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Statistics & Probability

Program Description:

In Statistics and Probability, students will develop and improve competencies as articulated in the Common Core State Standards for mathematics.  Students will become proficient in four overarching areas:  (1) Interpreting Categorical and Quantitative Data; (2) Making Inferences and Justifying Conclusions; (3) Conditional Probability and Rules of Probability.

 

(1) Students will represent and interpret data using various mediums.  They will create dot plots, histograms, and box plots.  Based on the shape of the data distribution, students will compare center and spread of the data sets, and interpret these, accounting for possible effects of outliers.  Students will use mean and standard deviations of a data set to fit it to normal distributions and to estimate areas under a normal curve.  They will represent data on two quantitative variables on a scatter plot, describing how the variables are related and fitting a linear, quadratic, or exponential function to the data.  They will interpret the slope and y-intercept of the linear model in context of the data, compute, and interpret the correlation coefficient.

 

(2) Students will understand statistics as a process for making inferences about population parameters based on a random sample from that population.  They will decide if a model is consistent using results from simulations.  Students will recognize the purposes of and differences among sample surveys, experiments, and observational studies.  They will use data from a sample survey to develop a margin of error through the use of simulation models for random sampling, and data from a randomized experiment to compare two treatments.  Students will also evaluate reports based on data.

 

(3) Students will evaluate conditional probabilities and use rules of probabilities.  They will describe events using unions, intersections, and complements of other events.  They will determine if two events are independent and will be use conditional probabilities to interpret independence.  Students will construct and interpret two-way frequency tables of data and estimate the probability from these tables.  They will be recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations.  They will find the conditional probability of A given B and apply the addition rule.  

 

Probability and Statistics students will practice skills in isolation in order to apply them competently in solving real-world problems. Through repeated practice and hands-on activities, they will gain competence in interpreting categorical and quantitative data, making inferences and justifying conclusions, calculating conditional probability, and applying the rules of probability. 

 

 Course Outline:

Semester 1

Statistics: The Art and Science of Data (Ch 1) – 3 ½ weeks

Describing Distributions of Data (Ch 2) – 4 weeks

Modeling Distributions of Data (Ch 3) – 4 ½ weeks

Describing Relationships (Ch 4) – 4 weeks

Semester 2

Sampling and Surveys (Ch 5) – 4 ½ weeks

Designing Experiments (Ch 6) – 4 weeks 

Probability: What are the Chances? (Ch 7) – 5 ½ weeks

Probability Models (Ch 8) – 4 weeks

Introduction to Inference (Ch 9) – time permitting

 

Materials Needed:

               Each day, bring the following materials to class:

  1. Pencil and eraser
  2. Laptop & Calculator
  3. Paper
  4. Practice from previous class


Summative Assessments 100%:

Summative Assessments will always be announced.  These will be in the form of section quizzes and comprehensive tests that will be at the end of each chapter.  Re-do’s will be at TEACHER DISCRETION and will be allowed only on summative assessments.

 Formative Assessments:

  1. Assigned practice problems
    1. Statistics is a class based on skill and in order to improve your skills, you need to practice.  All assigned practice will be designed and selected to prepare you to apply your skills competently in solving real-world applicable problems.  It is expected that you will show the correct solution (just having the answer is not enough).  A solution consists of each and every step that was used to solve the problem, as well as the final answer that you get.

       

    2. Completing the practice problems suggested will prepare students for proficiency and/or mastery on summative assessments.

       

  2. Individual Worksheets/Class Exercises/Activities

 

Academic Success:

  1. Group Activities/Worksheets
  2. Simulations/Experiments

 

Folder/Binder:

               Students are required to keep track of their progress throughout the course.  All of your notes, homework, worksheets, and projects should be kept in your folder or binder.  There will be a checklist stating the requirements for each folder on Schoology/and or handed out to you.  Should you request a re-do on a summative assessment, you must provide this information.

Rules:

  1. No shouted answers – raise your hand!
  2. Arrive on time to class each day prepared with the required materials and ready to learn.
  3. Show respect to classmates, yourself, and your teachers. 
  4. Demonstrate acceptable behavior and follow all school rules.

 

Make-up Work Due to Absence:

  • YOU are responsible for make-up work after you have been absent from school.
  • If you are absent, you are to always check Schoology to get the assignment.  There will almost always be an electronic version of the assigned practice.  You may also e-mail me to get other information of what you missed when you were gone or to get help with something you do not understand.
  • All missed summative assessments can only be made-up before school, after school, or during Learning Lab and NOT during class time.  If you decide to make up a summative assessment, you must allow yourself enough time to complete the whole test in one sitting.

 

Extra Help:

I will be available before school, after school, or during Learning Lab should you need to see me for extra help.