AQR
Advanced Quantitative Reasoning
Instructor: Pratibha Sinha
Tutorial Times: Tues-4:00-4:30 and Flex
Period (By Appointment)
Contact email:
psinha@uplifteducation.org
What is AQR?
• Advanced Quantitative Reasoning
(AQR) is a course in
• mathematics, statistics, and modeling for
students who have completed Algebra I,
Geometry, and Algebra II—or Integrated
Mathematics I–III.
Aims of the AQR Course
• to reinforce, build on, and solidify the student’s working
knowledge of middle grades mathematics through Algebra I,
Geometry, and Algebra II
• to develop the student’s quantitative literacy for effective
citizenship, for everyday decision making, for workplace readiness,
and for postsecondary education
• to develop the student’s ability to investigate and solve substantial
problems and to communicate with precision
• to prepare the student for postsecondary course work in STEM
and non-STEM fields
AQR Course Outlines…
examples, exercises, and increasingly
involved projects and presentations
Four parts
• Number and Quantity
• Statistics and Probability
• Modeling with Algebra and Functions
• Decision Making in Finance
Grading
The percentage breakdown:
• 50% Projects/Tests
• 30% Team Participation/Daily Grades
• 20% Quizzes/(Small)Presentations
COURSE EXPECTATIONS
Work collaboratively to learn
HOW the math works
Students take personal
responsibility for gaining
knowledge
It’s the process not the answer!
EXPECTATIONS FOR STUDENTS
All students will actively participate in class.
All students will present work to class.
All students will present work that reflects
their best abilities.
All students will be responsible to complete
any outside work.
All students will be challenged.
All students will experience successful
problem solving.
WHAT PARENTS CAN EXPECT
Frustrated Students
MAJOR Projects
Fewer Tests
Students Prepared for College Level Work!
Sample Tasks
Fermi question
• Roughly how many basketballs would it
take to circle the Earth at the equator?
Probability task
• Drug testing. Suppose a recent national study indicates that about
3% of high school athletes use steroids and related performanceenhancing drugs.
• Suppose further that the accuracy of the standard test used is
roughly 97%. That means that 3% of the time, the test returns an
incorrect result (either a false positive or a false negative).
• What is the probability that a randomly selected student athlete who
tests “positive” is actually a user of performance-enhancing drugs?
Designing and conducting a statistical study
• Is a DoubleStuf® Oreo cookie really
double stuffed?
DID YOU KNOW…
There is a ratio that measures beauty?
Changing the size of your tire makes
your speedometer read incorrectly?
UPC codes have a check digit to make
sure they are entered correctly?
QUESTIONS
OR
CONCERNS?