Download Part I: Exploring and Understanding Data, (23 classes)

Advanced Placement Statistics (2016/2017)
Grading Rationale
Phone: (203) 426-7646
e-mail: [email protected]
WebPage:http://myschooldesk.net/newtown/teachersite.aspx#site.36881_pid.241561_mid.440732
Tools: The following tools are required for each day of class: textbook, notebook, writing
utensil, and calculator (Ti-84).
Grades: Your grade for each quarter will be determined in the following manner:
 Assessments (tests, quizzes, written assignments, and projects)
 Reading/Writing
 Homework Quizzes
85%
10%
5%
Extra Help: If you fall behind or are confused regarding the concepts covered, you
should seek extra help. Extra help is available before and after school and during
my non-teaching periods. Please let me know when you would like to seek extra
help and I will let you know my location in the building.
Before School
Non-Teaching Periods
After School
6:50 a.m. – 7:15 a.m.
Periods 1, 3, and 7
2:05 p.m. – 2:45 p.m.
Miss Barry
Math Office
Math Office/Duty/F219
Math Office/F219
Assessments: Students will be assessed in a variety of ways. Major AP-Like Tests will be
administered at the end of each ‘Part’ of the text, while quizzes will be
administered intermittently throughout the chapters of a unit and may be
announced or unannounced. Other assessments may include writing assignments,
performance-based tasks, group projects, journals responses, homework quizzes,
and laboratory reports. All assessments missed due to an excused absence must
be made up within two school days of your return to school. Exceptions to
this will be at the discretion of the instructor provided the student has contacted
the instructor within two days of their return to school.
Exams:
Students taking this course are expected to take the AP Statistics Exam
offered by the College Board and scheduled for Thursday, May 11th, 2017 at
12-noon. If a student does not plan on taking the exam, they should notify the
instructor immediately. They then may be subject to the consequences as stated
within the NHS Program of Studies. Without a focus on the AP Exam, they may
be subject to differentiated instruction/assessments for the remainder of the year.
In addition to the AP Exam, a comprehensive Midyear Exam will be administered
in accordance with school policy. The midyear exam will be a simulated AP
Exam and cover all material presented in the first two quarters. If time allows, a
group project and reading assignments/groups will be the final assessment of your
knowledge in this course. The final project will be a set of tasks which will allow
students to apply the concepts learned throughout this course. The reading
assignments will be articles that connect real-world events to statistics. All
students will complete the final assessments. The final assessments will also
serve as the majority of your fourth quarter grade. If the final project is not
assigned, the instructor will select statistical topics to cover.
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Reading
&
Writing:
Throughout this course, students will be asked to read portions of their textbook
in preparation of discussing new topics. Upon completion, students will write a
3-sentence summary of their reading. The summary should focus on concepts
they understood, concepts that seem to be confusing/unclear, and/or things they
want to remember about the reading. In addition to 3-sentence summaries,
students will be using specific methods and tools to collect, analyze and draw
conclusions regarding various sets of data. Frequently they will need to write an
explanation of their reasoning when conducting this process. The following
writing tips are offered:
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Create an opening statement, a single straightforward sentence
Clearly and unambiguously answer the question/state a conclusion
Present evidence/facts that supports your conclusion
Help the reader understand the mathematics of the problem
Why have the facts led you to this conclusion
If there is contradictory evidence, mention this too
Create a closing statement where the evidence/facts are connected to the
conclusion
If you are comparing two things, explain why your choice is strong and
why the other alternative is inferior
Homework: Homework is a vital part of learning mathematics because it allows you to
practice and refine the concepts learned during class, as well as the opportunity to
use those concepts to stretch beyond the content covered in class. Often, during
our next class, groups will be asked to discuss their answers to particular
questions and at times place their work on the board. Support work and/or
sketches must accompany the answers to all problems in order to be
considered complete. Many times, assigned questions will serve as a springboard and/or a connection to the concepts covered in our next class. With few
exceptions, homework will be assigned during each class period and posted on
our web page. Often odd numbered problems will be assigned for homework so
you may check your answers in the back of the text. It is also understood that
part of each homework assignment is a revision of incorrect responses or work.
While homework is not directly a part of your grade, it is certainly a cornerstone
of your performance on each assessment. Hence, from time to time, homework
quizzes be administered. Incomplete homework assignments will put you, your
group members, and your classmates at a disadvantage!
CPS:
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(Cooperative Problem Solving) In this class, students will be assigned to a group
(usually two or three members/group). Each group will be asked to cooperatively
review answers to specific homework questions often presenting those answers to
the class, complete daily assignments, explorations, and discussions, and make
presentations to the class regarding AP multiple choice questions, AP Free
response questions and the final project of the course. Working cooperatively is
important because in real life we are often required to complete projects in groups
and the AP Statistics test requires a good amount of writing/explaining about data
analysis and summary. For each cooperative performance assessment, students
will receive a rubric, which describes how the task will be graded. The rubric will
usually generate grades based on a combination of the group’s performance as
well as the individual’s performance.
Rev. 7/14
Technology: The College Board expects students to bring a graphing calculator with statistical
capabilities to the AP Statistics exam, and to be familiar with its use. The
calculator's computational capabilities should include standard statistical
univariate and bivariate summaries through linear regression. Graphical
capabilities should include common univariate and bivariate displays such as
histograms, boxplots, and scatterplots. It is preferable to have a TI -84 with the
updated operating system (2.55). (While the TI -83 will provide adequate
support, it clearly puts the student at a disadvantage.) This instructor will be
using a TI-84 Plus C as an integral portion of the course. Every student in this
class will be expected to be proficient with the Texas Instruments TI-83/84 Plus
graphing calculator.
Communication:
Every student and parent/guardian is welcome to e-mail or call the teacher
if questions or concerns arise. In most cases there will be a response
within 24 hours.
Cheating: The act of cheating seems to be epidemic within our current culture. Nonetheless, it
will not be tolerated within this classroom. The Newtown High School’s Cheating Policy, as
stated in the student handbook, will be adhered to by this instructor. The policy (POLICY 7410), with its definitions, conditions and consequences, are listed below.
Definitions of Cheating
Tests and Quizzes
• It is cheating to use unauthorized notes during a test or quiz.
• It is cheating to copy another student's work during a test or quiz.
• It is cheating to allow another student to see one's answers during a test or quiz.
• It is cheating to give information to students who have not yet taken the test.
• It is cheating for students who have not yet taken the test to receive information.
Homework and Class Activities
• It is cheating to copy another student's work.
• It is cheating to allow another student to copy one's work.
NHS Clarification of Cheating/Plagiarism Policy: Sharing ideas in a group as directed by the
teacher is not cheating. Group work at NHS must be specifically identified through roles and
responsibilities to avoid conflict over contribution and resources. Students working in groups
must understand that the entire group is responsible for their decisions and actions. Those
individuals in a group setting can impact the final grade of a group. This is under the discretion
of the teacher. If cheating occurs on any assignment, test or quiz, the student(s) will lose all
credit and will not be allowed to correct the work. All forms of cheating and plagiarism are not
acceptable. The misrepresenting by students of homework, class work, tests, reports, or other
assignments as if they were entirely their own work shall be considered forms of cheating and/or
plagiarism. Consequences of cheating and/or plagiarism shall be academic in nature unless
repeated incidences required disciplinary action. Consequences for cheating will take into
account the grade level of the student and the severity of the misrepresentation. See the policy
section of the instructor’s web page for more detail regarding consequences.
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Notebook: The purpose of a notebook is to help you organize the content of this course. It is
believed that this organization will help promote success throughout the year. If you are
struggling in this course, your notebook can be a valuable resource. If you seek extra help, one of
the first points of concern will be to observe the quality of the content of your notebook. Your
notebook should contain the following items:
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Section I:
The Grading Rationale and Syllabus for this course.
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Section II:
The official AP Formula /Tables document (may be used for assessments),
AP Exam Tips for Students and ‘Using the Ti 83/84 Calculator document.
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Section III:
All tests, quizzes, writing assignments, projects or other graded
assessments.
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Section IV:
All class work, explorations, written assignments, notes regarding class
discussion, and homework. Each day’s work shall begin on a new sheet of
paper with the date at the top of the page. All class work, explorations,
written assignments, and notes regarding class discussion will follow. The
homework assigned for that night will follow and will be identified by
page number(s) and problem number(s).
Extra Credit: Students often ask to complete extra credit to improve their grades. Extra credit
in the traditional sense is not offered. However, there are many components built in to the
grading system of this course that should allow you the opportunity to improve your grade.
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‘Assessment Corrections’ are offered after most major assessments. Up to one half of
the points lost on an assessment can be earned back. The instructor, using a variety of
criteria, will decide which assessments will be eligible for corrections. The format for
assessment corrections are stated on the next page and need to be adhered to in order to
maximize the opportunity.
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Reading/writing assignments provide an alternative to a timed test and allow you to
demonstrate your knowledge of course concepts through a different medium.
Reading/writing assignments constitute 10% of your quarter grade and should enhance
your class grade.
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Homework quizzes provide another alternative to a timed test and allow you to
demonstrate your completion of the previous night’s homework. Homework quizzes
constitute 5% of your quarter grade and should enhance your class grade.
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The NHS Math Team is an active organization and always welcomes new team members.
As an ‘AP Honor Student’ you should have a passion and commitment to mathematics
that can be utilized to represent our school competitively. For every Math Team
competition (and the practice(s) leading up to them) you take part in, you will receive a
five point bonus on the major/minor assessment of your choice. The assessment chosen
must be in the same marking period as the competition.
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Correcting mistakes can be a valuable learning experience. In the spirit of learning from your
mistake(s), you will be allowed to make assessment corrections on most major assessments (at
the discretion of the instructor) where up to one half of the points lost can be earned back.
It is assumed that most students will take advantage of this opportunity. Hence, we will not
discuss the graded assessment when it is returned during class and you will be provided minimal
written feedback regarding your mistake(s). If you choose not to complete ‘assessment
corrections’ you are welcome to seek feedback regarding your mistake(s) by meeting with your
instructor.
In order to qualify for Assessment Corrections, the instructor from time to time may require
students to attend an after-school group review session. This time will be utilized to discuss
concepts and errors related to the most recent assessment. If this requirement is employed, there
will be two time periods offered. Students may attend one or both. Upon completion, students
will then have the opportunity to carry out the steps below to correct their mistake(s):
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Number/label each question corrected and indicate your score out of the possible points
available. (i.e.: 2/5 points earned)
Explain in writing what your mistakes are. (i.e.: lack of understanding the question,
operational errors, faulty solving method, etc.) Your errors must be explained.
Explain in a few words the process you will use to solve the problem.
Work out the problem showing step-by-step detail, arriving at the correct solution. Your
solution must be correct in every way: computations, labels, simplification, drawings, etc.
No credit will be given for an incorrect solution.
All work must be typed (with the exception of mathematical symbols/drawings), clearly
labeled, and neat.
The corrected work must be stapled to the front of the original assessment.
The corrections must be handed in before or on the due date. The only exception to the
due date is an excused absence from school. If you leave school early on the due date,
the work must be handed in prior to leaving school. If you are absent on the due date, the
work must be handed in prior to the first period on the day you return to school. Do not
wait until class! All work must be handed to the instructor.
The goal of this exercise is for you to do an appropriate amount of work/research that will allow
you to learn from your mistakes.
 You may ask your instructor for help on no more than 3 problems.
 You may not ask your instructor for help on the day the assessments are returned,
on the day the corrections are due, or during class time.
 You may use a variety of resources to help make corrections, i.e.; textbook, reading/math
center, other students, teachers, parents, Internet, etc.
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AP Statistics
Syllabus
Advanced Placement Statistics
As stated in the Program of Studies, this course is a rigorous and theoretical study of
Statistics. It follows the Advanced Placement syllabus accepted by the College Board.
Students in Pre-Calc or Hon Algebra 2 are invited to sign up for this course. Acceptance
is dependent upon criteria described in the application (may be obtained from their
teacher or the math department chair). It is required that all members of the class take the
Advanced Placement Examination in Statistics in order to receive 30 weight credit for the
course. The data analysis and investigation components of this course are based on the
use of a graphing calculator with a table option. Regular and frequent access to a
graphing calculator for class activities as well as homework is required.
Prerequisite
Pre-Calc or Honors Algebra 2 and Departmental approval (based on criteria outlined on
the student’s application).
Textbook
Stats, Modeling the World (2nd edition); Bock, David E., Velleman, Paul F., and
DeVeaux, Richard D.; Pearson Education, Inc., 2007.
Supplemental Material
Stats, Modeling the World Printed Test Bank and Resource Giude (2nd edition)
(TRB); Bock, David E., Velleman, Paul F., and DeVeaux, Richard D.; Pearson
Education, Inc., 2007.
AP*Test Prep Guide, (2nd edition); Carroll, Carver, Peters, and Ricks; Pearson
Education, Inc., 2007.
Workshop Statistics Discovery with Data and the Graphing Calculator (3rd edition);
Rossman, Allan J., Chance, Beth L.; Key College Publishing, 2008.
Activity-based Statistics (2nd edition); Scheaffer, Richard L., Watkins, Ann, Witmer,
Jeffery, Gnanadesikan, Mrudulla; Key College Publishing, 2004.
Pedagogy: The primary text provides the general layout of the course. Before the topics
are discussed in class, students are required to read multiple sections in the textbook and
write a 3-sentence summary of their reading. This allows them to develop a precision
and accuracy about their writing skills. Other major themes implemented, to improve
communication and thinking skills, throughout the text are: “Think-Show-Tell” and “The
W’s”. After being presented with a problem or activity, students are reminded to “Think”
about what is being asked, where they are headed, and why. They “Show” what they
have learned through the mechanics of calculating statistics and making displays. Finally
they “Tell” what has been learned by explaining their results in a way that someone else
can understand their conclusions. All of their work is stimulated by answering “The
W’s”, who, what, when, where, why, and how. Near the end of each chapter, a section
called “What Can Go Wrong?” is discussed to help students begin to detect statistical
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errors and practice identifying and debunking misuses of statistics. Students conduct
these activities within a collaborative group to which they have been assigned. The focus
of instruction is on students actively discussing and solving problems and tasks presented
through the text with minimal amount of time spent on lecture.
Technology: All students have their own TI-84Plus or TI-84PlusC graphing calculator
for use in class, at home, and on the AP Exam. If a student cannot afford a calculator, the
school will loan a calculator to them for the year. Students will use their graphing
calculator extensively throughout the course. The class has access to a computer lab, the
instructor has access to a laptop computer as well as a projector for classroom use, and all
computers have the Excel software installed. Various applets on the Internet are used
throughout the course.
School Schedule: The academic calendar is divided into quarters. Students will take AP
Statistics for all 4 terms. Students are required to take both midterm (at the conclusion of
quarter 2) and final exams. In addition to these exams, they will also take an adapted
practice AP Exam at the conclusion of “Part I” of the text and again at the conclusion of
“Part III” and Part IV”. In the spring the students will take an authentic AP Exam that
has been released by the College Board. Classes meet six times during an eight-day
cycle. Each class period is 52 minutes long.
Curricular Requirements for AP Statistics
I.
The course provides instruction in each of the following four broad conceptual
themes outlined in the Course Description with appropriate emphasis on each:
 Exploring data
 Sampling and experimentation
 Anticipating patterns
 Statistical inference
II.
The course draws connections between all aspects of the statistical process,
including design, analysis, and conclusions.
III.
The course teaches students how to communicate methods, results, and
interpretations using the vocabulary of statistics.
IV.
The course teaches students how to use graphing calculators and demonstrates
the use of computers and/or computer output to enhance the development of
statistical understanding through exploring and analyzing data, assessing
models, and performing simulations.
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Part I: Exploring and Understanding Data, (23 classes)
Chapters 1-3, (4.5 classes)
Chapter 1, Stats Starts Here
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To be read by students
Chapter 2, Data
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Define & identify terms such as:
o data
o statistic
o categorical data
o quantitative data
o ordinal variables
o identifier variables
In the process of defining the new terms the groundwork of the W’s (who, what, when,
where, why, and how) and Think-Show-Tell will be initiated. Here students will begin
to see the importance of context in statistics and develop a style of writing that will
appropriately present their analysis and conclusions of the various problems they will
face.
Chapter 3, Displaying and Describing Categorical Data
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Frequency Table
Relative frequency table
Bar chart
Pie chart
Area principle
Contingency tables
Marginal distribution
Conditional distribution
Simpson’s paradox
Assessment, Chapters 1-3
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In-class assessments (individual)
Investigative task (TRB): Race and the Death Penalty. Students will work on
this collaboratively and submit tables and displays as a group but write the
news article individually.
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Chapter 4, Displaying Quantitative Data, (4 classes)
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Histograms
Stem-and-leaf plots
Dotplots
Timeplots
Introduction of features of a distribution:
o Shape (uniform, unimodal, bimodal, symmetric, skewed)
o Center (idea of median)
o Spread (idea of variation)
The Ti Graphing Calculator will be used to enter data and organize the data in a
histogram
Assessment, Chapters 1-4: In-class assessment (individual)
Chapters 5 & 6, (8.5 classes)
Chapter 5, Describing Distributions Numerically
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5-Number Summary
o quartiles
o median
o interquartile range
o outliers
Boxplots
Calculate mean and standard deviation
Identify the appropriate statistics to use with the various shapes explored
The Ti Graphing Calculator will be used to enter data, organize the data in a
boxplot, and calculate statistics
Chapter 6, The Standard Deviation as Ruler and the Normal Model
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The effects of shifting and scaling on summary statistics
Identify when and when not to use the Normal Model
To use the standard deviation as a tool of comparison
To calculate z-scores and use them to compare data
Introduce the idea of the 68-95-99.7 Rule (Empirical Rule)
The Ti Graphing Calculator will be used to calculate area under the curve and to
calculate z-scores
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Assessment, Chapters 5 & 6
 In-class assessment (individual)
Part I Review: Exploring and Understanding Data, , (this review will be integrated
throughout previous classes)
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Rev chapters 1-6
AP-Like Test (TRB)
o Multiple Choice Questions
o Free response Questions
o Investigative Task: Auto Safety Investigative task (TRB): Students
will work on this collaboratively and submit tables and displays as a
group but write the letter to their boss individually.
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Part II: Exploring Relationships Between Variables (15 classes)
Chapters 7 & 8, (11 classes)
Chapter 7, Scatterplots, Association, and Correlation
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Identify the characteristics of a scatterplot:
o Association
 Positive
 negative
o Form
 Straight
 Curve
o Strength
o Variables
 Explanatory
 Response
Calculate the correlation coefficient
Straightening scatterplots
The Ti Graphing Calculator data tables, regression calculator, and graphing
function will be used extensively
Chapter 8, Linear Regression
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Explore the characteristics of a linear model:
o Residuals
o Least Squares
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o Correlation
o slope
Calculate the regression equation
Identify the characteristics of R 2 :
o The square of the correlation between y and x
o As a measure of variation
o As an overall measure of how successful the regression is in linearly
relating y to x
The Ti Graphing Calculator data tables, regression calculator, and graphing
function will be used extensively
Activities to be used:
o Correlation, Regression, Prediction Worksheet, (TRB, pg. 7-7)
o Distance and Ticket Price Worksheet, (TRB, pg. 8-7 and 8-8)
Assessment, Chapters 7-8:
 In-class assessment (individual)
We will return to Chapters 9 & 10 when we cover Part VII, Chapter 27, Inference for
Regressions.
Part II Review: Exploring Relationships Between Variables, (1 class)
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Review all modeling in general
Investigative Task (TRB): “Smoking” students will work collaboratively
during one class period and individually submit displays and answers to
questions at the beginning of the next class.
Part III: Gathering Data, (20 classes)
Chapter 11, Understanding Randomness, (6 classes)
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Random numbers as a tool to be fair
Conducting simulations
Use both a random number table and the Ti Graphing Calculator to generate
random results
The Ti Graphing Calculator will be used to conduct simulations
Chapter 12, Sample Surveys, (6 classes)
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Means of gathering data: polls, surveys, census, and others
Types of sampling bias: voluntary response, under-coverage, non-response,
and response
Population Parameters and sample statistics
Sample size
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Sampling variability
Sampling strategies: simple random, stratified, cluster, multistage, and
systematic
 Activities to be used:
o JellyBlubbers, http://exploringdata.cqu.edu.au/sampling.htm
o An Exercise in Sampling: Rolling Down the River, Doetsch, Carolyn,
Flanagan-Hyde, Peter, Harrison, Mary, Tabor, Josh, Tiberio, Chuck;
NCSSM Statistics Leadership Institute, July ,2000
Assessment, Chapter 11/12: In-class assessment (individual) possible
Chapter 13, Experiments and Observational Studies, (5 classes)
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Identify the structure of Observational Studies and Experiments
Principles of control, randomization, replication, blocking
Identify the idea of statistical inference
Design experiments
o Treatments, levels, and factors
o Single and double blinding
o Placebos
o Explanatory and response variables
o Confounding and lurking variables
Ethics of experimentation
Activities to be used:
o “What do You Think?”; Workshop Statistics Discovery with Data and
the Graphing Calculator
o “An Apple a Day”; Workshop Statistics Discovery with Data and the
Graphing Calculator
o Salk Polio Vaccine Trials Reflection/Discussion regarding Ethics
Assessment, Chapter 13
 In-class Investigative Task (TRB): Backhoes and Forklifts (group)
 Experimental Design (take-home assessment): Under-inflated Basketballs;
students will work on this collaboratively and create and experimental design
independently.
Part III Review: Gathering Data, (class time is to be integrated within the classes
covering Probability)
 Rev chapters 11-13
 Group Project (TRB) may be assigned if time allows
o Conduct a survey, study, experiment, or do a simulation on a topic of
interest.
o Create a good design, exploratory data analysis, clear descriptions, and
sound analysis of results
o Employ the 5 w’s and display information appropriately
o Present (digitally) findings to the class and submit a written report to
instructor
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The Group Project will connect Parts I thru III, where students will be able to identify an
issue/topic of interest, design an observation, survey or experiment, communicate the
results through displays, and analyze their results givens the concepts learned thus far.
The due date will coincide with midterm exams and will be counted as part of the exam
grade.
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Part I –III Simulated AP Exam
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Multiple Choice Questions
Free response Questions
Backhoes and Forklifts as Investigative Task
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Part IV: Randomness and Probability, (18 classes)
Chapter 14, From Randomness to Probability, (3 classes)
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Law of Large Numbers vs. Law of Averages
Probability rules and notation for:
o Complementary events
o Unions of disjoint events (mutually exclusive)
o Intersection of independent events
The Ti Graphing Calculator will be used to explore experiment probabilities
through simulations
Activities to be used:
o “The Law of Averages”; Activity-based Statistics
o “Streaky Behavior”; Activity-based Statistics
Chapter 15, Probability Rules, (5 classes)
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Expansion of probability rules to:
o Addition rule
o Multiplication rule
Independent vs. dependent
Conditional probability
Probability displays:
o Venn diagrams
o Two-way tables
o Tree diagrams
o Tree diagrams and false positives
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Chapter 16, Random Variables, (5 classes)
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Random variables described with probability models
Discrete random variables vs. continuous random variables
Expected Value
Effects of shifting and scaling on:
o Mean
o Variance
Explore theoretical probability
Activities to be used:
o “The Lazy Student”; Activity-based Statistics
o “The Greedy Pig”;
Assessment, Chapters 14-16: In-class assessment (individual)
Chapter 17, Probability Models, (5 classes)
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Utilize Bernoulli trials to explore:
o Geometric probability model
o Binomial probability model
Approximation of a binomial distribution with a normal model
The Ti Graphing Calculator distribution function menu will be used to
calculate probabilities geometric and binomial models
Activity to be used: Is that an Assumption or a Condition; College Board AP
Statistics page, http://apcentral.collegeboard.com
Part IV Review: Randomness and Probability
Rev chapters 14-17 (this review will be integrated throughout previous classes)
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Part I –IV Simulated AP Exam (this test should coincide with the Midterm Exams and
will be given during a 2-hour exam period)
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Multiple Choice Questions
Free response Questions
Investigative Task
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Part V: From Data at Hand to the World at Large, (21 classes)
Each chapter of this unit adds one new idea from the concept of inference. We begin by
looking at sampling models (chptr 18) with the primary focus on proportions. We then
introduce inference by looking at confidence intervals (chptr 19) followed by hypotheses
tests (chptr 20) and type I and II errors (chptr 21). Once this foundation has been built,
we then compare two proportions (chptr 22). As we progress through each chapter, all of
the concepts learned get folded into one and the students seem to get a better grasp on the
concept of inference.
Chapter 18, Sampling Distribution Models, (5 classes)
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Modeling the Distribution of Sample Proportions
To determine when an approximation of a binomial distribution with a normal
model can be used
To simulate sampling distribution of a mean
Development of the Central Limit Theorem
Population Parameters and sample statistics
Sample size
Statistical Significance
Standard Error
The Ti Graphing Calculator will be used to conduct simulations
Activities to be used:
o Distribution Simulation Applets;
 http://onlinestatbook.com/stat_sim/
 http://www.ruf.rice.edu/~lane/stat_sim/sampling_dist/
 http://intuitor.com/statistics/CentralLim.html
o “Spinning Pennies”; Activity-based Statistics
o “Cents and the Central Limit Theorem”; Activity-based Statistics
Chapter 19, Confidence Intervals for Proportions, (5 classes)
 Understanding and interpretation of confidence interval
 Critical Values
 Explore connections between:
o interval width
o level of confidence
o margin of error
o sample size
 The Ti Graphing Calculator TESTS menu will be used to calculate
confidence intervals
 Activity to be used: Horseshoes and horseshoe stake along with vise-clamps
will used to visually demonstrate a confidence interval and the affects of
varying widths of confidence levels.
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Assessment, Chapters 18/19: In-class assessment (individual)
Chapter 20, Testing Hypotheses About Proportions, (2 classes)
 Conduct the formal inference process for testing a hypothesis
o Null hypothesis
o Alternative hypothesis; one-sided and two-sided
o Model
 Identification
 Assumptions
 Conditions
 Name the test
o Mechanics/calculation
 Record the statistics
 Draw a curve and shade appropriately
 Calculate the value of test statistic; z-test
 Find the P-value
o Conclusion
 Link the P-value to the decision
 State the decision about the null hypothesis
 Interpret the decision in the proper context
 The Ti Graphing Calculator TESTS menu will be used to calculate value of
the test statistic
 Activities to be used:
o “Introduction to Hypothesis Testing”; Activity-based Statistics
o “Dueling Dice”; Activity-based Statistics
Chapter 21, More About Tests, (3 classes)
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Review P-values
Introduce alpha values
Investigate the relationship between P-values and alpha values
Statistical significance vs. practical significance
Make connections between confidence intervals and hypothesis tests
Identify Type I and type II errors
Examine the connections amongst:
o Type I and type II errors
o Alpha levels
o The power of a test
o Sample size
o Effect size
Assessments, Chapters 19-21:
 In-class assessment (individual)
 In-class Investigative Task (TRB): “Life after High School?”; students will work
on this collaboratively during one class period and individually submit displays
and answers to questions at the beginning of the next class.
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Chapter 22, Comparing Two Proportions, (3 classes)
 Review and solidify concepts about inference
 Create a confidence interval for the difference of two proportions
 Conduct the formal process for comparing two proportions
o Hypothesis
o Model
 Assumptions
 Conditions
 State the null model
 Choose your method
o Mechanics/calculation
 Record the statistics
 Draw a curve and shade appropriately
 Calculate the z-score of the differences
 Pool the sample data
 Calculate standard deviation
 Find the P-value
o Conclusion
 Link the P-value to the decision
 State the decision about the null hypothesis
 Interpret the decision in the proper context
 The Ti Graphing Calculator TESTS menu will be used to calculate
two-proportion Z-Tests
Part V Review: From Data at Hand to the World at Large, (3 classes)
 Rev chapters 18-22
 AP-Like Test (TRB), if time allows
o Multiple Choice Questions
o Free response Questions
===============================================================
Part VI: Learning About The World, (11 classes)
Chapter 23, Inferences About Means, (3 classes)
 Confidence intervals and hypothesis test for a population mean
 Utilize the formal process (hypothesis, model, mechanics, and conclusion) for
the t-models
 Finding t-Values
 Introducing the concept of degrees of freedom
 One-sample t-test for the mean
 The Ti Graphing Calculator TESTS menu will be used to conduct a T-Test
and to calculate the TInterval
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Assessment, Chapter 23: In-class Investigative Task (TRB): “SAT Performance
(Part I)”; students will work on this collaboratively during one class period and
individually submit displays and answers to questions at the beginning of the next class.
Chapter 24, Comparing Means, (2 classes)
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Review and solidify concepts about inference of means
Create a confidence interval for the difference of two means of independent
groups
Conduct the formal process (hypothesis, model, mechanics, and conclusion)
for comparing two means
The Ti Graphing Calculator TESTS menu will be used to conduct a 2-Sample
t-interval
Chapter 25, Paired Samples and Blocks, (2 classes)
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To distinguish between groups of data that are matched and those that are
independent
Conduct paired t-test
Conduct the formal process (hypothesis, model, mechanics, and conclusion)
for comparing paired data
Determine confidence intervals for matched pairs
The Ti Graphing Calculator TESTS menu, distribution function menu, data
tables, and graphing (histograms) function will be used extensively
Assessment, Chapter 25: In-class Investigative Task (TRB): “SAT Performance
(Part II)”; students will work on this collaboratively during one class period and
individually submit displays and answers to questions at the beginning of the next class.
Part VI Review: 23-25 (3 classes)
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Review all types of inference studied thus far: hypothesis and confidence
intervals, for means and proportions, involving one or two samples
Group Inference Project, (TRB), this task asks students to look at all of the
types of inference studied thus far. As a group they must agree on the
procedures to follow for each of the 8 problems posed. Each member of the
group will then be assigned specific problems where they will be responsible
for completing a solution and then presenting that solution to the other group
member during the next class. The group as a whole will correct and/or make
additions to the solutions and then hand the 8 problems in as a group
assessment.
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===============================================================
Part VII: Inference When Variables Are Related, (14 classes)
Chapter 26, Comparing Counts, (6 classes)
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Review regression concepts
Conduct the formal process (hypothesis, model, mechanics, and conclusion)
when completing a chi-square test
To use the chi-square test for:
o Goodness-of-fit
o Homogeneity
o Independence
The Ti Graphing Calculator TESTS menu will be used to conduct a
 2 GOF  Test (for goodness-of-fit) and  2  Test (for homogeneity and
independence)
Assessment, Chapter 26: In-class Investigative Task (TRB): “97 AP Stat Scores”;
students will work on this collaboratively during one class period and individually submit
displays and answers to questions at the beginning of the next class.
*Prior to the beginning of Chapter 27, a review of Linear Regression will be conducted
by covering concepts in Chapters 9 & 10
Chapter 9, Regression Wisdom, (3 classes)
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Explore what can go wrong with regression:
o Danger of extrapolation
o Inferring causation
o Unusual points
 High leverage
 Outliers
 Influential points
The Ti Graphing Calculator data tables, regression calculator, and graphing
function will be used extensively
Activities to be considered:
o “Matching Descriptions to Scatterplots”, Activity-based Statistics
o “Models, Models, Models”, Activity-based Statistics
Chapter 10, Re-expressing Data: Get It Straight!, (3 classes)
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Model curved relationships between two variables
Re-express data
o Ladder of Powers
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o Log-log
The Ti Graphing Calculator data tables, regression calculator, and graphing
function will be used extensively
Activities to be used:
o “Models Classwork”, (TRB, pg. 10-7)
o Investigative Task (TRB): “Smoking”; “Olympic Long Jumps”;
“Alligators”; students will work on one of these collaboratively during
one class period and individually submit displays and answers to
questions at the beginning of the next class.
Chapter 27, Inferences for Regression, (4 classes)
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To check on assumptions and conditions for the regression model
o Linearity Assumption
o Independence Assumption
o Equal Variance Assumption
o Normal population assumptions
Conduct the formal process (hypothesis, model, mechanics, and conclusion)
for a regression inference
Conduct the formal process (hypothesis, model, mechanics, and conclusion)
for a regression slope t-test
The Ti Graphing Calculator TESTS menu, data tables, regression calculator,
and graphing function will be used extensively
Assessment, Chapters 26-27:
 AP-Like Test (TRB), if time allows
o Multiple Choice Questions
o Free response Questions
===============================================================
AP Review (6 classes)
AP tests questions are administered throughout the year and test-taking strategies are
discussed frequently. The review time will be used to reinforce the course concepts and
test-taking strategies previously taught.
AP*Test Prep Guide, (2nd edition) will be used to review:
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The weight of each topic
o Exploratory analysis
o Planning and conducting a study
o Probability
o Statistical inference
The grading procedure
o Ratio of free response to multiple choice questions
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o Multiple choice questions
o Rubric for the free response and investigative task
Test-Taking strategies
Exam preparation
Review of released free response questions and benchmark answers
Recent AP Examination will be administered as a practice exam
Post AP-Test
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Group Project (Activity-based statistics and TRB, pgs. PS-4 thru PS-9), similar to
the midyear project with the following themes:
o Exploration of Data and Improvement in Quality
o Sample Survey
o Experiment
o Modeling
Mathematical Reading and/or Podcast Reports, suggested books:
o My Brain is Open <>, The Mathematical Journey of Paul Erdos,
Bruce Schechter, Simon & Schuster, 1998
o Flatland, Edwin A. Abbott, Dover Publications, 1952
o A History of PI, Peter Beckmann, The Golden Press, 1971
o Fantasia Mathematica, Clifton Fadiman, Copernicus, 1997
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