question as E (essentially correct), P (partially correct), or I (incorrect)
• Write at least one sentence explaining why you got that score (E,P,I)
• If you got a P or an I, write a sentence or two explaining what you were missing or what you would need to get an E!
• If you scored an E, try to use the answer/rubric to write a sentence describing something you still could have done to improve your answer!
• Do this for each part of the question, then use the scoring rubric to give yourself an overall score of 0 to 4.
• Repeat this process for each questoin! (2016 and 2007).
• If you do this this weekend, you won't have any homework Monday night!
• Here are the links to the scoring rubrics:
• 2016 Scoring Rubric (scroll down to #1)
• 2007B Scoring Rubric (scroll down to #1)

And finally, here are the two AP problems in case you lost yours or were absent--you can print them or do them on separate paper:

Thursday = STUDY!

Tomorrow we will start class with our chapter 4 vocab quiz! Your only homework tonight is to study!

Here is the list of terms/concepts/ideas that may appear on tomorrow's quiz (only 13-15 are on the actual quiz, but you have to know them all!):

1. Response Variable (check the definition from your chapter 2 quiz!)
2. Relative (check the definition from your chapter 2 quiz!)
3. Boxplot (a graphical display that shows the 5 number summary with outliers)
4. Histogram (a graphical display that shows us the different values of a variable, and the frequencies for those values)
5. Stemplot (a graphical display that shows the distribution of a data set and preserves the original values in a data set)
6. Range (a measure of spread; max - min)
7. IQR (Interquartile Range) (a measure of spread; Q3 - Q1)
8. Median (a measure of center; the middle value in a data set)
9. Mean (a measure of center; the average of the values in a data set)
10. Skewed Left (a distribution where most data values are on the right/higher values, with a few low values)
11. Skewed Right (a distribution where most data values are on the left/lower values, with a few high values)
12. Center (an attempt to summarize a data set with one value; a "typical value" for a data set)
13. Spread (measures how much our data varies, or how tightly values are clustered around the center; also known as variability)
14. Outlier (a data value that falls outside the calculated fences; an extreme data value that falls away from the rest of the values in a data set)
15. Describe a distribution (we always describe SOCS--shape, outliers/gaps/clusters, center, and spread)
16. There are two questions that give you a graph and ask you to describe the shape in two ways (look at yesterday's stamp for review--be sure to know all the different ways to describe shape--unimodal, bimodal, multimodal, uniform, symmetric, skewed left, skewed right)
17. Measures of spread (range, standard deviation, IQR)
18. Measures of center (mean, median)
19. Quantitative Data Displays (dotplot, boxplot, ogive, histogram, stemplot, timeplot)
20. Categorical Data Displays (frequency table, pie chart, bar chart, relative frequency table, relative bar chart)

When's Day HW!

Guess what day it is?! Hump dayyyyyyyyy! (click me!)

Tonight, please complete the Wayne Gretzky histogram/description and EHHS Bball stemplot/description on the worksheet provided in class (or below).

• First, create the graphical display specified--read directions carefully!
• After you have created your graph, describe the distribution. Use this bulleted list as a "step by step" process to write your answer!
• Start with: "This distribution of ________ is _____ and ____ with ____ apparent outliers."
• This first sentence allows us to identify the context, shape, and comment on any potential outliers
• Next, write a sentence describing any gaps or clusters in the data--be sure to do this in context! Write about gaps/clusters in the number of games Wayne Gretzky played or in the numbers of points East Hartford scored, not "the data"
• Be sure to include where these gaps/clusters are located!
• Now, let's add some new stuff:
• For center, we can use the mean or median--enter the data in your calculator to find the 1 Var Stats and comment on both! "The mean number of games Wayne Gretzky played per season is ______, and the median number of games played is _____."
• For spread, we can do the same--calculate either the range or IQR, and write a sentence providing this info!
• Finally, write one last sentence--summarize what this data tells us about our context! What does the data tell us about the number of games Gretzky played per season? Or about the number of points the EHHS bball team scored per game?+

Tuesday HW!

Tonight, please complete the following in your textbook (and check your answers!):

Page 65: 5, 7, 21, 31

When you are asked to "describe the distribution in 5, 7, and 21 you should write a few sentences:

• Describe the shape
• Describe any (potential) outliers, any gaps, or any clusters
• Use context in your writing--don't write about "the data"
• Comment on the center--where is the middle of the data values (median)?
• Comment on the spread--quickly look to see the range of the data!
• Here is a rough template you might use to help when describing distributions:
• The distribution of _____(context--what is the data about?)____ is _(describe shape) and __(describe shape)___. There __are/are not___ apparent outliers. (If there are possible outliers, comment on whether they are low or high).There is a cluster of _(context)__ around ____ and a gap between _________. 
• Then, write one last general sentence commenting on the data in context--what does the graph/distribution tell you about this context?
• Every piece of that template may not apply--for instance there may not be any gaps, so you might leave that out

Tomorrow we'll wrap up chapter 4 and start chapter 5! See you there!

Monday HW!

Tonight, please complete the "Comparing Boxplots" questions provided in class (or below)!

Tomorrow in class we'll finish up our chapter 4 notes with some discussion of how to describe shapes, outliers, gaps, and clusters! We'll also look at one more type of histogram!

A few other things to keep in mind...

• Sign up for Remind if you haven't done so! (text @ehapstat to 81010)
• Sign up for Khan Academy if you haven't yet!
• Our add/drop period to change courses in your schedule ends Wednesday!
• And here's tomorrow's homework if you'd like to get a head start:
• Page 65-70ish....
• 21, 31, 35

Weekend HW and Quiz Monday!

This weekend, please complete the take home quiz: Boxplots and Summary Statistics provided in class (or below)! 

If you don't have this on Monday you will have a 0 on a quiz so be sure to get it in! Use your notes, your textbook, and the links on the right as a resource if you need helping finding the 1 Var Stats or creating a boxplot! (You can also use your summer packet for the steps to find the 1 Var Stats on your calculator)!

Also, we will start class on Monday with our chapter 2 vocab quiz! Make some flash cards and study! (If you make the flash cards now you'll have them to use to study for our unit test at the start of October!)

Here is the chapter 2 vocab list:

• All definitions are provided in parentheses!
• Quantitative Variable (a variable that uses numbers to act as a measure of some sort, with units)
• Categorical Variable (a variable that names categories or groups)
• Data (systematically recorded information, in words or numbers, with context)
• statistic (a number that summarizes a sample or a set of data)
• Relative (use % in the display)
• Response variable (what we are measuring or recording in any study)
• Know which statistics we can use to summarize quantitative data (mean, median, mode, range, IQR, standard deviation, min, Q1, median, Q3, max)
• Know which graphical displays we use with quantitative data (boxplot, histogram, timeplot, ogive, stemplot, dotplot)
• Know which statistic we use with categorical data (proportion aka %)
• Know which graphical displays we use with categorical data (pie chart, bar graph, relative bar graph, frequency table, relative frequency table)

And here is the take home quiz in case you lost yours or you were out:

TEST TOMORROW!

Tonight...STUDY, STUDY, STUDY! Get an A on your first test!

Here's a breakdown of what you need to know for tomorrow's test; the test includes both free response and multiple choice questions!

• Identify variables as quantitative or categorical
• Read a histogram, including identify sample size and find a median
• We did an example of this on the first day of our summer sessions--we looked at a histogram showing different amounts of credit card debt and had to answer questions about the histogram! Study these!
• Given a five number summary, determine if there are any outliers
• Find probabilities/percentages given a two way (or contingency) table
• Take a look at the Titanic questions we had for homework on Tuesday!
• Create a histogram given a full data set (use your calculator!)
• Given a context identify the explanatory and response variable (we had multiple choice on our summer assignment like this!)
• Determine if a study is an experiment, observational study, or survey
• Create a boxplot given summary data (without a calc)
• Know how to read a boxplot to find the median, IQR, and range
• Find an overall mean when combining samples
• Take a look at the first multiple choice question on your summer assignment!
• Given a context like this, find the mean and median:
• "In a Stat class, thirteen students earned a 74, six students earned an 82, and three students earned a 95."
• Find the median. (The median would be 74)
• Find the mean. (The mean is 79.05). 

A note/comment on #33 for last night's homework:

• For #33, the answer we get is different from the back of the book: you should get 1 outlier for each data set! (National Park Service for both)
• This is on your test tomorrow! (but you won't have to find Q1, Q3 yourself, they will be given to you)
• To determine if there are outliers, first you need to enter the data for Assaults in your calculator, then get the 5 number summary using "1 Var Stats"
• Then, use this data to find the fences! (You should get Q1 = 5 and Q3 = 17.9).
• It turns out, for Assaults, there is one outlier: National Park Service
• Next, do the same for the Killed/Injured data--enter it into your calculator, find the 1 Var Stats to get the five number summary, then find the finces!
• You should get Q1 = 1.2, Q3 = 3.6
• For this data, there is also one outlier--National Park Service

Tomorrow after our test I'll give you a little homework, and then on Monday we'll get back to chapter 4! On Monday we'll answer any questions about the stemplots/dotplots from last night's homework, and then learn some new stuff!

I'm looking forward to grading lots of A's tomorrow!

Wednesday HW!

Don't forget--head to the Lit Lab tomorrow for STAR testing! (But I'm still checking your homework while you work on STAR!)

Tonight, please complete the following in your textbook:

Page 66: 11a, 17, 19a, 33c

• For #17, when you are asked to "describe the distribution" try to write a couple sentences describing what the graph shows us about the horsepowers of automobiles (you have to do this for full homework credit!)
• For #11 and 19, just do part a, creating the graph
• For 11a, round all of the values to two decimals to create your stemplot! Use the back of the book to help! So, your stems will look like this...
• 2.0, 2.1, 2.2...
• For #33c you have to determine if there are outliers for the # of Assaults and then for the # of federal employees who were killed-injured (so this is like 2 problems!)
• First, you will have to enter the data set in your calculator, then find the "1 Var Stats" to get the five number summary
• Then, use this info to calculate the fences and see if there are outliers!
• Your summer assignment has all of these steps listed! OR, check out the yellow box on page 86 for calculator help!

Also, be sure to sign up for Remind if you haven't done so yet!

Check back tomorrow for a post describing what's on Friday's test! 

Tuesday HW/Quiz Tomorrow

You have two things to think about tonight...oh, and don't forget to sign up for Remind if you haven't yet! (See the post below)

1.) We will start class with our "Analyzing Context" quiz tomorrow!

• Identify each variable and whether it's categorical or quantitative (if quantitative, provide units)
• Identify the sample and sample size
• Identify when a study was conducted
• Identify who conducted the study
• Identify why the study was conducted
• Describe how the data was collected

2.) Tonight, please complete the "Titanic" questions provided in class! (I'll check this tomorrow!)

Tomorrow in class we'll continue with our chapter 4 notes! Then, on Thursday it's STAR testing, and on Friday it's test day! See you there!

Enjoy your Tuesday!

Weekend HW

This weekend, please complete the following (due Tuesday):

• Sign up for Remind if you didn't yet! (if you don't have a phone ignore this)
• Text @ehapstat to 81010
• OR, on a smartphone open your web browser and go to : rmd.at/ehapstat
• Please complete the "Analyzing Context" worksheet provided in class (or below)
• Answer questions a-e for each of the 5 scenarios. (You do not have to use complete sentences).
• We will have a quiz next Wednesday based on this homework: you will have one context and be asked to answer the same questions as the homework!

On Tuesday we'll start to get into chapter 4, back to our histograms and boxplots. We will have a test next Friday on everything we've covered from the summer academy to present!

• If you were absent from the summer academy I will be after school on Wednesday, 9/7 for a makeup session. If you do not attend this session you will be responsible to figure everything out on your own! (You're also welcome to come even if you were here over the summer and want some more histogram/boxplot practice!)

Here are the questions/contexts for your homework in case you lost yours (or don't have it on you):

For each of the scenarios provided, identify each of the following:

a)      Who conducted the study?

b)      When and where did this study take place?

c)       What data is being collected? In other words, what variables are being measured?

a.      For each variable that is being measured/recorded, identify whether it is quantitative or categorical.

d)      Why is the data being collected? (You may have to infer here—take your best guess. This may not explicitly be stated in the scenario).

e)      How was the data collected? Was an experiment conducted? Was the information retrieved from the internet or a database? Were people surveyed? Was something measured? (Again, this may not be explicitly stated—THINK!)

Scenarios:

1.       Medical researchers at a large city hospital investigating the impact of prenatal care on newborn health collected data from 882 births during 1998-2000. They kept track of the mother’s age, the number of weeks the pregnancy lasted, the type of birth (cesarean, induced, natural), the level of prenatal care the mother had (none, minimal, adequate), the birth weight and sex of the baby, and whether the baby exhibited health problems (none, major, minor).

2.       The State Education Department requires local school districts to keep these records on all students: age, race or ethnicity, days absent, current grade level, standardized test scores in reading and mathematics, and any disabilities or special educational needs the student may have.

3.       A start-up company is building a database of customers and sales information. For each customer it records name, ID number, region of the country (1 = East, 2 = South, 3 = Midwest, 4 = West), date of last purchase, amount of purchase, and item purchased.

4.       The Gallup Poll conducted a representative telephone survey of 1180 American voters during the first quarter of 1999. Among the reported results were the voter’s region (Northeast, South, etc.), age, party affiliation, and whether or not the person had voted in the 1998 election.

5.       Scientists at a major pharmaceutical firm conducted an experiment to study the effectiveness of an herbal compound to treat the common cold. They exposed each patient to a cold virus, then gave them either the herbal compound or a sugar solution known to have no effect on colds. Several days later they assessed each patient’s condition using a cold severity scale ranging 0-5. They found no evidence of the benefits of the compound. 

Second Day! And homework!

Another day of Stats is done! Tomorrow we will continue with (and hopefully finish up) our chapter 2 notes in class!

You have two homework assignments due Tuesday:

• Sign up for Remind!
• Text @ehapstat to 81010
• OR, on a smartphone open your web browser and go to : rmd.at/ehapstat
• Please complete the "Analyzing Context" worksheet provided in class (or below)
• Answer questions a-e for each of the 5 scenarios. (You do not have to use complete sentences).
• We will have a quiz next Wednesday based on this homework: you will have one context and be asked to answer the same questions as the homework!
• We will also have a chapter 2 vocab quiz next week!

I'm looking forward to getting some of this intro vocabulary done tomorrow so we can start using our graphing calculators and creating more graphs next week!

See you all tomorrow!

Here are the questions/contexts for your homework in case you lost yours (or don't have it on you):

For each of the scenarios provided, identify each of the following:

a)      Who conducted the study?

b)      When and where did this study take place?

c)       What data is being collected? In other words, what variables are being measured?

a.      For each variable that is being measured/recorded, identify whether it is quantitative or categorical.

d)      Why is the data being collected? (You may have to infer here—take your best guess. This may not explicitly be stated in the scenario).

e)      How was the data collected? Was an experiment conducted? Was the information retrieved from the internet or a database? Were people surveyed? Was something measured? (Again, this may not be explicitly stated—THINK!)

Scenarios:

1.       Medical researchers at a large city hospital investigating the impact of prenatal care on newborn health collected data from 882 births during 1998-2000. They kept track of the mother’s age, the number of weeks the pregnancy lasted, the type of birth (cesarean, induced, natural), the level of prenatal care the mother had (none, minimal, adequate), the birth weight and sex of the baby, and whether the baby exhibited health problems (none, major, minor).

2.       The State Education Department requires local school districts to keep these records on all students: age, race or ethnicity, days absent, current grade level, standardized test scores in reading and mathematics, and any disabilities or special educational needs the student may have.

3.       A start-up company is building a database of customers and sales information. For each customer it records name, ID number, region of the country (1 = East, 2 = South, 3 = Midwest, 4 = West), date of last purchase, amount of purchase, and item purchased.

4.       The Gallup Poll conducted a representative telephone survey of 1180 American voters during the first quarter of 1999. Among the reported results were the voter’s region (Northeast, South, etc.), age, party affiliation, and whether or not the person had voted in the 1998 election.

5.       Scientists at a major pharmaceutical firm conducted an experiment to study the effectiveness of an herbal compound to treat the common cold. They exposed each patient to a cold virus, then gave them either the herbal compound or a sugar solution known to have no effect on colds. Several days later they assessed each patient’s condition using a cold severity scale ranging 0-5. They found no evidence of the benefits of the compound.