Columbia Independent School

AP Statistics2013-2014Room 506

Ms. Krieger

About Me:Hello class! I’m Ms. Krieger. This is how I prefer to be addressed. I want to welcome you

all to AP Statistics. I am looking forward to getting to know each of you. Here is a little about myself: I am from Moorhead, MN. I went to Concordia College. I majored in Math Education and Psychology. I recently completed my Masters of Education at the University of Missouri. I want you all to feel comfortable with me and be successful in my class. Therefore, if you ever have any questions or need any help, please do not hesitate to come and ask me.

Textbook and Supplemental Texts:Yates, Moore, & Starnes. The Practice of Statistics. 4th ed., W.H. Freeman & Co., 2010.Huff, Darrell. How to Lie with Statistics

Required Materials: three-ring binder, notebook paper, pencils, planner, TI-83/TI-84 graphing calculator, textbook

Course Description: AP Statistics is much more than making graphs and calculating mean, median and mode.

Students in this course will learn all steps of statistical processes including conducting experiments and simulations, analyzing and making appropriate graphical displays of collected data, using mathematical methods to analyze the data and reaching supported conclusions about a population or situation. In this course students will become proficient in communicating statistical ideas with proper terminology and will participate in discussions on smart living during an age dominated by statistics.

Course Design: This course requires a high-level of classroom participation from each student. Students

are expected to read the chapters in the text in preparation for class. All lessons, then, are conducted in an interactive manner that focuses on develop understanding of concepts through investigation and discussion. Formulas, likewise, are developed through reasoning.

In this course, students first learn how to perform calculations “by hand” in order to become familiar with complex mathematical notation and to develop a sense of the reasonableness of answers. Students are then taught how to use the calculator applications designed to perform the same tasks. Students are tested over both methods of calculation.

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Teacher Name: Ms. KriegerOffice Location: Room 506

Office Phone Number: (573) 777-9250E-mail:

Website:Availability:

kriegerk@cislions.orgmskrieger.weebly.comBefore school (8:00-8:30), Pride (10:10-10:40), After School (3:30-4:00)

Columbia Independent School

Homework assignments from the text follow the completion of the notes for each section and are due at the beginning of the following class period. Periodically, students we be assigned reading and response assignments from the book “How to Lie with Statistics” or statistical articles.

General Course Goals: Students will assume responsibility for their learning by:

1. Keeping an acceptable notebook consisting of notes taken in class, homework, handouts and graded papers. 2. Coming to class prepared with the required materials every day.3. Completing all assignments and turning them in on time (see “Late Policy” below). 4. Reviewing class notes, reading the assigned section of the textbook and scheduling tutoring when necessary. 5. Showing their best effort and creating a positive attitude toward learning by participating in class and asking thoughtful questions to help enhance learning.

Technology: All students have a TI-83/84 graphing calculator for use in class, at home, and on the AP

Exam. Students will use their graphing calculator extensively throughout the course. Various applets on the Internet will be used to illustrate statistical topics. Students will also learn how to read computer output from various statistical software

(JMP and MINITAB)

Course OutlineIntroduction to AP Statistics

- What is AP Statistics?, Who should take AP Statistics?, Why YOU should take AP Statistics, the four major themes, your textbook, quick overview of the AP statistics exam, reference materials you will have available to you on the AP exam (tables and

equations)Chapter 4: Designing Studies

Section 1- Population vs. Sample, Methods of Sampling: Convenience Samples,

Voluntary Response Samples, Simple Random Samples, Stratified Random Samples, Cluster Samples, Bias in Sampling

Section 2- Observational Studies vs. Experiments, Designing Experiments,

Principles of Experimental Design: Control, Random assignment, Replication, Lurking Variables, Confounding, Treatments, Control

Groups, Random Assignment, Double-Blind Experiment, Blocking, Placebo, Matched Pairs, Statistically Significant

Section 3- Scope of Inference, The Challenges of Establishing Causation, Data

EthicsChapter 1: Exploring Data (Univariate Data)

Section 1

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- Categorical vs. Quantitative Data, Displaying Categorical Data: Frequency Tables, Relative Frequency Tables, Bar Graphs, Pie Charts,

Good vs. Bad Graphs, Two-Way Tables, Marginal Distributions, Conditional Distributions, Association, Simpson's Paradox

Section 2- Displaying Quantitative Data: Dotplots, Stemplots, Histograms,

Describing Distributions: Shape (skewness/modes), Center (by simple observation), Spread (range), and Outliers (by simple observation)

Section 3- Calculating Measures of Center: Mean and Median, Calculating

Measures of Spread: Quartiles, Interquartile Range, Standard Deviation, Calculating Variance, Identifying Outliers: 1.5 x IQR Rule, Five-

Number Summary, Displaying Quantitative Data: Boxplots, Choosing Appropriate Measures of Center and Spread to Describe a Distribution Chapter 2: Modeling Distributions of Data (Univariate Data)

Section 1- Describing Location in a Distribution: Percentiles, Standard Scores (Z-

Scores), Cumulative Relative Frequency Graphs, Transforming Data and its Affect on the Shape, Center and Spread of a Distribution,

Density Curves, Estimating the Median and Mean of a Density Curve

Section 2- Normal Distributions, The Normal Curve, The 68-95-99.7 Rule, The

Standard Normal Distribution, Using the Standard Normal Table, Assessing Normality and Normal Probability Plots

Chapter 3: Describing Relationships (Bivariate Data) Section 1

- Explanatory and Response Variables, Making and Describing Scatterplots (Direction, Form, Strength, Outliers), Linear Association and

the Correlation Coefficient, Facts about Correlation (Does not imply causation, etc.)

Section 2- Least Squares Regression Line, Interpreting the Regression line,

Extrapolation, Calculating the LSRL by the Means, Standard Deviations, and Correlation, Residual, Making and Interpreting Residual Plots, Standard Deviation of Residuals, Coefficient of Determination,

Outliers and Influential Observations in RegressionChapter 5: Probability

Section 1- The Idea of Probability: Short-Run and Long-Run Behavior, Definition

of Probability, Myths About Randomness, Four Step Process: Performing a Simulation

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Section 2- Definition of Sample Space, Events, and Outcomes, Probability Model,

Mutually Exclusive Events (Disjoint), Complement Rule, Addition Rules, Two-Way Tables and Probability

Section 3- Conditional Probability, Independent Events, Tree Diagrams,

Multiplication Rules Chapter 6: Random Variables

Section 1- Properties of Discrete Random Variables , Properties of Continuous

Random Variables, Mean (Expected Value) of a Discrete Random Variable, Standard Deviation and Variance of a Discrete Random

Variable, The Normal Curve as a Probability DistributionSection 2

- Linear Transformations and Linear Combinations of Random VariablesSection 3

- Definition of a Binomial Setting, Binomial Random Variables and the Binomial Distribution, Binomial Probability, Mean and Standard

Deviation, Definition of a Geometric Setting, Geometric Random Variables and the Geometric Distribution, Geometric

Probability and Mean (Expected Value)Chapter 7: Sampling Distributions

Section 1- Definition of Parameter, Statistic, Sampling Variability, Sampling

Distribution, Biased vs. Unbiased Estimator, Calculating Variability of a Statistic

Section 2- Sampling Distribution of a Sample Proportion

Section 3- Sampling Distribution of a Sample Mean, Sampling Distribution of a

Sample Mean from a Normal Population, The Central Limit TheoremChapter 8: Estimating with Confidence

Section 1- Properties of Point Estimates, Confidence intervals, Margin of Error,

Confidence Level, Using Confidence Intervals Wisely, Conditions for Constructing a Confidence Interval

Section 2- Confidence Interval for a Population Proportion, Standard Error, Four

Step Process: Confidence Intervals, Choosing a Sample Size when Estimating the Population Proportion

Section 3- Confidence Interval for a Population Mean, Choosing a Sample Size

when Estimating the Population Mean, The t-Distribution, Degrees of Freedom, Standard Error of the Sample Mean, Conditions for

Inference about a Population Mean

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Chapter 9: Testing a Claim Section 1

- The Reasoning of Significance Tests, Forming Hypotheses, One-Sided vs. Two-Sided Alternative Hypotheses, P-values, Statistical Significance,

Type I and Type II Errors, PowerSection 2

- Carrying out a Significance Test, Test Statistics, One Sample z Test for a Proportion, Two-Sided Tests

Section 3- Carrying out a Significance Test for a Population Mean, One-Sample t

Test, Checking Conditions, Two-Sided Tests and Confidence Intervals, Inference for Means: Paired Data, Using Tests Wisely

Chapter 10: Comparing Two Populations or Groups Section 1

- Sampling Distribution of a Difference between Two Proportions, Confidence Intervals for the Difference of Two Proportions, Significance

Tests for the Difference of Two ProportionsSection 2

- Sampling Distribution of a Difference between Two Means, Two-Sample t Test for the Difference of Two Means, Confidence Intervals for

the Difference of Two Means, Using Two-Sample t Procedures WiselyChapter 11: Inference for Distributions of Categorical Data

Section 1- The Chi-Square Statistic, The Chi-Square Distributions, The Chi-Square

Goodness-of-Fit TestSection 2

- Finding Expected Counts, Chi-Square Test for Homogeneity, Checking for Conditions, Comparing Several Proportions, Relationships between

two Categorical Variables, Chi-Square Test for Association/Independence, Using Chi-Square Tests WiselyChapter 12: Inference for Linear Regression

Section 1- Sampling Distribution of Slope, Conditions for Regression Inference,

Checking for Conditions, Estimating Parameters, Constructing a Confidence Interval for the Slope of a LSRL, Performing a

Significance Test for the Slope of a LSRLSection 2

- Transforming Data to Achieve Linearity with Powers, Roots, and Logarithms

General Course Goals: Students will assume responsibility for their learning by:

1. Keeping an acceptable notebook consisting of notes taken in class, homework, handouts and graded papers. 2. Coming to class prepared with the required materials every day.

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3. Completing all assignments and turning them in on time (see “Late Policy” below). 4. Reviewing class notes, reading the assigned section of the textbook and scheduling tutoring when necessary. 5. Showing their best effort and creating a positive attitude toward learning by participating in class and asking thoughtful questions to help enhance learning.

Class Activities

I expect the best out of each and every one of my students. I set my standards high for my students because I believe everyone, if they try their best, can achieve them. It is good to set goals and have something to work for and try to achieve. Therefore, I expect all of my students to be doing their personal best every day.

Warm Ups: Each day may begin with a warm up problem which may review material from the previous day or from earlier in the semester. You will complete the warm, up on your own, as soon as you walk into class so that we are ready to discuss answers when it is time for class to begin.

Class Time: During class, you will engage in a variety of activities including note-taking, mathematical discussions, and individual and group problem-solving activities. I encourage you to raise your hand if you would like to ask or answer a question related to the material. If you do not get a question answered in class, or have a question or comment that is not related to the whole class, please save it and find a time to ask me when you are working independently or after class is finished.

Homework: Homework will consist of videos or readings about the concepts we will be learning in class the next day. This will be the “lecture” so we can spend class time practicing the concepts in class through simulations, problem-solving, and activities. Therefore, daily completion of homework is required for success so you understand what we will be practicing in class. It is expected that the assignment will be completed by the beginning of the next class period.

Quizzes: Occasional quizzes will be given throughout the course. They are meant as a check for understanding, so you will better understand how well you know the material.

Tests: At the end of a unit, usually a test will be given. Tests will cover the material from the unit that was just taught as well as a few possible review questions. You will usually be given about three days notice when the test will be and be given a study guide. I believe this well help you better prepare for the test and understand what is expected.

Final Exam: There will be a cumulative final exam at the end of a semester.

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Celebrations of Knowledge

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Projects: You will do many projects in this course. Some projects will be done in pairs or in small groups. The purpose of doing projects in this course is to help you get actively engaged in the material and get creative. Math has many real world extensions and projects are a good way to help you see some of these applications. A rubric for each project will be given to you so you understand what is expected and how you will be evaluated for each project.

Portion of course grade

Homework 10%Quizzes and Projects 15%Tests 60%Final 15%

Grading scaleA 90%-100% B 80%-89% C 70%-79% F Below 70%

Tutoring: Tutoring will be available on an appointment basis only by signing-up for a time to meet with me. By signing-up I can be sure I am available and in my room ready to help. I am available before school, during Pride, and after school. If you schedule an appointment with me for tutoring, please be sure that you keep your scheduled appointment. I am more than willing to help, but please remember to let me know when you are coming so I can make myself available!

Make-up Work: Make sure the student receives all the activities, notes, and homework done/assigned in class for those days. There will be a special shelf in the back of the room for assignments to be turned in as well as a special shelf to collect anything you missed (notes,

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activities, etc.). When students return they should grab missing work from the shelf in the back. Once they have completed the late work, they can put it in the designated shelf in the back. The teacher will help ensure the student received everything from the absence, but this method allows students a little more independence and responsibility.

Late Work: All homework will be collected at the beginning of class on the day it is due. Each student is allowed one “Oopsie!” per year, should they forget their work. Otherwise, I accept no late homework.

Absences: If you are absent on the day an assignment is due, you will be able to turn it in on the day you return to class and not be penalized. If you are absent on the day of a quiz or test, you will be allowed up to one day for each day absent. For instance, if you were gone Wednesday, Thursday and Friday one week and you missed your Friday math test, you would have three days upon your return to class on Monday to make up the exam.

Academic Integrity: I expect my students to be honest and only submit work that is their own. If I suspect a student of cheating and/or sharing homework, school policy will be followed for academic misconduct.

Students with Disabilities: If a student requires special accommodations due to a disability or other circumstance arrangements will be made to help enhance that student’s learning.

Classroom Itinerary

Time Instructions What this means…Until class begins

Arrive at class on time, fully prepared (homework, calculator, writing utensil, paper, warmup), organized, ready to go, pick up worksheets from the back, check the board for any additional instructions, check to be sure your assignment from the evening is complete. Also, turn in everything that is due.

You will not be allowed to leave once class has begun. Make sure your name is on your homework and that all pages are stapled together.

First 5 minutes

CLASS HAS BEGUNComplete warmup, pace yourself accordingly

This is an opportunity for you to test your knowledge on the previous evening’s assignment, and to give you feedback on how prepared you are.We will talk about it in 5 minutes, so complete it first thing!

5-15 OPENING INSTRUCTIONSTalk about warmup, instructions for the day (description of handouts), go over homework questions

Class has begun, you are to listen silently, attentively to instructions, give fullest attention to the speaker, and

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raise your hand for questions if you have them.

15-40 INSTRUCTIONNew lesson/sometimes homework in class

This means that everything goes away except for math notes, writing utensil, calculator. Listen attentively, raise hands to ask questions, and be prepared to interactively talk about math.

40-45 CLOSUREHomework instructions, enter assignment into iPad/planner, clean up space, ask individual questions, end of class. DO NOT pack up early; the teacher will dismiss you.

You should know what the homework is, or that there is none, before you leave and be prepared for it.

Classroom Management

1. Getting the student’s attentionTo get the student’s attention, the teacher and the students will agree on a method to follow to catch their attention (ex: count down from 3, clap, raise hand, etc.).

2. Asking a questionIf there is a question, students are to raise their hand to ask the question. Use only nonverbal communication to get the teacher’s attention. Other students are expected to listen to the questions and responses.

3. Bathroom or drinkAt the beginning of the year, each student will receive a “Chance Card”. This can be to exit the classroom during the period. If they wish to get a drink or go to the bathroom, they must bring the chance card and get it signed by the teacher.

4. Getting out instruments/equipment The only equipment used on a daily basis is a calculator. If calculators or other materials are needed for the day, the teacher will let the students know and they may take it out.

5. What do to with equipment/instrument/lab materials?If the calculators will be used later in class, students may simply keep the calculator on their desk while we are working on a different activity. Calculators and other materials are to be put to the side of the desk as to not cause any distractions.

6. How to get/put away equipment/instrument/lab materials, etc. Once the calculators and other materials are done being used, students will put them away before leaving the classroom. All other materials must be returned before class is over.

7. How to collect papers When students enter the classroom at the beginning of the period, they will put their assignments and other papers due for that day in the shelf located in the back of the room.

8. How to take tests

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Tests will be passed out to each student. The room is to be quiet while tests are out and all books and materials must be under the desk. All work must be the student’s own. If a student finishes early, they must remain seated and be quiet for the other test takers.

9. What to do once all work is completeOnce students finish classwork, they should complete any make-up or late work for Math. If that is completed, students may work on another class assignment, read a book. It is important to understand that others may still be working, so students must be quiet and maintain an environment that allows for learning at all times.

10. Using the pencil sharpenerPencil sharpeners should only be used when there is nobody speaking. It is difficult to hear over the sharpener and may cause unnecessary distractions.

11. Throwing away trashThe area on and around the desks must be clean before students leave the classroom.

12. Substitutes and visitorsSubstitutes are people too! Students will follow all classroom procedures and rules every day, no matter who is in the room. It is important that everyone treat them with respect and welcome them to our classroom. All procedures and rules should continue to be followed when visitors are present.

Consequences: If any of the rules are broken, a warning will be given on the first occurrence. If it occurs a second time, the teacher may remove the student from the situation. If it occurs a third time, the teacher will talk to the student after class and may contact the MS/US Director and/or parents. If the teacher feels it is necessary, she may contact the office and a suitable consequence will be given.

Student Expectations:

Be prompt. Be prepared. Be respectful. Be responsible. Be academically honest.

Any student who chooses to be late or unprepared, or chooses to be disrespectful or irresponsible will earn a warning, a phone call home, or an office referral depending on the severity of the situation. In addition, all school policies and procedures will be followed as stated in the student handbook.

Emergency Procedures: Emergency procedures are on posters near the door. They follow the procedures listed in the CIS Handbook. These emergency procedures will be practiced randomly throughout the year. These procedures include Tornado, lockdown, and fire emergencies.

Fire drills Students must line up in the back of the room and quickly and quietly walk out of the building. Go out the door in the back of the school and continue walking away from the building.Tornado drills Students will stay in the room during tornado drills.Lockdown drills Students are to remain in the classroom silently. The teacher will lock the door and turn off the lights.

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I have read and agree to follow the policies stated in this syllabus:

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XStudent Signature