Thursday....

Tonight's HW (hopefully you did some last night so you can enjoy Halloween!)

• Pages 214-217 : 7, 9ce, 11, 13, 15a, 
• For #11 you need to answer questions 1, 3, 4 for each scatterplot
• You don't need sentences; you can structure your answer like this for each scatter plot
• Sample answers (how to do 11) based on #12: the stuff in italics is "extra"
• a.) 1.) high leverage and high resid  3.) point removed, r stronger (r increases); 4.) point removed, slope increase (line steeper)
• b.) 1.) high leverage  3.) correlation stronger (becomes +)  4.) slope would increase (steeper)--line would go from horizontal (no association) to a positive slope
• c.) 1.) high residual 3.) correlation would decrease (weaker)  4.) slope would stay about the same (b/c point has no leverage)
• d.) High leverage    3.) correlation would be stronger (decrease because it's negative and r gets closer to -1)  4.)  slope would stay about the same (because the point is close to the LSRL) 
• Want more review for our test?
• Do all of #9!
• Do 15cde

Tomorrow is your last chance to turn in stamps; if you don't have them counted/ready to go tomorrow you will earn a 0! Check yesterday's blog post for instructions.

Your next AP Classroom assignment has been assigned (MC and FR); this is due at midnight Wednesday; it's a great way to study for our test AND your MC score will count as a grade!

• You can just do the Free Response to study on your own--do them on separate paper and use the key below to check your work!

• Unit 2 Progress Check: Free Response KEY! (Click Me)

And here's the plan for the rest of the unit (this week and next week):

• Fri (11/1): Outliers, Leverage, Influential Points + Re-expressing data (ch. 9)
• Mon (11/4): Classwork/Practice (Influential Points and Re-expression) (I'm really hoping we finish our notes tomorrow)
• Tues (11/5): No school (Election Day)
• Weds (11/6): Unit 2 Vocabulary Exam (25 min) + AP MC (Ch. 9, 10)
• Thurs (11/7): Unit 2 AP FR and AP MC Exam
• Fri (11/8): Probability Intro Classwork/Homework! (new unit; ch. 14) 
• *Note: I will be out on this day; you will have a classwork assignment with the sub to start learning some probability stuff!

Tonight = Stamps and Study Vocab (no other hw)

1.) STAMPS ARE DUE! If you didn't have them today be sure you have them ready tomorrow! 

• What do I do?
• Gather all your stamps. You are literally looking for a red stamp, not a paper titled "stamp." 
• Somehow fasten/get all your stamps together
• Clip them all together
• Put them all in an envelope or folder
• Some students cut out the stamps and glue them to a piece of paper or put them in a baggie
• You can do whatever works for you!
• Count all your stamps. Count them again.
• Write the total and your name on the front of your stamp.
• Double check your count.
• I will randomly select 5 names from each class and re-count these peoples' stamps; if your total is incorrect you will be given a 0.
• You must do this outside of class. If you count/gather your stamps in class you will be given a 0. 

2.) VOCAB QUIZ TOMORROW! STUDY! Here's your vocab list....

• Residual
• Formula: How it it calculated?
• Graphical Definition: What does it look like on a scatterplot (how could we draw a residual?)
• What is it? What does a residual measure? (Think about how it's interpreted)
• Overestimate
• Know what it is, how it relates to residuals
• Underestimate 
• Know what it is, how it relates to residuals
• Interpret Slope
• Interpret Y Intercept
• Interpret R^2
• Compare Correlations (like #9 from our ch. 7 vocab quiz)
• Actual Value (y)
• Predicted Value (y-hat)
• What does "best fit" mean? (think "least squares")
• How do we check: "is a linear model appopriate?" (3 things)
• Coefficient of Determination (what is that?)

3.) This textbook HW is due Friday (get a head start so you can enjoy Halloween!)

• Pages 214-  : 7, 9ce, 11, 13, 15a, 
• For #11 you need to answer questions 1, 3, 4 for each scatterplot
• You probably can't do all of 11, but you probably could comment on the effect on correlation...
• You can definitely do 7, 9ce, and probably 13, and 15a
• Want more review for our test?
• Do all of #9!
• Do 15cde

And here's the plan for the rest of the unit (this week and next week):

• Thurs (10/31): Ch. 8 Vocab Quiz + Ch. 9 Notes (Outliers, Leverage, Influential Points)
• Fri (11/1): Outliers, Leverage, Influential Points (ch. 9)
• Mon (11/4): What does re-expressing data mean? (ch. 10)
• Tues (11/5): No school (Election Day)
• Weds (11/6): Unit 2 Vocabulary Exam (25 min) + AP MC (Ch. 9, 10)
• Thurs (11/7): Unit 2 AP FR and AP MC Exam
• Fri (11/8): Probability Intro Classwork/Homework! (new unit; ch. 14) 
• *Note: I will be out on this day; you will have a classwork assignment with the sub to start learning some probability stuff!

Tuesday HW + Stamps!

1.) Tuesday's HW:

1. Please complete the "Reading Computer Outputs (Stamp)" worksheet provided in class or linked below
• AP Stat: Reading Computer Outputs
2. AND complete the following problem on the back of the worksheet...
• (This is #27d on page 191-192)
• A scatterplot was created to see the association between math and verbal (writing and language) SAT Scores.
• Verbal scores are used as the explanatory variable and math scores are used as the response
• The verbal scores averaged 596.3 with a standard deviation of 99.5, and the math scores averaged 612.2 with a standard deviation of 96.1.
• The correlation for these variables was r = 0.685.
• Write the equation of the regression line.
3. ALWAYS CHECK YOUR ANSWERS!
• Reading CPU Outputs KEY
• Answer to #27 (above):
• predicted math score = 217.7 + 0.662(verbal score)

2.) STAMPS ARE DUE TOMORROW! 

• All stamps are due Wednesday! These count as a classwork grade! And it's a pretty big classwork grade (largest of the quarter) since it's for all of our warmups combined!
• What do I do?
• Gather all your stamps. You are literally looking for a red stamp, not a paper titled "stamp." 
• Somehow fasten/get all your stamps together
• Clip them all together
• Put them all in an envelope or folder
• Some students cut out the stamps and glue them to a piece of paper or put them in a baggie
• You can do whatever works for you!
• Count all your stamps. Count them again.
• Write the total and your name on the front of your stamp.
• Double check your count.
• I will randomly select 5 names from each class and re-count these peoples' stamps; if your total is incorrect you will be given a 0.
• You must do this outside of class. If you count/gather your stamps in class you will be given a 0. 

And here's the plan for the rest of the unit (this week and next week):

• Weds (10/30: Ch. 9 Notes (Outliers, Leverage, Influential Points)
• Thurs (10/31): Ch. 8 Vocab Quiz + Ch. 9 Notes (Outliers, Leverage, Influential Points)
• Fri (11/1): Outliers, Leverage, Influential Points (ch. 9)
• Mon (11/4): What does re-expressing data mean? (ch. 10)
• Tues (11/5): No school (Election Day)
• Weds (11/6): Unit 2 Vocabulary Exam (25 min) + AP MC (Ch. 9, 10)
• Thurs (11/7): Unit 2 AP FR and AP MC Exam
• Fri (11/8): Probability Intro Classwork/Homework! (new unit; ch. 14) 
• *Note: I will be out on this day; you will have a classwork assignment with the sub to start learning some probability stuff!

Monday HW!

Monday's HW:

• This is definitely one of the longest homework assignments I've given you this year--hopefully you got a head start this weekend....
• However, this is also a GREAT assignment in the sense that it reviews the majority of things we need to know about linear regression and scatterplots so far!
• Page 194-195: 41, 47
• All parts! It looks short but 41 has a-g and 47 has a-f
• For both of these you need to write the equation of the LSRL from a "computer output..."
• The slope is always the coefficient to the x variable 
• The y intercept is always the "constant"
• So, for example for 41 the slope is the 0.004 and the y-intercept is the 15.3066
• Or for 47 the slope is the -3.23 and the y-intercept is the 1676 (all the other stuff in 47 is irrelevant)
• For 41f when the question asks, "Does this plot show evidence of a violation..." that's just a confusing way of asking is a linear model appropriate? Or is one of those conditions violated?

STAMPS ARE DUE WEDNESDAY!

• All stamps are due Wednesday! These count as a classwork grade! And it's a pretty big classwork grade (largest of the quarter) since it's for all of our warmups combined!
• What do I do?
• Gather all your stamps. You are literally looking for a red stamp, not a paper titled "stamp." 
• Somehow fasten/get all your stamps together
• Clip them all together
• Put them all in an envelope or folder
• Some students cut out the stamps and glue them to a piece of paper or put them in a baggie
• You can do whatever works for you!
• Count all your stamps. Count them again.
• Write the total and your name on the front of your stamp.
• Double check your count.
• I will randomly select 5 names from each class and re-count these peoples' stamps; if your total is incorrect you will be given a 0.
• You must do this outside of class. If you count/gather your stamps in class you will be given a 0. 

And here's the plan for the rest of the unit (this week and next week):

• Mon (10/28): AP FR Group Work (ch. 7/8)
• Tues (10/29): How can we write the equation of the LSRL algebraically? How can we read computer outputs? (finish ch. 8)
• Weds (10/30: Ch. 9 Notes (Outliers, Leverage, Influential Points)
• Thurs (10/31): Ch. 8 Vocab Quiz + Ch. 9 Notes (Outliers, Leverage, Influential Points)
• Fri (11/1): Outliers, Leverage, Influential Points (ch. 9)
• Mon (11/4): What does re-expressing data mean? (ch. 10)
• Tues (11/5): No school (Election Day)
• Weds (11/6): Unit 2 Vocabulary Exam (25 min) + AP MC
• Thurs (11/7): Unit 2 AP FR and AP MC Exam
• Fri (11/8): Probability Intro Classwork! (new unit; ch. 14) 
• *Note: I will be out on this day; you will have a graded classwork with the sub

Weekend HW + Monday HW!

Weekend HW:

• Our weekend HW recaps a bunch of the stuff we've learned--try this without your notes! If you can answer all these without notes then you know (almost) everything you should at this point in the chapter!
• The title of the weekend HWis "Chapter 8 Quiz: The LSRL"--this one isn't a quiz, but it's a sample of what a chapter 8 quiz would look like!
• Ch. 8 "Quiz" HW! (Click Me!)
• Always check your answers!
• If you can do all this without your notes and answer each correctly then you're in awesome shape!
• Ch. 8 "Quiz" KEY (Click Me!)

Monday's HW:

• Feeling ambitious get ahead? Here's Monday's hw....
• Page 194-195: 41, 47
• All parts! It looks short but 41 has a-g and 47 has a-f
• For both of these you need to write the equation of the LSRL from a "computer output..."
• The slope is always the coefficient to the x variable 
• The y intercept is always the "constant"
• So, for example for 41 the slope is the 0.004 and the y-intercept is the 15.3066
• Or for 47 the slope is the -3.23 and the y-intercept is the 1676 (all the other stuff in 47 is irrelevant)

STAMPS ARE DUE WEDNESDAY!

• All stamps are due Wednesday! These count as a classwork grade! And it's a pretty big classwork grade (largest of the quarter) since it's for all of our warmups combined!
• What do I do?
• Gather all your stamps. You are literally looking for a red stamp, not a paper titled "stamp." 
• Somehow fasten/get all your stamps together
• Clip them all together
• Put them all in an envelope or folder
• Some students cut out the stamps and glue them to a piece of paper or put them in a baggie
• You can do whatever works for you!
• Count all your stamps. Count them again.
• Write the total and your name on the front of your stamp.
• Double check your count.
• I will randomly select 5 names from each class and re-count these peoples' stamps; if your total is incorrect you will be given a 0.
• You must do this outside of class. If you count/gather your stamps in class you will be given a 0. 
• Feel free to turn them in on Monday or Tuesday and I can just add any you get those days to your total!

Have a FANTASTIC weekend everyone! Thanks for a bunch of great classes this week--I've really enjoyed working with you all and seeing the progress we're making! Thanks for making my job fun!

See ya'll Monday. 

Thursday HW, Weekend HW, Monday HW....

Great job today thinking critically/conceptually about some deep stuff! Tomorrow we'll look at how to create a residual plot on our calculator, then we'll look at what R^2 means with an AP Stat Guy video.

Here's your homework for the next few days in case you want to get a head start....

Thursday's HW:

• Page 189-191: 3, 15a, 19be
• For 15a use the given scatter plot and residual plot to determine if a linear model is appropriate--there are three things you should check!
• For 19be you need the equation of the line...
• Look back at #15 for the equation...
• The slope is the coefficient to the x variable, or the 0.065052
• The y intercept is the constant or the 0.154030
• DO NOT ROUND THESE NUMBERS. Use the full decimals given to write your equation, then use that equation for 19be

Weekend HW:

• Our weekend HW recaps a bunch of the stuff we've learned--try this without your notes! If you can answer all these without notes then you know (almost) everything you should at this point in the chapter!
• The title of the weekend HWis "Chapter 8 Quiz: The LSRL"--this one isn't a quiz, but it's a sample of what a chapter 8 quiz would look like!
• Ch. 8 Summary HW! (Click Me!)
• I'll post a key tomorrow...

Monday's HW:

• Feeling super crazy and want to realllly get ahead? Here's Monday's hw....we don't know how to do all of it yet, but we can do some.
• Page 194-195: 41, 47
• All parts! It looks short but 41 has a-g and 47 has a-f
• For both of these you need to write the equation of the LSRL from a "computer output..."
• The slope is always the coefficient to the x variable 
• The y intercept is always the "constant"
• So, for example for 41 the slope is the 0.004 and the y-intercept is the 15.3066
• Or for 47 the slope is the -3.23 and the y-intercept is the 1676 (all the other stuff in 47 is irrelevant)

Wednesday HW!

Tonight's HW = Exploring Residual Plots!

Please complete the "Intro to Residual Plots" worksheet provided in class!

• Intro to Residual Plots
• This assignment will help us to explore how to create residual plots and what they tell us!
• What is a residual plot?
• A graph that shows the residuals on our y axis and the x values (or sometimes predicted y values) on our x axis!
• Question 1/2 (there really isn't a question 1, just use the info in 1 to do 2):
• Use the equation given and/or the graph shown to find the residual for each point
• Then, create a residual plot below using these answers to #1:
• Label your x axis of the residual plot with the same x-values from the scatter plot
• Plot points to represent each residual
• Coordinates = (xcoordinate, residual for that point)
• Question 3:
• 3a, 3b--you got this
• 3c--think about what part of the residual plot represents the LSRL and what the residual plot is showing us about the line/points
• The only bad answer here is a blank paper! Think!
• Question 4:
• Now, try to sketch a residual plot without using any numbers based on the scatter plot show...
• Consider your answer to 3c
• Consider how your residual plot in #2 compares to the graph in #1
• Consider what you know about positive and negative residuals--think about how many points should be positive residuals and how many should be negative, as well as if any points should have a residual of 0!

Two's Day HW

Tonight's homework is fairly short--so make sure you put in a legit, AP-exam level effort!

1.) Interpret slope and yintercept" half sheet (or look below, or linked below) 

• The linear regression equation for the relationship between the "number of hours of sleep the previous night" and "time to complete a task (in minutes)" is below. Use the equation to interpret the slope and y-intercept. 
• predicted completion time = 12 - 0.36(hrs. sleep previous night)

2.) Please complete the 3 SAT MC (linked below if you need it). SHOW ALL WORK for questions 5 and 7 to earn homework credit!

• If you use 1Var Stat for #5 just write "1 Var Stat" and "Median = ___" as your work
• Or, if you just use the graph, mark up the graph as your work for #5
• For #7 just show the subtraction

Here's a link to the homework questions if you lost yours or were out:

• 3 SAT MC and Interpret Slope, YInt HW

Tomorrow's stamp will be to score your interpretations and AP MC using a provided scoring rubric/key. Then we'll start to get more into residuals and what "best fit" actually means--see you there!

Also, if you're curious, here's our tentative plan for the rest of the unit:

• Weds (10/23): What does best fit mean? + Residuals and residual plots (ch. 8)
• Thurs (10/24): What does best fit mean? + Residuals and residual plots (ch. 8)
• Fri (10/25): What does the coefficient of determination (R^2) tell us? (ch. 8) + How can we read a linear regression computer output? (ch. 8)
• Mon (10/28): AP FR Group Work (ch. 7/8)
• Tues (10/29): How can we write the equation of the LSRL algebraically? (ch. 8) + AP MC
• Weds (10/30: Ch. 8 Vocab Quiz, Ch. 8 Wrap Up
• Thurs (10/31): Ch. 8 Interpret Quiz + Ch. 9 Intro (Outliers, Leverage, Influential Points)
• Fri (11/1): Outliers, Leverage, Influential Points (ch. 9)
• Mon (11/4): Outliers, Leverage, Influential Points Wrap Up (ch. 9), What does re-expressing data mean? (ch. 10)
• Tues (11/5): Re-expressing data (ch. 10)
• Weds (11/6): Unit 2 Vocabulary Exam (25 min) + Review
• Thurs (11/7): Unit 2 AP FR and AP MC Exam
• Fri (11/8): Probability Intro Classwork! (new unit; ch. 14) 
• *Note: I will be out on this day; you will have a graded classwork with the sub

After this unit we'll be a little ahead of last year's pace, which is fantastic! Last year we started probability on November 16th; this pace will have us starting probability on November 12th. 

Monday = STUDY!

Be sure to STUDY tonight--let's all start off our second unit strong and earn an A on tomorrow's quiz

Tuesday's Quiz:

• Vocab Section (all multiple choice):
• Scatterplot
• Explanatory (Variable)
• Response (Variable)
• Lurking Variable
• Correlation
• Remember, correlation only measures the strength and direction of a linear association
• Know how to determine if a correlation is strong/weak based on the r value
• Be able to compare r values and determine how two correlations are similar/different--determine which of two correlations is stronger/weaker
• Also be sure to know the "facts about correlation" (r doesn't change if we switch axes, doesn't change if we convert all data to z scores, doesn't change if we change units of x or y, and r doesn't have units)
• Positive Association 
• Negative Association
• Y-Hat
• Open Ended Section:
• Describe an association (like the precip v. cucumber yield or ankle range v. balance score, or # missed classes v. exam score examples)
• Other possible questions:
• Identify mistakes in a correlation statement (like Friday's stamp)
• Identify a potential lurking variable (like Friday's stamp)
• Create scatterplot, find r, R^2, equation of line of best fit on graphing calc
• Review:
• Calculate a probability/% based on a Normal model (normalcdf)--focus is on showing work
• OR, find cutoffs given a % with a Normal model (invnorm)

After our quiz we'll get back to work with residuals--see you there!

Weekend HW!

Weekend HW (lots of writing/interpreting):

1.) Describe the association between "number of missed classes" and "exam score." -- this is on the paper we had with our "notes examples" about cucumbers and ankle range of motion. Or, here's the context:

2.) Textbook Page 189 - 193 : 11a, 13abc, for 13's context also interpret the yintercept, 35cef

• For 13c this is called a "residual"-- for this homework just worry about the math
• For 35cef you'll need to find the equation using your graphing calculator (x = fat, y = calories)
• Period H: Here's some help with interpreting the y-intercepts since we didn't get to it in class:
• Remember, the y intercept occurs whenever the x = 0
• We just want to take this idea that "x = 0" and turn it into the given context
• For example--back to ankle range of motion and balance scores...
• The yint = -1.993, so "when x = 0, y = -1.993." 
• In context, "when ankle range of motion (x) = 0, balance score (y) = -1.993"
• Sometimes the y-intercept has an unrealistic interpretation--if so, we have to comment on that; in this case, the y-intercept is unrealistic because a balance score cannot be negative!
• Read the full interpretation in the image below...

3.) ALWAYS CHECK YOUR ANSWERS!

• Here's the answer to the "describe the association" question:
• "Based on the scatterplot the association between number of missed classes and exam score is roughly linear, negative, and pretty strong with a correlation of -0.79; generally, as the number of missed classes increases, exam score decreases."
• Check the back of the book for the textbook stuff....
• However, any interpretations of slope/yint MUST start with "THE MODEL PREDICTS," which is not done in the back of the book.
• Here's the answer to "interpret y intercept" (question I added) for the context in 13:
• "The model predicts that if a house has a size of 0 square feet its predicted price is about 47.82 thousand dollars. This is unrealistic because a house would not exist if it were 0 square feet."

We will have a chapter 7 quiz to start class on Tuesday!

• Open Ended Section:
• Describe an association
• Maybe an open ended like today's stamp (identify mistakes with statements about r, hypothesize about a lurking variable)
• Vocab Section:
• Scatterplot
• Explanatory (Variable)
• Response (Variable)
• Lurking Variable
• Describe an association (what do we describe?)
• Correlation
• Also be sure to know the "facts about correlation"
• Positive Association 
• Negative Association
• Y-Hat

If you were out today we discussed how to interpret slope and y-intercept--there are some notes to get before this, but here are the end products for our interpretations:

Thursday HW

Thursdays HW = Stumps/Larvae Worksheet

• Please complete the "Unit 2: Bivariate Data!" worksheet provided in class or linked below. AND ALWAYS CHECK YOUR ANSWERS! (Also linked below)
• You must write a complete sentence and fully attempt the last two questions to receive hw credit--use your resources!
• Thursday’s homework!
• Questions a, d, and e are all based on using your graphing calculator!
• The instructions in your textbook are based on an older calculator (TI83), so if you have a newer (TI84) or a Casio calculator you'll have to google this and (maybe) watch a video
• Google: "how to create scatter plot on a _____"
• Google: "how to find correlation on a _____"
• Google: "how to find the linear regression equation on a ______"
• Or, watch AP Stat Guy Unit 2 Videos #1 and 2!
• The answer to question (C) on the key is not great...here's a better version:
• c.) The association between the number of stumps and the number of beetle larvae is positive, roughly linear, and moderately strong with r = 0.916; as the number of stumps increases, the number of beetle larvae increases.
• Need help with interpreting slope?
• Check out this AP Stat Guy Video about interpreting slope/y int!
• AP Stat Guy: Interpret Slope and YInt
• You must interpret slope/yint in a complete sentence to earn full credit!
• Homework answer key:
• Tuesday HW ANSWER KEY
• ALWAYS CHECK YOUR HOMEWORK ANSWERS! (CLICK THE LINK ABOVE!)

Tomorrow we'll wrap up any/all correlation notes and start to talk about interpreting slope and y-intercept. See you there!

Weds HW (Due Thurs)

If you were absent last week for either our vocab (Weds) or math test (Thurs) you must make up your test(s) this week! You can do so after school Thursday or during any study hall/lunch any of those days. 

• *I am not after school Tues or Fri, so if you have to do the test after school it must be Weds or Thursday

Wednesday's HW = Stumps/Larvae Worksheet -- DUE FRIDAY

• Please complete the "Unit 2: Bivariate Data!" worksheet provided in class or linked below. AND ALWAYS CHECK YOUR ANSWERS! (Also linked below)
• This HW was originally due tomorrow, but it won't impact our work in class tomorrow, so I'm going to extend the due date to Friday. However, you might get a lil more (short/10 min)homework tomorrow.
• We will look at the calculator stuff in class tomorrow which helps with this homework
• You must write a complete sentence and fully attempt the last two questions to receive hw credit!
• Tuesday HW (Due Thurs 10/17)
• Questions a, d, and e are all based on using your graphing caclulator!
• The instructions in your textbook are based on an older calculator (TI83), so if you have a newer (TI84) or a Casio calculator you'll have to google this and (maybe) watch a video
• Google: "how to create scatter plot on a _____"
• Google: "how to find correlation on a _____"
• Google: "how to find the linear regression equation on a ______"
• Or, watch AP Stat Guy Unit 2 Videos #1 and 2!
• The answer to question (C) on the key is not great...here's a better version:
• c.) The association between the number of stumps and the number of beetle larvae is positive, roughly linear, and moderately strong with r = 0.916; as the number of stumps increases, the number of beetle larvae increases.
• Need help with interpreting slope?
• Check out this AP Stat Guy Video about interpreting slope/y int!
• AP Stat Guy: Interpret Slope and YInt
• You must interpret slope/yint in a complete sentence to earn full credit!
• Homework answer key:
• Tuesday HW ANSWER KEY
• ALWAYS CHECK YOUR HOMEWORK ANSWERS! (CLICK THE LINK ABOVE!)

On Thursday in class we'll finish up chapter 7 with some notes about....

• Correlation 
• Lurking Variables
• Calculator stuff?
• We will have our chapter 7 vocab quiz next week (Mon or Tues). 

Then, on Friday, we'll start to get into chapter 8; see you there!

New Unit Tuesday + Weekend HW!

If you were absent yesterday today you must make up your test(s) on Tuesday, Thursday, or Friday of next week. You can do so after school Thursday or during any study hall/lunch any of those days.

• *I am not after school Tues or Fri, so if you have to do the test after school it must be Thursday

I hope you're feeling confident about your test! It was tough (and about 5 minutes too long), but I have confidence you'll improve from our first test.

Either way, here's the good news about AP Stat--new unit Tuesday! And new units in this class mean a fresh start; our next unit deals with scatterplots and association, which gives us all a clean slate with some (mostly) different content.

Homework(s):

1. The Unit 1 Progress Checks (MCQ Part B and FRQ) were intended to be used to study for your test. If you already took the test there is no need to do this. If you did not do the test then you should still look at these.

2. You must complete our next progress check in AP classroom--"Unit 2 Progress Check: MCQ Part A." This is due 

• This progress check will be counted as a classwork or quiz grade--and the grade will be based on your actual # of questions correct, NOT solely on completion
• This progress check gets into some new stuff; the first 9 questions deal with reading graphs and some two way table probability--the probabilities we have discussed
• Starting with question 10 you will start to see questions about scatterplots--this is new stuff for our new unit, so you may have to Google some things or use your textbook:
• Use the information below to help with the "new stuff." 
• Question 9: 
• A positive association means that as one variable increases, the other increases, or as x increases, y increases (graphically think of a positive slope)
• A negative association means that as one variable increases, the other decreases, or as x increases, y decreases (graphically think of a negative slope)
• Question 10:
• For help with describing shape/direction of scatterplots read the "Looking at Scatterplots" section on pages 143 to 144 of your textbook
• Questions 12, 13, and 14:
• All of these deal with understanding correlation
• Read (carefully) through the list of "correlation properties" on p. 152
• To learn more about correlation read the "Correlation" section starting at teh bottom of p. 146 to the step-by-step example on p. 150
• Question 15:
• For this question you need to calculate correlation
• DO NOT find correlation by hand
• Instead, use your graphing calculator!
• Google "how to find correlation on TI___" or "on Casio ___"
• Or, if you have a TI, you can look at the "TI Tips" yellow box on p. 151-152
• Question 16:
• This again deals with interpreting correlation
• It might be helpful to sketch a scatterplot that shows a negative correlation; label your x and y axes with the IV, DV, then use this picture to choose a multiple choice answer
• Question 17: 
• More correlation stuff....
• Back to reading about correlation in the book (see above)

Other than that, have a FANTASTIC four day weekend! Enjoy some time off, but also be sure to get this done! I'll see you on Tuesday for the next unit! 

STUDY!

Tonight, STUDY! How, you ask?

1.) Complete the Progress Checks in My AP Classroom!

• Complete/submit the 18 multiple choice questions to practice! Then, check out your results and try to figure out anything you answered incorrectly!
• For the free response you don't have to worry about submitting your answers--I'm not going to grade all of yours because I want you to use this to study--you can just do these on paper and then use the scoring guide below to check your answers
• Unit 1 Progress Check: 2 Free Response Scoring Guide (Click Me)

2.) Look through your notes, old quizzes, your last test, and any other stuff you have to make sure you know all of the following--here's an outline of what you need to know for your test tomorrow...

• Be able to describe the shape of a distribution completely 
• this was also on today's vocab test
• Know how mean and median compare based on the shape of a distribution
• Know which measures of center/spread are appropriate for a given shape
• Know how to calculate outliers for a given data set:
• Fences: work for any data set
• Normal model: any value that is more than 3 standard deviations away from the mean is an outlier
• Describe a distribution given a histogram
• Look at our tip amounts stamp
• Compare distributions given boxplots
• Look at today's GPA example
• Compare distributions given 2 histograms
• We have not seen this in class, but we still compare SOCS--this type of question would combine the ideas from the "tip amounts" example and today's "comparing GPA's" example
• Be able to determine which graph would have the highest/lowest standard deviation
• this would connect to the matching histograms to variables group work we did a few weeks ago
• Shifting and Rescaling -- how do they impact measures of center and spread?
• like the third MC from yesterday's classwork or a few textbook homework problems or the Fahrenheit/Celsius example in our notes
• Know when it's appropriate to use a Normal model
• like in the first free response in the My AP Classroom assignment
• Calculate and interpret z scores 
• We had two stamp problems that based on this--one with you and your sibling's test grades, and one with the amount of weight a player can lift
• Be sure to complete the middle question on the back of yesterday's multiple choice (about Chipotle and Carofano's Italian restaurant)
• Use z-scores to compare performances--like the second (middle front) question) from yesterday's classwork
• Know how to use normalcdf and when to use normalcdf for a given problem 
• (like our "storms" classwork yesterday, or our IQ homework, ketchup homework or our Chipotle slides)
• Know how to use invnorm and when to use invnorm 
• (like our IQ or ketchup homework or our Chipotle slides or the last multiple choice from yesterday's classwork)
• Also know how to use invnorm to find the cutoffs for "middle percents," or to find IQR
• Be ready for more writing on Thursday's test! Some tips:
• REWORD THE QUESTION
• Always use context
• Remember to describe or compare SOCS
• Always directly answer the question--be clear
• If you are asked to explain your reasoning, explain your reasoning!
• Always answer specific to the given question/context--never answer in generalities
• Here are some sample answers from our first unit test you can check out:
• Mid Unit Test Sample Responses (Click Me!)

3.) Here is the MC homework and answers from yesterday in class:

• Ch. 6 MC Classwork (Click Me)
• Chapter 6 MC Answers:
• 5.) Some descriptive statistics....B
• At a college the scores on the chemistry....
• 7.) Suppose that the distribution....A
• The caffeine content....C
• The sodium content of meals at Chipotle....D
• Based on the Normal model for car speeds...C

4.) Here are the "storms" answers too!

• Storms Free Response (Weds. Classwork)
• a.) 0.0098 = 0.98%
• b.) 0.676 = 67.6%
• c.) 0.1217 = 12.17%
• d.) About 9 minor storms, about 32 (or 33) mild storms, about 6 super storms, and 0 or 1 are not classified (make sure all answers add up to 48)

How else can I study?

• Watch Unit 1 AP Stat Guy videos (or any other videos)
• Watch the video I shared in Remind for help with normalcdf/invnorm
• Use Khan Academy = videos and practice
• Create an outline from your notes that addresses each of the bullets above (for the stuff on your test)
• Go back to your last test and figure out/re-write anything that was incorrect

Lastly, here's a sample "comparing boxplots" question from period H today:

Tuesday = STUDY YOUR VOCAB!

Tomorrow we start class with our (25 minute) vocabulary test--come ready to earn an A!

• Vocab test outline:
• Test includes 20 to 25 matching vocab (match each term to its definition)
• There are also some short answer questions...things like....
• List measures of center/spread
• Name the appropriate measures of center/spread for a symmetric or skewed distribution
• Determine if a given graphical display is used for categorical or quantitative data
• Describe the shape of a given distribution 
• Know how the mean and median relate based on the shape of a distribution
• Here's your vocab list:
• Quantitative Variable
• Categorical Variable
• Stemplot
• Histogram
• Boxplot
• Ogive
• Skewed Left/Right
• Center
• Spread
• Mean
• Median
• IQR (what is it? how is it calculated?)
• Standard Deviation
• Range
• Variance
• Percentile
• Q1/Q3
• Outlier (know how to find outliers 2 ways--fences work for any distribution, 3 or more standard deviations away for the Normal model)
• Shifting
• Rescaling
• Normal model (know its shape, know the 68/95/99.7 rule)
• Z Score/Standardized Value (what does it measure? how is it calculated?)
• Know what measures of center/spread are best/most appropriate based on the shape
• Know all measures of center (mean, median, mode, midrange)
• Know all measures of spread (range, IQR, standard deviation, variance)
• Know which graphical displays are used for categorical data (bar graph, frequency table, pie chart)
• Know which graphical displays are used for quantitative data (histogram, dotplot, stemplot, boxplot, ogive)
• Be able to describe the shape of a given distribution completely (____ and ____)
• Know how mean/median compare depending on the shape of a given distribution

Want to start studying for Thursday's test.....?

Your next assignment in "My AP Classroom" has been assigned!

• I have assigned the second section of multiple choice AND 2 free response questions
• These must be completed by 7:30 am Tuesday; however, it is in your best interest to complete the MC and FR progress checks before Thursday's test--these are a great way to get in some studying!
• Link to log in is on the top right of the blog!

Monday Post = Lots to Read!

Please take the time to read through this whole post....

1.) First, tonight's homework--please complete the "Chapter 6 Wrap Up" worksheet provided in class (or linked below). The answers are also provided below.

• Chapter 6 Wrap Up HW (Click Me!)
• Chapter 6 Wrap Up HW Answer Key:
• a.) 0.704
• b.) 0.0062
• c.) 1.117 fluid ounces
• d.) 1.104 fluid ounces
• d.) Equation: 0.67 = (x - 1.05)/0.08, solve this equation for x
• .0536 = x - 1.05
• 1.1036 fl. oz. = x
• e.) 0.108 fluid ounces (1.104 - .996)

2.) Your next assignment in "My AP Classroom" has been assigned!

• I have assigned the second section of multiple choice AND 2 free response questions
• These must be completed by 7:30 am Tuesday; however, it is in your best interest to complete the MC and FR progress checks before Thursday's test--these are a great way to get in some studying!
• Link to log in is on the top right of the blog!

3.) 2 TESTS this week! 

• Wednesday = Unit 1 Vocab Test = all matching and some short answer
• Thursday = Unit 1 AP MC and AP FR test!

4.) What's on my vocab test Wednesday?

• Here's your vocab list:
• Quantitative Variable
• Categorical Variable
• Stemplot
• Histogram
• Boxplot
• Ogive
• Skewed Left/Right
• Center
• Spread
• Mean
• Median
• IQR (what is it? how is it calculated?)
• Standard Deviation
• Range
• Variance
• Percentile
• Q1/Q3
• Outlier (know how to find outliers 2 ways--fences work for any distribution, 3 or more standard deviations away for the Normal model)
• Shifting
• Rescaling
• Normal model (know its shape, know the 68/95/99.7 rule)
• Z Score/Standardized Value (what does it measure? how is it calculated?)
• Know what measures of center/spread are best/most appropriate based on the shape
• Know all measures of center (mean, median, mode, midrange)
• Know all measures of spread (range, IQR, standard deviation, variance)
• Know which graphical displays are used for categorical data (bar graph, frequency table, pie chart)
• Know which graphical displays are used for quantitative data (histogram, dotplot, stemplot, boxplot, ogive)
• Be able to describe the shape of a given distribution completely (____ and ____)
• Know how mean/median compare depending on the shape of a given distribution

5.) Be ready for more writing on Thursday's test! Some tips:

• REWORD THE QUESTION
• Always use context
• Remember to describe or compare SOCS
• Always directly answer the question--be clear
• If you are asked to explain your reasoning, explain your reasoning!
• Always answer specific to the given question/context--never answer in generalities
• Here are some sample answers from our first unit test you can check out:
• Mid Unit Test Sample Responses (Click Me!)

Weekend HW!

This weekend please complete the "Calculating Z Scores and Percentiles" worksheet provided in class or linked below. 

• Here's the HW if you need it:
• Calculating Z Scores and Percentiles
• For questions 2a-2e you DO NOT have to show the z scores unless you use a ztable; you can just show a shaded model and your normalcdf work (be sure to label lower, upper, mean, standard deviation
• For 2f, 2g show a shaded model and your invnorm work (be sure to label area, mean, standard deviation, and tail if you have that option)
• For 2H you need to find IQR....
• What is IQR--how do we calculate it?
• Find the two values you need to calculate IQR--think about what percentiles these represent!
• You got this!
• Always check your answers! Here's the key(s):
• HW Key Page 1 (Click Me!)
• HW Key Page 2 (Click Me!)
• The key doesn't have an answer for 2i, so here you go:
• z = 1.4; A person with an IQ of 121 has an IQ that falls 1.4 standard deviations above the average (IQ). 

Thursday HW (and a lil' extra credit opportunity)

Tonight please complete the following in your textbook. AND CHECK YOUR ANSWERS IN THE BACK!

• Page 125-126: 19, 27, 33, 41bc,  
• I think tonight it would be a good idea to practice using the "calculator method" since you practiced z-scores last night, but technically you can do these using either method.
• Want extra credit?
• Show the work for BOTH the z-table AND the calculator methods for 33abc and 41bc and you'll get some homework extra credit!

Wednesday HW!

Tonight, please complete questions A, B, and C from our "note slides" about Chipotle (also posted below).

• I would do these on separate paper, not in your notes (but really it's up to you)
• Question C is just like what we did in our notes today--maybe do that first?
• Question B is the trickiest--we did not see an example like this in class, but I want you to try to figure it out! Maybe save this for last
• Hint: for B you will have to calculate 2 z-scores and look up 2 values in the z table....
• Question C is just like what we did in our notes today--maybe do that first?
• For each of these:
• Sketch a shaded model
• Calculate the z-score (show work)
• Use the z-table to look up the "% to the left" and then use this info to determine your "final answer"
• Hint: for B you will have to calculate 2 z-scores and look up 2 values in the z table.....
• Absent or need some help with this?
• Read the "Finding Normal Percentiles by Hand" on p. 111 AND "Working with Normal Models I: Step by Step: on p. 113.
• Watch AP Stat Guy Videos (link is on the right of this blog)
• Unit 1 Videos 8, 9, 10, and 11
• Videos 9, 10, and 11 deal with the content for today/tomorrow/Friday's class.
• Oh, and here are the answers so you can check:
• a.) 98.61%
• b.) 9.06%
• c.) 72.57%

Tuesday HW

Tonight please complete the worksheet provided in class or linked below--"The Normal Model and the Empirical (68/95/99.7) Rule." 

• It might be a good idea to sketch your Normal model for heights of adult American men on a separate piece of paper--you'll need it for all the questions on the back and it might be annoying to have to keep flipping back and forth.
• Here's the homework in case you need it:
• Tuesday HW! Click Me!
• Absent or need some more info about what we learned today?
• Check out this AP Stat Guy Video! Click Me!
• Or, read about the 68/95/99.7 Rule on pages 109 to the top of p. 111
• Or simply Google Empirical rule! If you find a great video or site please send it to me via Remind for me to share!

Tomorrow we'll start class with this question--what % of people have an IQ above 123? How can we try to figure this out? 

See you there!