Download Syllabus 16-17

AP Statistics
Meadowdale High School 2016 - 2017
Instructor: Bill Hummel
Office Area: C-Flex Area (C106)
Email: [email protected]
Tutorial: Room C102 (7:05 – 7:20 every morning!)
Office Phone: 425-431-6413
Class Website: http://teacher.edmonds.wednet.edu/mhs/bhummel/index.php
Text: The Practice of Statistics; 3rd Edition, Starnes, Yates and Moore
Course Description
The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing
and drawing conclusions from data. Students are exposed to four broad conceptual themes:
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Exploring Data: Describing patterns and departures from patterns
Sampling and Experimentation: Planning and conducting a study
Anticipating Patterns: Exploring random phenomena using probability and simulation
Statistical Inference: Estimating population parameters and testing hypotheses.
As a result of successfully completing AP Statistics, students will be able to:
 Apply the principles and methods of data production, data analysis, probability models, and inference appropriately in
a variety of contexts, including the AP Statistics exam.
 Design and carry out a statistical study to answer a research question of interest.
 Analyze and critique published statistical information, communicate statistical understanding using appropriate
terminology; both orally and in writing.
What you can expect from me
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Dynamic, thoughtfully organized lessons that get you involved in learning about and doing statistics
Meaningful assignments that blend skills development, application of knowledge, and synthesis of ideas
Connections to statistics in the world around us
Creation of a respectful, comfortable classroom environment
Frequent, candid feedback about your performance, along with suggested strategies for improvement
Ongoing support during consultation or other scheduled meeting times
What I expect from you
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Engage in all aspects of the learning process – you will get out of this what you put into it!
Take responsibility for your learning and performance
Come to class on time, and participate productively for the entire period
Seek assistance when needed (this is a challenging course—expect to need help occasionally!)
Respect your classmates, your teacher, and yourself
College in the High School
Under the sponsorship of the Edmonds School District and Edmonds Community College (EdCC), we are pleased to offer
an opportunity to participate in the college Math Statistics classes through the College-in-the-High School (CHS) program.
The classes will be offered at Meadowdale High School and taught by me during the second semester. Successful
completion of the second semester class will result in Edmonds Community College awarding 5 credits in math. Much
more to follow…..
WHY DO I HAVE TO LEARN THIS?????
Let’s just get this out of the way right now. First of all, this class is an elective – math is certainly a requirement, but AP Stats is
not. You signed up for this. Second, I don’t know what you’re going to be doing when you’re out there in the real world and
you probably don’t either. It is a virtual certainty however, that you’re going to go to work for somebody who’s going to ask
you to solve some problems for them and your problem solving skills (if they’re strong) will be a tremendous asset for you.
Organizations work with data constantly and your ability to correctly interpret data will be crucial. The most in-demand jobs of
today did not exist five years ago. We’re trying to prep you to solve problems that aren’t problems yet and so that you can find
jobs that don’t even exist yet. Statistics is practical math that matters.
How do I get help?
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Come to tutorial. I will be in this room EVERY MORNING from 7:05 – 7:20
Make the best use of Achievement Time
Use the Hazel Miller Foundation tutoring program at the school
Open your book – it is your best resource and the answers are in there
Make good use of the on-line resources that are available with this curriculum (more to follow).
Required Materials (to be brought to class daily)
 Something to write with and write on…..paper and pen preferably.
 TI-83 or TI-84 calculator (crucial), or TI-Inspire. I do not speak TI-89……
Evaluation and Assessment
Your grade will be based on math concept work done in class, homework, and scores on tests and quizzes. Rest assured, I will not
be ‘giving’ you a grade – you will receive the grade you’ve earned; I just keep score.
 80% of your grade will be based on tests, quizzes, AP Practice Exams, and the final exam. The lowest test and quiz
score of the semester will be dropped (excluding the final).
 20% of your grade will be based on homework, graded assignments, class work and project scores.
The following percentages will be used to assign letter grades:
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92 – 100 A
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80 – 81 B
90 – 91 A
78 – 79 C+
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88 – 89 B+
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72 – 77 C
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82 – 87 B
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69 – 71 C-
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60 – 68 D
Below 60 F
Attendance and Make-up or Late Work
Because much of our time in class is spent on lectures, presentations and discussions, regular attendance is necessary; your
participation in these activities cannot be made up and what you miss may very well negatively affect your grade. If you’re
absent, you have one day to make up and turn in the assigned work. IT IS YOUR RESPONSIBILITY to get the
assignments that you’ve missed, either by checking skyward, using the class calendar, coming to tutorial or seeing me after
school. If you miss a test or a quiz, you will automatically receive a score of zero and then you must make arrangements
with me to make it up either during tutorial, lunch time or after school.
 You will be taking an alternative assessment (different form).
 If your absence is unexcused, you will not be allowed to make up the assessment.
 You have no more than two weeks to make up the assessment – unless you make other arrangements with me.
You will be allowed one retake per semester for tests and quizzes – however, the lowest test and quiz score from each
semester (excluding the semester final) will be dropped.
Homework and any out-of-class assignments are always to be completed by the next class period (unless specifically stated
otherwise). I fully realize that real-world issues may arise so please communicate with me if you anticipate trouble turning
assignments in on time and together, we’ll try to work something out.
Academic Integrity
I expect you to be forthright and candid in all of your dealings with me and with your classmates. You can expect the same
in return from me. As a member of a learning community, you also have a responsibility to hold those around you to behave
honorably. Cheating is wrong and you know it. The first instance of cheating will result in a zero, the second will very
likely result in loss of credit for the class. Keep in mind the following simple adage: It is hard to regain lost trust.
Tardies
Students are expected to be in their classroom seats and be prepared to begin working when the tardy bell rings. After 10
minutes this is considered an absence. For each unexcused tardy, a mandatory tutorial will be assigned to the student. If
tardies becomes habitual I will contact parents with a phone call. Next is a referred to their disciplinary administrator.
“Early is on time and on time is late.”
Chromebook Expectations
Students are expected to follow ALL school rules in regard to use of school district issued Chromebooks. Only district
approved websites are to be accessed. Teachers, parents and the school district will be allowed to randomly check
browsing histories. Please refer to the responsible use guidelines in at the Edmonds School District website.
Classroom Expectations
It is an absolute requirement that our classroom be a positive, safe place where learning can occur. I feel it’s in your best
interest (and in the best interest of your classmates) to display responsibility, proper maturity, common courtesy and
respect toward others. Specifically, it is expected that you will:
 Have respect for and be tolerant of other races, genders, religious beliefs, etc.
 Follow all the school rules as outlined in the student planner (no cell phones, iPods, hoods off, etc.)
 Ask questions when you have them (raising your hand of course!)
 Not criticize or embarrass others. This is a participatory class, which means we will all be sharing thoughts and
ideas. It is imperative that it be comfortable and safe for everyone to do so.
 Not use any recording device (audio and/or video) without prior written consent from me.
General Information
I have very high expectations of myself and for each of you. I will do my best to help you succeed in this class. Please
remember that you have a very important responsibility in regard to your personal academic success – and the person
most responsible for that success is you. If you need help, please take the initiative and contact me with the questions and
concerns that you have. Let’s have a great year!
Student Name: ___________________________________________
Parent Signature: ___________________________________________
(Please read, sign and return – thanks)
The Course
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Week #1; September 7 – September 9th
o Learning Targets:
 Course Introduction
 Course Syllabus
 What is statistics?
o Activities
 Counting M&M’s – looking at variability
o Homework
 Problems P1 – P9
o Technology – None
o Assessments – None
o Resources: “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
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Week #2; September 12th – September 16th
o Learning Targets:
 Explore ways to describe data graphically and numerically
 Learn about bar graphs and pie charts
 Learn to make stemplots and histograms
 Examine and describe distributions
 Learn about relative frequency and cumulative frequency and how to read on ogive
 Learn to create and interpret a timeplot
 Learn to describe distributions with numbers
 Learn about mean and median
o Evidence
 The students will calculate and interpret numerical descriptive statistics such as
median and mean.
 The students will create and interpret graphical statistical displays of the data by
making histograms, ogives, stemplots, bar graphs, pie charts and timeplots.
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 TI-84 calculator
o Activities
 Measure your heartbeart
o Homework
 1.7, 1.9, 1.12, 1.13, 1.15, 1.16, 1.19, 1.23
 1.27, 1.29, 1.30, 1.31, 1.32, 1.33, 1.34, 1.37
o Technology
 Learn about 1 variable stats on the TI-84
 Learn to make histograms and time plots on the TI-84
 Create dot-plots on using Minitab
 Introduce and use the Mean and Median Applet
 Read computer output from Minitab on mean and median
o Assessments
 Chapter P Vocab QUIZ
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Week #3; September 19th – September 23th
o Learning Targets:
 Learn to create box plots
 5 – number summary
 1.5 IQR rule for outliers
 Standard Deviation
 Learn to choose a summary
 Learn about the data analysis toolbox
 Linear transformations
o Evidence
 Students will become familiar with numerical descriptive statistics including the fivenumber summary, the IQR, mean, median and standard deviation.
 The students will become proficient using graphical representation of data by using boxplots, stem plots and histograms.
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 TI-84 calculator
 Mean and median Applet from the website: http://bcs.whfreeman.com/tps3e
 Baseball statistics from the Sporting News
o Activities
 Mean and median applet
o Homework
 1.39-1.43, 1.45 – 1.49
 Section 1.2 exercises 1.51 – 1.57 odds
 Chapter 1 review Exercises 1.59 – 1.69 odds
o Technology
 Learn to create boxplots on the TI-84
 Learn to find the 5-number summary
o Assessments
 Lesson 1.1 / 1.2 QUIZ
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Week #4; September 26th - September 30th
o Learning Targets:
 Learn how to find a the relative standing of a piece of data (observation)
 Learn the definition of a z-score and how to calculate a z-score
 Learn about and use a density curve
 Enhance your z-score (Table A) skills
 Learn about the empirical rule
o Evidence
 The students will learn to calculate descriptive statistics like a z-score using the mean and
standard deviation of a distribution
 The students will learn to define and use descriptive statistics like percentile.
 The students will learn to graphically display the standing of standardized score by
creating density curves on their calculators
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 Examine data from Minitab
 Examine the Normal Curve applet from: http://bcs.whfreeman.com/tps3e
 TI-84 Calculator
 Baseball data from the sporting news
o Activities
 Roll a normal distribution
 Special Problem 2A – Exploring Normal distributions
o Homework
 2.1, 2.3, 2.5 (a-d), 2.7 (a-c), 2.9, 2.10, 2.13, 2.15, 2.16
 Normal Distribution Worksheets 2 and 3
o Technology
 Examine statistical output from Minitab
 Look at the Normal curve applet
o Assessments
 Unit 1 EXAM
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Week #5; October 3rd – October 7th
o Learning Targets:
 Learn about Normal Distribution Calculations
 Learn about and use Normal Probability Plots
 Learn how to do these problems with your calculator
 Re-do your worksheets with your calculator
o Evidence
 The students will learn to calculate and describe Normal data using the 68-95-99.7
empirical rule.
 The students will learn to use tables of values (table A) to compute proportions of
observations that fall above or below a z-score.
 Students will be able to use graphical data such as the Normal Curve to find proportions
of observations that fall above or below a z-score.
 Students will use graphical data such as Normal Probability Plots to help assess the
Normality of data
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 TI-84 Calculator
 “Barron’s AP Statistics” – 7th Edition, Sternstein
 “Fast Track to a 5 – Preparing for the AP Statistics Exam for Introduction to Statistics
and Data Analysis”, Hathaway, Greenberg and Moulton
o Activities
 Roll a normal distribution
 Special Problem 2A – Exploring Normal distributions
o Homework
 2.23 – 2.27 odds, 2.31, 2.33, 2.34, 2.35, 2.37, 2.39, 2.43, 2.44, 2.45
 Section 2.2 Exercise 2.43 – 2.49 odds
 Chapter 2 Review Exercises 2.51 – 2.61 odds
o Technology
 Creating Normal probability plots on the TI 84
 Using ShadeNorm to find areas under the Normal Curve
 Using normalcdf on the TI-84
 Using InvNorm on the TI-84
o Assessments
 Unit 2 QUIZ
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Week #6; October 10th – October 14th
o Learning Targets:
 Examine the relationship between two variables (bivariate data)
 Construct and interpret scatterplots
 Make a scatterplot on your calculator
 Define and calculate correlation
o Evidence
 The students will learn to calculate and interpret numerically descriptive statistics from
bivariate data sets such as the correlation coefficient r, and be able to create a linear
regression line from bivariate data.
 The student will learn to display and interpret bivariate data by creating scatterplots and
then using regression lines to assess the usefulness of their regression equations.
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 TI-84 Calculator
 “Strive for a 5 – preparing for the AP Stats Exam” – Molesky.
 Use the correlation and regression applet from: http://bcs.whfreeman.com/tps3e
o Activities
 Activity 3A – Case of the missing cookies
o Homework
 3.1 through 3.7 and 3.9 through 3.11
 3.13, 3. 15, 3.17 and 3.19
o Technology
 Creating scatterplots on the TI-84
 Calculate correlation the hard way on the TI-84
 Find correlation the easy way on the TI-84
 Examine the correlation and Regression applet
o Assessments
 Unit 2 EXAM
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Week #7; October 17th – October 21st
o Learning Targets:
 Learn about, create and use Least-Squares regression lines
 Reading regression output from software
 Learn about and use residuals
 Learn about residual plots and how to make them
 Determining exactly how well the line fits the data using r2
o Evidence
 The students will learn to calculate and interpret numerically descriptive statistics from
bivariate data sets such as the residual, and the coefficient of determination r2.
 The students will become familiar with and interpret graphical representations of
bivariate data by creating scatterplots, regression lines and residual plots.
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 TI-84 Calculator
 “Strive for a 5 – preparing for the AP Stats Exam” – Molesky.
 Use the correlation and regression applet from: http://bcs.whfreeman.com/tps3e
 Examine output from Minitab and Crunchit!
o Activities
 Using the Least Squares Regression Applet
o Homework
 3.29 – 3.31, 3.33 – 3.35, 3.37-3.38
 3.39, 3.41 and 3.42, 3.43, 3.45
 Section 3.2 Exercises 3.49 – 3.57 odds
o Technology
 Examine regression results from Minitab and Crunchit!
 Create Least squares regression lines on the TI-84
o Assessments
 Unit 3.1 QUIZ
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Week #8; October 24th – October 28th
o Learning Targets:
 Learn about Correlation and Regression Wisdom
 Learn about influential points
o Evidence
 The students will learn continue to calculate and interpret numerically descriptive
statistics from bivariate data sets such as the residual, and the coefficient of determination
r2.
 The students will continue to become familiar with and interpret graphical
representations of bivariate data by creating scatterplots, regression lines and residual
plots
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 TI-84 Calculator
 “Strive for a 5 – preparing for the AP Stats Exam” – Molesky.
 Use the correlation and regression applet from: http://bcs.whfreeman.com/tps3e
o Activities
 Using the Least Squares Regression Applet
o Homework
 3.59 – 3.62, 3.63, 3.65, 3.66, 3.70, 3.71, 3.73
 Section 3.3 Exercises 3.69 – 3.75
 Chapter 3 Review Exercises 3.77 – 3.95 odds
o Technology
o Assessments
 Unit 3.2 QUIZ
 Unit 3 EXAM
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Week #9; October 31st – November 4th
o Learning Targets:
 Distinguish between observational studies and experiments
 Learn to examine polling data from different sources
 Look at various types of sampling methods including a Simple Random Sample
 Learn to use a table of random digits
 Learn to use your calculator to produce random digits
o Evidence
 Students will examine polling data from a minimum of three different polling sources and
examine their for methodology, bias and margins of error
 Students will learn (with a partner) to plan, justify and carry out a survey using sampling
techniques such as using the table of random digits and by using the random number
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generator on the calculator. Students will make an oral presentation to the class on their
findings, as well as provide a written report.
 Students will be able to analyze surveys from Harris.com and Gallup.com for extended
learning on random, stratified and cluster sampling as well as analyzing the surveys for
various types of bias
Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 TI-84 Calculator
 Websites: www.gallup.com; http://harrispollonline.com/
Activities
 Class survey
 Analyzing surveys
Homework
 5.1 – 5.8
 5.9 - 5.11, 5.13, 5.15, 5.17, 5.19
 Section 5.1 exercises 5.21 – 5.31 odds
Technology
 Use the Simple Random Sample Applet
 Create random digits on the TI-84
Assessments
 5.1 QUIZ
Week #10; November 7th – November 10th
o Learning Targets:
 Learn about the basic principles of experimental design
 Learn about the vocabulary in regard to experiments
 Learn about other experimental design methods
o Evidence
 The students will be presented with an experiment as reported in a national
publication and will be report on the issues of the experimental design, random
sampling and blocking associated with experiment and mechanisms for improving
the experiment.
 Students will (with a partner) design and carry out an appropriate and ethical experiment.
Students will make an oral presentation to the class on their findings, as well as provide a
written report.
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 “Scientific American” magazine – 2014
 New York Times
 Seattle Times
 “Statistics, The Art and Science of Learning from Data”, Agresti and Franklin
o Activities
 Activity 5D – eating cookies
 Special Problem 5B
o Homework
 5.33, 5.35, 5.37, 5.39, 5.42, 5.43
 5.45, 5.47, 5.49,
 Section 5.2 exercises 5.51 – 5.59 odds
o Technology
 Create random integers on the TI-84
o Assessments
 5.1 QUIZ
 Unit 5 EXAM
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Week #11; November 14th – November 18th
o Learning Targets:
 Learn how to transform non-linear data into useful regression models
 Use logarithmic transformations
 Use Power transformations
 Learn how to describe relationships between two categorical variables
 Learn about Simpson’s paradox
o Evidence
 Students will learn to calculate and interpret parameters which transform data in order to
achieve linearity
 Students will learn to graphically display data that is not linear as well as data that has
been transformed to achieve linearity
 Students will also learn to interpret the slope and y-intercept from equations and graphs
with the context of a problem
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 TI-84 Calculator
 The Sporting News report on salaries in major league baseball
 “AP Summer Institute Exam Materials 2012 AP Statistics”, The College Board
 “Statistics – Learning From Data”, AP Edition, Peck and Olsen
o Activities
 Activity 4 – modeling the spread of cancer
 Special problem 4A – Baseball salaries
o Homework
 Problems 4.1 – 4.8
 4.9, 4.11 – 4.14
 Section 4.1 Exercises 4.15 – 4.21
 Section 4.2 Exercises 4.31 – 4.39 odds
o Technology
 Showing exponential growth on the TI-84
 Showing power models on the TI-84
 Examining 2 by 2 table results on CrunchIt!
o Assessments
 None
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Week #12; November 21st – November 22nd (Thanksgiving week)
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Learning Targets:
Activities
Homework
Technology
Assessments
 Lesson 4.1 / 4.2 QUIZ
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Week #13; November 28th – December 2nd
o Learning Targets:
 Identify three ways in which association between two variables can be explained
 Explain what process provides the best evidence for causation
 Define the terms common response and confounded variables
 Learn rules to establish causation
o Evidence
 Students will be able to create, calculate and interpret marginal and conditional
distributions from a two-way table
 Students will be able to calculate counts and express them as percents in describing
relationships between categorical variables.
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 “Fast Track to a 5, Preparing for the AP Stats Exam for Introduction to Statistics and
Data Analysis”, Hathaway, Greenberg and Moulton
 “Barron’s AP Statistics” – 7th Edition, Sternstein
o Activities
 None
o Homework
 Section 4.3 Exercises 4.41 – 4.48
 Chapter review exercises 4.49 – 4.57 odds
o Technology
 none
o Assessments
 Unit 4 EXAM
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Week #14; December 5th – December 9th
o Learning Targets:
 Introduce the concepts of statistical probability
 Define and use simulation
 List the 5 steps involved in a simulation
 Learn to conduct simulations on your calculator
 Use a simulation to make decisions on hiring discrimination
 Learn about the language of probability
 Learn about the mathematical rules of probability
 Learn about applications of probability rules
o Evidence
 Students will be able to anticipate patterns by exploring the concepts of randomness
using probability and simulation.
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Students will be able to simulate random events in a hiring discrimination lawsuit using
random integers on their calculators. They will be asked about the probability that a
certain number of female pilots will be hired for positions at an airline.
 Students will be able to simulate the probability of drawing three jacks form a deck of
cards for a poker hand.
Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 TI-84 calculator
 “Introduction to Statistics & Data Analysis – 4th Edition”, Peck, Olsen and Devore
 “Barron’s AP Statistics” – 7th Edition, Sternstein
 “Statistics, The Art and Science of Learning from Data”, Agresti and Franklin
 Hack-a-shaq free throw applet at : http://bcs.whfreeman.com/tps3e
Activities
 Hiring discrimination activity
 Special problem 6G – Amarillo Slim
Homework
 6.1 – 6.12
 Section 6.1 Exercises 6.13 - 6.19 (odds)
 6.21 – 6.35 (odds)
 6-29 – 6.38, 6.41, 6.44
 6.45 – 6.49, 6.51
 Section 6.2 Exercises 6.53 – 6.61 (odds)
Technology
 Performing simulations with the TI-84
 Hack-a-shaq free throw applet
Assessments
 None
Week #15; December 12th – December 16th
o Learning Targets:
 Learn about the addition rule for disjoint events
 Learn about the addition rule for events that are not disjoint
 Learn about conditional probabilities
 Learn more about conditional probability
o Evidence
 Students will be able to create probability models for multiple random events.
 Students will learn to anticipate the patterns of long term randomness and the differences
associated with short term randomness
 Students will be able to create probability models using tree diagrams, relative frequency
diagrams and Venn diagrams in order to calculate probabilities
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 “Barron’s AP Statistics” – 7th Edition, Sternstein
 “Statistics – Learning From Data”, AP Edition, Peck and Olsen
o Activities
 Special problem 6G – Amarillo Slim
o Homework
 6.65-6.69, 6.71 – 6.77
 6.79, 6.81-6.86
 Section 6.3 Exercises 6.85 – 6.95 (odds)
 Chapter Review Exercises 6.97 – 6.107 (odds)
o Technology
 none
o Assessments
 Unit 6.1 / 6.2 QUIZ
 Unit 6.3 QUIZ
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Week #16; January 3rd – January 6th
o Learning Targets:
 Learn about random variables
 Learn about discrete random variables
 Define what is meant by a probability distribution
 Learn about continuous random variables
o Evidence
 Students will learn to anticipate patterns involving discrete random variables by
simulating the dice game CRAPS. Students will learn to create probability
distributions for discrete random variables in other casino games.
 Students will learn to graphically display and interpret a probability distribution
using a probability histogram.
 Students will also learn to anticipate patterns using continuous random variables by
completing exercises in the textbook.
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 TI-84 calculator
 “Barron’s AP Statistics” – 7th Edition, Sternstein
 “Strive for a 5 – Preparing for the AP Stats Exam”, Molesky
 “Fast Track to a 5, Preparing for the AP Stats Exam for Introduction to Statistics and
Data Analysis”, Hathaway, Greenberg and Moulton
o Activities
 We are playing CRAPS!!!!
o Homework
 Problems 7.1-7.10
o Technology
 Simulate craps on the TI-84
o Assessments
 Unit 6 EXAM

Week #17; January 9th – January 13th
o Learning Targets:
 Define and calculate the mean, variance and standard deviation of a random variable
 Define the Law of Large Numbers
 Calculate the mean and variance of two random variables
 Explain how standard deviations are calculated when combining random variables
 Learn about the rules for means and variances when combining random variables
o Evidence
 Students will learn to combine independent random variables by performing Activities
7B and 7C and will also learn to calculate the descriptive statistics such as the mean,
variance and standard deviation of independent random variables.
 Students will learn to combine independent random variables and use Normal
calculations and Normal distributions to describe the probabilities of independent random
events.
 Students will learn to display graphically probabilities associated with combined random
variables using histograms and Normal density curves.
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 TI-84 calculator
 “Barron’s AP Statistics” – 7th Edition, Sternstein
 “Strive for a 5 – Preparing for the AP Stats Exam”, Molesky
o Activities
 Activity 7B – means of random variables
 Activity 7C – Combining random variables
o Homework
 7.1-7.10
 7.23 – 7.27, 7.33 – 7.35, 7.37, 7.38, 7.39,
 Section 7.2 Review Exercises 7.43 – 7.51 odds
 Chapter Review Exercises 7.53 – 7.63 odds
o Technology
 Using the TI-84 for Normal probability calculations
o Assessments
 Unit 7.1 QUIZ
 Unit 7.2 QUIZ
 Unit 7 EXAM

Week #18; January 16th – January 20th
o Learning Targets:
 Describe the conditions that need to be present in a binomial setting
 Define a binomial distribution
 Learn to calculate a binomial coefficient
 Learn to calculate a binomial probability
 Finding binomial probabilities with your calculator
 Calculate Binomial mean and St. Dev.
 Use the Normal Approximation for binomial distributions
 Define the Geometric Distribution and the setting for a geometric distribution
 Calculate mean and St. Dev. Of a geometric random variable
 Use the Normal Approximation for binomial distributions
o Evidence
 Students will learn to recognize and describe the conditions that need to be present in a
binomial setting by doing activity 8A and assignments from the textbook.
 Student will be able to calculate and interpret probabilities from binomial settings using
the binomial formula.
 Students will be able to calculate, use and interpret descriptive statistics like the mean
and standard deviation of binomial random variables.
 Students will learn to recognize and describe the conditions for a geometric setting and
will be able to calculate and interpret probabilities from geometric settings.
 Students will be able to calculate, use and interpret descriptive statistics like the mean
and standard deviation of random variables in a geometric setting.
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 TI-84 calculator
 “Introduction to Statistics & Data Analysis – 4th Edition”, Peck, Olsen and Devore
 “Barron’s AP Statistics” – 7th Edition, Sternstein
 “Strive for a 5 – Preparing for the AP Stats Exam”, Molesky
o Activities
 Activity 8A – the quiz nightmare
o Homework
 8.1 through 8.12
 8.13 through 8.16, 8.19, 8.21
 Section 8.1 Review Exercises 8.31 – 8.39 odds
 8.45 – 8.49
 Section 8.2 Review Exercises 8.51 – 8.57 odds
 Chapter 8 review exercises 8.59 – 8.67
o Technology
 Calculate binomial pdf’s and cdf’s on the TI-84
 Calculate geometric pdf’s and cdf’s on the TI-84
 Create binomial and geometric histograms on the TI-84
 Use the TI-84 to simulate geometric situations
o Assessments
 Unit 8.1 QUIZ

Week #19; January 23rd – January 26th
o Learning Targets:
o Activities
o Homework
o Technology
o Assessments
 Semester 1 Final Exam

Week #20; January 30th – February 3rd
o Learning Targets:
 Compare and contrast the terms parameter and statistic
 Define what is meant by sampling variability
 Define what is meant by sampling distribution of a statistic
 Learn to describe the distribution of a sample
 Learn about the bias of a statistic
 Learn about the Variability of a statistic
 Compute mean and standard deviation of a sampling distribution
 Use normal approximations for sampling distributions
 Sample Means and the Central Limit theorem
o Evidence
 Students will be able to define and use sampling variability and be able to distinguish
between a parameter and a statistic.
 Students will be able to describe and interpret the sampling distribution of a statistic
and be able to describe the variability of a statistic.
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 TI-84 calculator
 “Statistics through Applications – 2nd Edition”, Starnes, Yates and Moore
 “Barron’s AP Statistics” – 7th Edition, Sternstein
o Activities
 Young women’s heights
 Sampling Pennies
o Homework
 Problems 9.1, 9.2, 9.3, 9.5, 9.7 – 9.17 odds
 9-19 – 9.29 odds
 9.35 – 9.45 odds
 Chapter 9 review exercises 9.47 – 9.57 odds
o Technology
 Using the TI-84 for normal approximations of sample distributions
o Assessments
 9.1 QUIZ

Week #21; February 6th – February 10th
o Learning Targets:
 Explain what is meant by statistical inference
 Explain how probability is used to make decisions in regard to inference
 Introduce the confidence interval toolbox
o Evidence
 Students will be introduced to the concept of statistical inference and how it is used to
make conclusions about a larger population.
 Students will learn to create confidence intervals for a population mean from examples in
the text and homework problems in the text.
 Student will learn to apply the conditions necessary to create a confidence interval and
will learn to list the four necessary steps in the creation of a confidence interval by using
the Inference Toolbox
 Students will also learn to interpret confidence intervals within the context of the
particular problem through numerous examples and homework assignments from the text
and other resources.
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 TI-84 calculator (for calculating z-intervals)
 “Statistics through Applications – 2nd Edition”, Starnes, Yates and Moore
 “Statistics – Learning From Data”, AP Edition, Peck and Olsen
 Confidence Interval applet at www.freeman.com/tps3e
o Activities
 Counting words in books
 Confidence interval applet
o Homework
 Problems 10.1 – 10.5, 10.7 – 10.11 odds, 10.13, 10.15 -10.16
o Technology
 Use the TI-84 for z-intervals
o Assessments
 9.2 QUIZ
 Unit 9 EXAM

Week #22; February 13th – February 17th
o Learning Targets:
 Learn about t distributions
 Learn to construct one-sample t confidence intervals
 Learn about paired t procedures
 Learn how to estimate a population proportion
o Evidence
 Students will learn to construct one-sample t confidence intervals for a population mean
by doing examples in the text and from homework problems in the text.
 Student will continue to learn to apply the conditions necessary to create a confidence
interval and will continue to learn to list the four necessary steps in the creation of a
confidence interval by using the Inference Toolbox

o
o
o
o
o

Students will also continue to learn to interpret one sample t confidence intervals within
the context of the particular problem through numerous examples and homework
assignments from the text and other resources.
 Students will learn to create a confidence interval for a population proportion by doing
the Hershey’s Kiss activity in the text and from example problems and homework
problems in the text and other resources.
 Students will learn to identify the conditions necessary to create a confidence interval for
a proportion
 Students will learn to be able to create a sample size for any desired margin of error.
Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 TI-84 calculator (for calculating t-intervals and one proportion z-intervals)
 “Statistics through Applications – 2nd Edition”, Starnes, Yates and Moore
 “Statistics – Learning From Data”, AP Edition, Peck and Olsen
 “Barron’s AP Statistics” – 7th Edition, Sternstein
 “Strive for a 5 – Preparing for the AP Stats Exam”, Molesky
Activities
 Hershey’s kiss activity
Homework
 10-27 thru 10-29, 10.31
 10.51 – 10.61 odds
 Chapter 10 exercises 10.65 – 10.73
Technology
 Using the TI-84 for t-intervals
Assessments
 10.1 Quiz
 10.2 Quiz
Week #23; February 20th – February 24th
o Learning Targets:
 Learn about significance tests
 Define null and alternative hypothesis
 Define P-Value
 Define significance level and statistical significance
o Evidence
 Students will be introduced to the concept of significant testing and hypothesis testing.
The introduction will come from Activity 11A in the text and having the students draw
cards from a deck of only red cards. The concept will be reinforced with activity 11B in
the text – testing the claim that the free-throw shooter is an 80% shooter.
 Students will learn to write and interpret a null and alternative hypothesis.
 Students will learn to identify the conditions necessary for doing a significance test.
 Students will be introduced to and asked to interpret p-values, significance levels and
statistical significance through example problems and homework problems in the text and
other resources.
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 “Statistics through Applications – 2nd Edition”, Starnes, Yates and Moore
 “Introduction to Statistics & Data Analysis – 4th Edition”, Peck, Olsen and Devore
o Activities
 Drawing cards from a deck
o Homework
 Problems 11.1, 11.3, 11.5, 11.7, 11.9, 11.11, 11.13, 11.15
 11.19 – 11.23
o Technology
 Free throw shooter applet
o Assessments
 Unit 10 EXAM

Week #24; February 27th – March 3rd
o Learning Targets:
 Identify and explain the 4 steps in formal hypothesis testing
 Conduct a z-test for a population mean
 Conduct a two-sided significance test for using a confidence interval
 Distinguish between statistical significance and practicality
 Identify the advantage and disadvantage of using P-Values
o Evidence
 Students will be able to explain, identify and interpret the four steps for formal
hypothesis testing using the Inference Toolbox from the text.
 Students will learn to conduct a z-test for a population mean from examples and
homework problems in the text and other resources.
 Students will learn to conduct two-sided significance tests from examples and homework
problems in the text and other resources.
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 “Statistics through Applications – 2nd Edition”, Starnes, Yates and Moore
 “Introduction to Statistics & Data Analysis – 4th Edition”, Peck, Olsen and Devore
 “Barron’s AP Statistics” – 7th Edition, Sternstein
o Activities
 None
o Homework
 Problems 11.1, 11.3, 11.5, 11.7, 11.9, 11.11, 11.13, 11.15
 11.19 – 11.23, 11.27, 11.28, 11.35, 11.37
 11.43 – 11.48
o Technology
 Use the TI-84 to perform z-tests
o Assessments
 11.1 QUIZ
 11.2 / 11.3 QUIZ

Week #25; March 6th – March 10th
o Learning Targets:
 Define what is meant by a Type I error
 Define what is meant by a Type II error
 Describe the consequences of errors
 Describe the relationship between significance and a Type I error
 Define the Power of a Test
o Evidence
 Students will be able to define and interpret the differences between statistical
significance and practical importance.

The students will be able to describe and interpret the use of p-values rather than a fixed
level of significance through examples in homework problems in the text and other
resources.
 Students will be able to define, identify and interpret within the context of the problem
what a Type I and a Type II error is and be able to explain the consequences of each.
 Students will learn to define and interpret the Power of a test, how to increase the power
and why a larger value for power is a good thing.
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 “Statistics through Applications – 2nd Edition”, Starnes, Yates and Moore
 “Introduction to Statistics & Data Analysis – 4th Edition”, Peck, Olsen and Devore
 “Barron’s AP Statistics” – 7th Edition, Sternstein
 POWER Applet at www.whfreeman.com/tps3e
 “Prep for the AP Exam Guide for The Practice of Statistics – 4th Edition”, Legacy
o Activities
 Using the POWER applet
o Homework
 Problems 11.53 – 11.57 odds
 Chapter 11 Review exercises, 11.59 – 11.73 odds
o Technology
 Using the POWER Applet
o Assessments
 Unit 11 EXAM

Week #26; March 13th – March 17th
o Learning Targets:
 Define a one-sample t-statistic
 Define critical values of t (t*) from a “t table”
 Determine a P-Value of a t-statistic
 Learn to conduct a one-sample t significance test for a population mean
 Conduct a paired t-test
 Conduct a significance test for a population proportion
 Discuss how significance tests and confidence intervals can be used together to draw
conclusions
 Use your calculator to do a one-proportion z test
o Evidence
 Students will be introduced to and will be able to define and interpret the one-sample tstatistic for tests about the mean of a population. The introduction will come in activity
12 in the text about one side of a coin being heavier than the other.
 Students will learn to conduct and interpret one-sample t significance tests for a
population mean (using the inference toolbox) by doing examples and homework
problems from the text as well as other resources.
 Students will also learn to conduct and interpret a paired t-test for the difference between
two population means (using the inference toolbox) by doing examples and homework
problems from the text as well as other resources.
 Students will examine and interpret the results of t-procedures by examining output from
statistical software packages.
 Students will learn to conduct and interpret significance tests for a population proportion
(using the inference toolbox) by doing examples and homework problems from the text
as well as other resources.
 Students will also learn to conduct and interpret a significance tests for the difference
between two population proportions (using the inference toolbox) by doing examples and
homework problems from the text as well as other resources.
 Students will also be able to synthesize information and be able to explain how
hypothesis testing and confidence intervals can be used together to help draw conclusions
about a population proportion.
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 “Statistics through Applications – 2nd Edition”, Starnes, Yates and Moore
 TI-84 calculator (for conducting t-tests and one proportion z tests)
 “AP Summer Institute Exam Materials 2012 AP Statistics”, The College Board
 “AP Statistics Workshop Handbook 2011-2012”, The College Board
 “Barron’s AP Statistics” – 7th Edition, Sternstein
o Activities
 Stand up pennies and knock them down
o Homework
 Problems 12.1 – 12.7,
 12.11 – 12.21 odds, 12-23 – 12,27 odds
 Unit 12 Review exercises 12.31-12.37
o Technology
 Examine statistical output of one-sample t-tests
 Use the TI-84 to perform t-tests
 Use the TI-84 to do one-proportion z-tests
o Assessments
 12.1 / 12.2 QUIZ

Week #27; March 20th – March 24th
o Learning Targets:
 Define two-sample problems
 Clarify the difference between the two-sample z-statistic and the two-sample tstatistic
 Conduct a two-sample significance test between two independent means using the
inference toolbox
o Evidence
 Students will learn to construct and interpret a confidence interval for the difference
between two population means and also be able to construct and interpret significance
tests for the difference between two population means. Students will learn this by doing
example problems and homework problems in the text as well as with other resources.
 Students will learn to identify and describe the three conditions necessary for doing
inference for two population means.
 Students will also learn to examine and interpret output from statistical software as it
relates to 2 sample t-tests.
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 TI-84 calculator (for doing 2 sample T Tests)
 “AP Summer Institute Exam Materials 2012 AP Statistics”, The College Board
 Fast Track to a 5, Preparing for the AP Stats Exam for Introduction to Statistics and
Data Analysis”, Hathaway, Greenberg and Moulton
 “Barron’s AP Statistics” – 7th Edition, Sternstein
o Activities
 Paper Airplane experiment
o Homework
 Problems 13.1 – 13.6,
 13.7 – 13.11 odds
 13.17 – 13.23 odds
o Technology
 Examine statistical output of two-sample t-tests
 Use the TI-84 to perform two-sample t-tests
o Assessments
 Unit 12 EXAM

Week #28; March 27th – March 31st
o Learning Targets:
 Learn to use the two-sample z procedure to give a confidence interval for the
difference between proportions in two populations
 Use a two-proportion z test to test the hypothesis H0: p1 = p2
 Check to see that you can use these procedures in a particular setting
o Evidence
 Students will learn to construct and interpret a confidence interval for the difference
between two population proportions and also be able to construct and interpret tests of
significance for the difference between two population proportions.
 Students will be able to define and identify the three conditions which must be present for
a confidence interval for the difference of two population proportions
 Students will be able to calculate and interpret descriptive statistics such as the mean,
standard deviation, and standard error of the difference between two population
proportions.
 Students will also learn to examine and interpret output from statistical software as it
relates to 2 proportion z-tests.
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 TI-84 calculator (for doing 2 proportion Z Tests)
 “AP Summer Institute Exam Materials 2012 AP Statistics”, The College Board
 “Strive for a 5 – Preparing for the AP Stats Exam”, Molesky
 “Barron’s AP Statistics” – 7th Edition, Sternstein
o Activities
 None
o Homework
 Problems 13.25, 13.27
 13.29 – 13.39 odds
 Chapter 13 review exercises 13.41 – 13.49 odds
o Technology
 Examine statistical output of two-sample z-tests
 Use the TI-84 to perform two-sample z-tests
o Assessments
 13.1 / 13.2 QUIZ

Week #29; April 3rd – April 7th - No School; Spring Break

Week #30; April 10th – April 14th
o Learning Targets:
 Describe the situation for which the chi-square test for goodness of fit is appropriate
 List the conditions that need to be satisfied in order to conduct a chi-square test
 Use a calculator to conduct a chi-square test
o Evidence
 Students will be introduced to and be able to define and interpret a chi-square goodness
of fit test. The introduction will come from Activity 14A, counting and eating M&M’s
and being able to find observed and expected values of M&M’s in a bag.
 Students will learn to identify and describe the conditions for which the chi-square test
for goodness of fit is appropriate.
 Students will learn to create and interpret chi-square density curves using their calculators
and be able to calculate and interpret goodness of fit tests using their calculators.
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 TI-84 calculator (for doing goodness of fit tests)
 “Stats – Modeling the World”, AP Edition, Bock, Velleman and De Veaux
o Activities
 More M & M’s
o Homework
 Problems 14.1 – 14.10
o Technology
 Use the TI-84 to conduct a chi-square test
o Assessments
 Unit 13 EXAM

Week #31; April 17th – April 21st
o Learning Targets:
 Learn about inference for two-way tables
 Compare two or more population proportions using a chi-square test for homogeneity
of populations
 Learn about the chi-square test of association/independence
o Evidence
 Students will be able to conduct and interpret a chi-square test for the homogeneity of
populations, and a chi-square test for association and independence by doing example
problems and homework problems from the text and other resources.
 Students will learn to identify, define and interpret two-way tables.
 Students will be able to distinguish between homogeneity of populations and
independence.
 Students will be able to identify and interpret the form of the null hypothesis of the chisquare tests for homogeneity of populations and independence.
 Students be able to use their calculators to calculate and interpret a chi-square test of
significance for a two-way table.
 Students will also learn to examine and interpret output from statistical software as it
relates to chi-square tests.
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 TI-84 calculator (for doing chi-square tests)
 “Prep for the AP Exam Guide for The Practice of Statistics – 4th Edition”, Legacy
 “Barron’s AP Statistics” – 7th Edition, Sternstein
o Activities
 none
o Homework
 HW problems 14.11, 14.13
 14.15 – 14.17; 14.21 – 14.43 odds
o Technology
 Use the TI-84 to conduct a chi-square test
 Examine chi-square tests on Minitab
o Assessments
 14.1 / 14.2 QUIZ

Week #32; April 24th – April 28th
o Learning Targets:
 Use the linear regression t-test on your calculator
 Find the standard error (SD) of the line
 Create a confidence interval for the regression line
o Evidence
 Students will learn identify the conditions necessary to do inference testing for the slope
of a regression line.
 Students will be able to construct and interpret confidence intervals for the slope of a
regression line by doing example and homework problems from the text and other
resources.
 Students will be able to construct and interpret hypothesis tests for the slope of a
regression line by doing example and homework problems from the text and other
resources.
 Students will learn to use their calculators to calculate and interpret a linear regression ttest.
o Resources
 “The Practice of Statistics – 3rd Edition”, Yates, Moore and Starnes.
 TI-84 calculator (for doing linear regression t-tests)

o Activities
 none
o Homework
 Problems 15.1 – 15.25
o Technology
 Use the TI-84 to conduct Linear regression t-tests
o Assessments
 Unit 14 EXAM
 Unit 15 QUIZ

Week #33; May 1st – May 5th
o Learning Targets:
 AP Statistics EXAM Review
o Resources
 “Strive for a 5 – Preparing for the AP Stats Exam”, Molesky
 “Prep for the AP Exam Guide for The Practice of Statistics – 4th Edition”, Legacy
 “Fast Track to a 5, Preparing for the AP Stats Exam for Introduction to Statistics and
Data Analysis”, Hathaway, Greenberg and Moulton
 “AP Summer Institute Exam Materials 2012 AP Statistics”, The College Board
 “AP Statistics Workshop Handbook 2011-2012”, The College Board
o Activities
o Homework
o Technology
o Assessments
 Unit 15 EXAM

Week #34; May 8th – May 12th
o Learning Targets:
 AP Statistics EXAM Review
o Resources
 “Strive for a 5 – Preparing for the AP Stats Exam”, Molesky
 “Prep for the AP Exam Guide for The Practice of Statistics – 4th Edition”, Legacy
 “Fast Track to a 5, Preparing for the AP Stats Exam for Introduction to Statistics and
Data Analysis”, Hathaway, Greenberg and Moulton
 “AP Summer Institute Exam Materials 2012 AP Statistics”, The College Board
 “AP Statistics Workshop Handbook 2011-2012”, The College Board
o Activities
o Homework
o Technology
o Assessments

Week #34 – week #36; May 12th – May 23rd
o Learning Targets:
 Year – end statistical project
 Analysis of Variance (ANOVA) methods
o Evidence
 Students will learn methods to compare several groups according to their means on a
quantitative response variable.
o Resources
 “Statistics, The Art and Science of Learning from Data”, Agresti and Franklin
o Activities
o Homework
o Technology
o Assessments

Week #37 – week #40; May 26th – June 11th
o Learning Targets:
 Year – end statistical project
o Evidence
 Students (in pairs or groups of three) will conduct a statistical project using the
techniques covered in this course. The project is to draw from all four aspects of the
course (exploring data, sampling and/or experimentation, anticipating patterns, and
statistical inference). The project needs to demonstrate an understanding of the overall
process of quantitative research.
 The students will provide a written report and will also make a relatively brief oral
presentation of their findings.
 The project must include:
 A clear method of the sampling procedure used
 A clear method of how data will be measured or collected
 A list of assumptions or an anticipation of confounding or lurking variables
including any issues of bias in their project
 A suggestion of the statistical analysis that the students intend to use
 The actual statistical analysis used
 An interpretation of the results within the context of the problem
 A written formal report