TEST TOMORROW!

1.) Your AP Classroom assignment must be completed before Midnight!

• The multiple choice (18 questions) count as a QUIZ GRADE!
• The free response is just offered as a tool for you to use to study--this will not count as a grade!
• Just try the AP Classroom FR on separate paper and use the key below to check your work--or, at least read through this key (even if you didn't do them)!
• Unit 2 Progress Check: Free Response KEY! (Click Me)

2.) STUDY! Tomorrow = AP Free Response and Multiple Choice Test

• Here's how to study:
• 1.) Complete the AP Classroom assignment
• 2.) Review all of your writing interpretations--this test will have a good amount of writing, but it's all stuff we've seen...
• Describe an association (reference r if possible)
• Is a linear model appropriate?
• Interpret Slope
• Interpret Y Intercept
• Interpret R^2 (coefficient of determination)
• Interpret the meaning of a residual
• Of course do this all in context!
• 3.) More practice problems you can use to study: if you complete some/all of these on separate paper and turn them in tomorrow you will be given extra credit!
• Page 215: #9, 10
• Check answers in the back of the book for 9, you can send me a Remind message or show me your work in person next week for 10 to check
• Pages 245-253: (review of Part II/Unit II): 1, 3, 7ab, 11abcd, 15acd, 17, 27, 29abc, 39
• Here's a list of what you need to know for your test:
• *There is no create scatterplot/create residual plot/find equation on your graphing calculator stuff on your test tomorrow!
• Make predictions given an LSRL equation
• Calculate residuals given the LSRL and an actual value (or given a graph)
• Resid = actual - predicted
• Look at our rollercoaster stamp!
• Find an actual (y) value given a residual and the LSRL equation (or given a graph of residuals)
• Resid = actual - predicted
• Look at our rollercoaster stamp! 
• Interpret the meaning of a residual, in context
• More rollercoaster stamp! Also was in 47 in a past hw!
• Describe an association
• Context, Shape, direction, strength, reference r
• Find r given R^2
• Take square root of R^2, check scatterplot and/or slope to see if r is positive or negative
• Determine if a linear model is appropriate
• Scatterplot is roughly linear, residual plot has no pattern/random scatter, 2 quantitative variables--be sure to specify which graph you're talking about when you write this!
• Read a computer output 
• We have notes about this--# of passenger seats v. operating cost per hour
• Write the LSRL equation algebraically
• Notes about SAT scores on this! Remember, you're given the formulas...
• Interpret slope, in context
• Always...
• Interpret y-int, in context
• Always...
• Interpret R^2, in context
• Remember, % of changes in y that are explained by changes in x
• Also be sure to look at question 4 about size of homes and electricity useage from Monday's classwork (passed back today)--the answer was A!
• Predict using a re-expressed model with logs
• This is what we discussed today; it's on your test
• If you were out come prepared! No excuses!
• Also AP classroom MC #16 (I think it's #16)
• Understand how adding/removing a point influences slope, intercept, and correlation 
• This was the focus of Monday's classwork!
• We also have 3 slides in our notes
• Pay close attention to if we're adding/removing the points and if the correlation was negative or positive to start

After tomorrow's test it's on to probability--until then, STUDY! Start the 2nd quarter off strong!