June 10, 2014

Answer Key for Final Exam Review Packet

1.       A

2.       C

3.       B

4.       C

5.       C

6.       A

7.       A

8.       B

9.       B

10.   B

11.   B

12.   D

13.   C

14.   B

15.   D

16.   B

17.   A

18.   C

19.   D

20.   A

21.   B

22.   A

23.   D

24.   A

25.   A

26.   A

27.   D

28.   B

29.   C

30.   A

31.   D

32.   B

33.   B

34.   B

35.   C

36.   D

37.   D

38.   D

39.   D

40.   B

41.   C

42.   A

43.   B

44.   B

45.   C

46.   D

47.   A

48.   A

49.   C

50.   B

51.   C

52.   D

53.   B

54.   A

Short Answer See Pictures below

June 9, 2014

Today in class I reviewed questions students had from the final exam review packet. I passed out 3x5 index cards which the students will be able to use on the day of the final exam.

There will be a final notebook check on the day of the final exam.

- packet p. 509 #8,9,11-14
- packet p.499-500 #1-5
- packet p. 489 - 490 #3-6 p. 491 #1-3

Each assignment is worth 10 points if stamped and 5 points if not stamped. I will be collecting notebooks and assigning credit to these assignments on the day of the final exam.

June 6, 2014

Students were taught how how to calculate what grade they will need to earn on the final exam to earn a specific letter grade for the semester.

I distributed the final exam review packet and students worked on it in class.

Homework: Complete as much of the final exam review packet as possible and come to class on Monday prepared with questions.

June 5, 2014

Today students took the final quiz for the statistics unit. I will be distributing the final exam review packet tomorrow and students will be spending time in class and at home preparing for this exam that will make up 20% of their overall grade.

No new homework tonight. Missing assignments can be turned in by tomorrow for half credit.

June 4, 2014

Today students learned how to use two - way frequency tables to organize and display categorical data. Students also analyzed two - way tables to determine if two categorical variables are associated or independent.

Classwork: p. 503 - 505 #1-6

Homework: p. 509 #8,9,11-14

June 3, 2014

Today in class students learned how to make paired comparisons using a five number summary of data sets. Students also used a box and whiskers plot to display data to be interpreted.

Homework: packet p. 499-500 #1-5 (use data from the 30 second timed exercise we did a couple of weeks ago)

May 30, 2014

Today students worked on developing their understanding of how different representations (frequency table, dot plot, histogram, etc.) affect how you interpret data.

Homework: p. 489-490 #3-6 p. 491 #1-3

May 29, 2014

Today students took a quiz.

Homework: p. 488 read and answer #1-2.

May 28, 2014

Homework: p. 486-487 #5-11 (skip 7 & 8)

You have a quiz tomorrow and must understand how to each of these problems. 

Answer Key for p. 484 – 487 #s 1 – 11 (skip 7 and 8)

1. Subtract the mean from each element in the data set, then add all the difference to get a sum of            zero. This verifies the mean of 74 is the balancing point. 

     a.    Answers may vary. Sample: Add 20 points to five different scores

     b.   Answers may vary. Sample: Change the top 11 scores to 100.

2. B

3. 3 x  

4. a. Subtract 1 from every element in the set. The mean and the median will also be 1 less. 

        b. Add 10 to every element in the set. The mean and the median will also be 10 more. 

5. a. 10, b. 5, c. -10, d. 289 

6. D

9. a. 0, 

        b. 0, 

        c. This exercise shows that if you take the differences of the mean of a  data set and each data     

point in the set, then add them all together, the sum is 0. 

   10. no

   11. D

May 27, 2014

Today in class students learned to determine how meaningful mean, median and mode are for a set of data. They also interpreted data lists and frequency tables.

Homework: p. 484-485 #1-4

To determine the "balancing point"you must subtract the mean from each number in the data set. You then add all those differences and should get zero to show that the mean is the "balancing point." I will post a picture of an example on Instagram. I am having difficulty posting it here to the blog today.

May 23, 2014

Today students did an in class activity where they were given a set of test scores and needed to determine the mean and median. Then students needed to adjust the numbers to have a higher mean while maintaining the old median. Then students needed to adjust the median of the original set of numbers while keeping the same mean. Students shared their different methods to the solution.

Homework: Answer the following questions in your Cornell Notebook. You may use the Internet or any other source to help you answer the following two questions:

1. What characteristics of a data set affect each measure (mean, median, mode)? For example, an outlier is a characteristic that affects the mean.
2. In what situations would one average (mean, median, mode) be more meaningful to use than the other average(s). (Remember the example I gave today in class about my boss wanting to know my class average and which average I would choose to tell him). Give an example of when it is best to use the mean, when it is best to use the median and when it best to use the mode. Be very specific.

May 22, 2014

Today students learned when it is most appropriate to use mean, median or mode to support a claim they are trying to make.

Students also determined how to change the median in a large data set to manipulate the median value.

Homework - p. 481 #1-2 (Period 6 needs to complete #7c)

May 21, 2014

Today in class students analyzed data to make conclusions to support a claim. (#2 from the packet).

Homework: p. 479-480 #3-8. Must show all work in your Cornell Notebook

May 20, 2014

Today students took a test on the Geometric Mean. I introduced the new unit on statistics. All students were given a packet that they will need for the remainder of the school year. We collected data for an experiment we will complete in class tomorrow.

Homework: packet p. 478 #2. Be sure to read the prompt at the bottom to complete the writing assignment.

May 19, 2014

Today students worked in groups to prepare for the test they will have tomorrow on Geometric Mean. Today I also conferenced with students about grades.

Homework: Complete "Worksheet on Geometric Mean" and be prepared for tomorrow's test. Below is the answer key for you to check your work.

 

PLEASE NOTE THERE IS A MISTAKE FOR #16 THE ANSWERS ARE X = 12, Y = 6 ROOT 5, Z = 3 ROOT 5

May 16, 2014

Today -

Periods 3 & 4 - Completed "Practice 7-4" and Textbook p. 394 # 1-24. You will have a test on Monday which will consist of similar problems from p. 394

Periods 6 & 7 - Completed "Practice 7-4" and got a second stamp when completed with 100% accuracy. You will be checking your answers for p. 394 #1-24 on Monday and getting a test review for your test on Tuesday.

May 14, 2014

Today in class students deconstructed the diagram we created on Monday. We used this to help us answer questions from last night's homework assignment and continued to develop our fluency of using the geometric mean.

Homework: Textbook p. 394 #1-24

May 13, 2014

Today in class I stamped the notes student took from the video on finding the Geometric Mean.

We continued with notes on finding the geometric mean using parts of a right triangle.

Homework: Workbook p. 385 "Practice 7-4" all problems.

Answer Key for Chapter 7.1-7.3 Review Packet

May 7, 2014

Today I distributed the Chapter 7 Test Review Packet and students worked on it all period. I will be on campus tomorrow in a professional devleopment and will have a sub. I will leave the answer key with the sub and Mrs. Maldanado will be available to help students.

I will post the answer key after school tomorrow here on my blog.

You can comment here with any questions you have form the review packet or email me with a question at mrsbrown.s@gmail.com