Renaissance Academy Charter School
Advanced Placement Statistics
2015-2016 School Year
Room 203
Mrs. Swan – Mathematics Curriculum Coordinator
Email: karen.swan@rak12.org
Phone: 610-983-4080 ext. 214
*Keep this to refer to during the year
COURSE DESCRIPTION:
AP Statistics is the high school equivalent of a one semester, introductory college statistics course. In this course,
students develop strategies for collecting, organizing, analyzing, and drawing conclusions from data. Students design,
administer, and tabulate results from surveys and experiments. Probability and simulations aid students in
constructing models for chance phenomena. Sampling distributions provide the logical structure for confidence
intervals and hypothesis tests. Students use a TI-83/84 graphing calculator, Fathom and Minitab statistical software,
and Web-based java applets to investigate statistical concepts. To develop effective statistical communication skills,
students are required to prepare frequent written and oral analyses of real data.
COURSE GOALS: In AP Statistics, students are expected to learn
Skills
 To produce convincing oral and written statistical arguments, using appropriate terminology, in a variety of
applied settings.
 When and how to use technology to aid them in solving statistical problems
Knowledge
 Essential techniques for producing data (surveys, experiments, observational studies, simulations), analyzing
data (graphical & numerical summaries), modeling data (probability, random variables, sampling
distributions), and drawing conclusions from data (inference procedures – confidence intervals and
significance tests)
Habits of mind
 To become critical consumers of published statistical results by heightening their awareness of ways in which
statistics can be improperly used to mislead, confuse, or distort the truth.
COURSE OUTLINE:
Primary Text:
TPS
The Practice of Statistics: TI-83/84/89 Graphing Calculator Enhanced, 3rd edition, by Yates, Moore, and
Starnes, W. H. Freeman & Co., 2008.
ISBN: 0-7167-7309-0
Supplemental Materials:
ABS
Activity-Based Statistics, by Scheaffer, Gnanadsikan, Watkins, and Witmer, Springer-Verlag, 1996.
ISBN: 0-387-94597-0
5 Steps 5 Steps to a 5 – AP Statistics 2016 by Hinders, McGraw Hill Education, 2015. ISBN: 978-0-07-184645-5
TECHNOLOGY:
All students must have a TI-83/TI-83+/TI-84+ graphing calculator for use in class, at home, and on the AP exam.
Students will use their graphing calculator extensively throughout the course. Students will also need access to a
computer to use statistical applets from: http://bcs.whfreeman.com/tps3e.
All students should set up a student account on the book website so that they can take practice tests and manipulate
applets on their own time.
My instructor email for the purpose of setting up an account is: karentauscher@yahoo.com
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Course content
Overview: What is Statistics? (1 days)
TPS pg. 38 – Activity 1A: How fast is your heart
beating?
Review of any items from summer assignments that need
addressing.
Unit 1: Analyzing Univariate Data (10 days)
Basic graphical displays: categorical variables—bar
graphs and pie charts; quantitative variables—dotplots
and stemplots
Displaying quantitative variables: histograms;
constructing and interpreting; histograms vs. bar graphs
Activity: ABS – Matching Graphs to Variables pg. 31
Skill: Histograms on the calculator
Ogives and timeplots: Using ogives to determine
percentiles from scores or scores from percentiles;
seasonal variation, trends, cycles
Numerical measures of center and spread/variability
Mean, median, mode; Range, IQR; boxplots and the
1.5xIQR criterion for outliers
Activity: ABS – Capture/Recapture pg. 192
Skill: Numerical summaries on the calculator
Numerical measures of center and spread/variability
standard deviation; determining which summary statistics
to use when; changing units of measurement
Comparing distributions Side-by-side or segmented bar
graphs; back-to-back stemplots; parallel boxplots
REVIEW OF ANALYZING UNIVARIATE DATA
Activity: ABS - Matching Statistics to Graphs pg. 37
CONTINUE REVIEW
TEST ON ANALYZING UNIVARIATE DATA
Assignment
Turn in Summer Assignment Parts 1-5
TPS 1.1, 1.2, 1.4, 1.5, 1.6
TPS 1.7, 1.8, 1.11, 1.12, 1.26
Technology toolbox
TPS 1.13, 1.18, 1.25
Special Problem 1
TPS 1.27, 1.29, 1.31
Technology toolbox
TPS 1.33, 1.35, 1.36
TPS 1.39, 1.40, 1.42, 1.43, 1.45, 1.46
1. TPS 1.47, 1.49, 1.50, 1.53
2. AP exam free response (study design)
1. Multiple choice practice packet
2. TPS 1.52, 1.55, 1.60, 1.61, 1.64, 1.66, 1.67, 1.70
Case Closed! - Nielsen ratings
Short-term project: Critical statistical analysis #1 – each student collects data and analyzes it using the techniques
learned in this unit, prepares a written analysis. Evaluation using a four-point rubric modeled after the AP Free
Response questions. Due on:_______________
Unit 2: Describing location in a distribution (7 days)
Measures of relative standing: percentiles and z-scores;
Chebyshev’s inequality
Density curves; Normal distributions and the 68-95-99.7
rule
Standard Normal curve and table; Nonstandard Normal
curves and calculations
Assessing normality: Normal probability plots; other
graphical and numerical methods
PRACTICE PROBLEMS – DENSITY CURVES
REVIEW OF DESCRIBING LOCATION
TPS 2.2, 2.3, 2.4, 2.7, 2.8
TPS 2.9, 2.10, 2.12, 2.23, 2.24, 2.25
1. TPS 2.29, 2.32, 2.33, 2.35
2. Extra Practice I
3. Work on critical statistical analysis
TPS 2.36, 2.37, 2.38, 2.39, 2.50
TPS 2.43, 2.44, 2.45, 2.48, 2.54, 2.58, 2.59
1. Case Closed! - The new SAT
2. Extra Practice II
Finish Critical statistical analysis
TEST ON UNIT 2
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Unit 3: Analyzing bivariate data (10 days)
Scatterplots: constructing and interpreting Direction,
shape, strength (and outliers)
Skill: Making scatterplots on the calculator
Correlation: calculations & properties defining
correlation; what affects correlation?
Introduction to linear regression: interpreting the slope
and y-intercept in context; prediction vs. extrapolation
Skill: Finding the LSRL on the calculator
Skill: Interpreting computer regression output
Activity: ABS – Is Your Shirt Size Related To Your
Shoe Size? pg. 323
More linear regression: the least-squares principle and
properties b  r  s y s x ; x, y  on LSRL
Activity: Java applet: minimizing sum of squared error
Activity: Calculator discovery of LSRL properties
Analyzing model quality: residuals & r 2
residual plots – constructing & interpreting;
r 2 – calculation & interpretation
Skill: residual plots on the calculator
Unusual points in regression: outliers, influential points
Activity: ABS – Matching Descriptions to Scatter Plots
pg. 79
Cautions about correlation & regression
REVIEW OF ANALYZING BIVARIATE DATA
CONTINUE REVIEW
TPS 3.1, 3.4, 3.5, 3.7, 3.9
TPS 3.13, 3.16, 3.19, 3.20, 3.23, 3.24
TPS 3.29, 3.32, 3.33, 3.36, 3.38
TPS 3.6, 3.34, 3.35, 3.37
Regression on the computer
TPS 3.39, 3.41, 3.43, 3.47
1. TPS 3.60, 3.61, 3.62
1. TPS 3.46, 3.55, 3.70, 3.71
2. Begin Multiple choice practice packet
1. Finish multiple choice practice packet
2. TPS 3.77, 3.80, 3.83, 3.84, 3.85
Case Closed!: Are baseballs juiced?
Special Problem 3A
TEST ON ANALYZING BIVARIATE DATA
Unit 4: More on Relationships between Two Variables (9 days)
Transforming to achieve linearity powers and logs
TPS 4.2, 4.4
Skill: Transformations and regression models on the
calculator
Exponential models Exponential growth; log y
TPS 4.5, 4.7, 4.9
transformation
Power models log x, log y transformation
TPS 4.11, 4.12
Choosing the best model with technology
Technology toolbox
Skill: PwrReg and ExpReg on the calculator
TPS 4.15, 4.17, 4.19, 4.20
Relationships between categorical variables: marginal
TPS 4.23, 4.24, 4.25
and conditional distributions
Activity: ABS – Predictable Pairs pg. 69
Relationships between categorical variables: Simpson’s
TPS 4.29, 4.31 through 4.35
paradox – Does Smoking Improve Survival?
Establishing causation: Lurking variables; causation,
TPS 4.41, 4.45, 4.50, 4.51
common response, and confounding
REVIEW OF UNIT 4
TPS 4.37, 4.53, 4.54, 4.57
Case Closed!: insurance
TEST ON UNIT 4
Long-term Project: Special Problem 5A – Students work in teams of 3-4 to design and carry out a survey project on a
topic of their selection, write a summary report, and give a 10-15 minute oral synopsis to their classmates.
Work Days: __________________________ Papers Due and Presentations will be the day after the Unit 6 Test.
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Unit 5: Producing Data – Surveys, Experiments, Observational Studies, and Simulations (10 days)
Sampling: good and bad methods
TPS 5.2, 5.6, 5.7, 5.9
Voluntary response; convenience samples
Activity: ABS – Random Rectangles pg. 149
Simple random sample (SRS); stratified sampling; cluster TPS 5.11, 5.24, 5.26, 5.32
sampling, systematic sampling, multi-stage sampling
Designing polls and surveys
TPS 5.15, 5.16, 5.18, 5.19, 5.20, 5.25, 5.27
Undercoverage, nonresponse, question wording, potential
bias;
Activity: ABS – How To Ask Questions pg. 284
Skill: Choosing samples with technology
Survey Project Check in
Basics of experimental design Subjects, factors,
TPS 5.33, 5.35, 5.37, 5.39, 5.40, 5.43
treatments, explanatory & response variables; completely
randomized design
Principles of experimental design: control, random
1. TPS 5.45, 5.46, 5.67
assignment, replication; placebo effect; blinding and
2. AP Exam Free Response (surveys)
double-blinding; multi-factor experiments
More advanced experimental designs Block designs
1. TPS 5.47, 5.55, 5.57
(RCB); why block?; blocking vs. stratifying
2. Begin Multiple Choice practice packet
Matched pairs designs A special form of blocking!;
1. TPS 5.48, 5.49, 5.62, 5.68
cross-over designs
2. Continue practice packet
Activity: Standing vs. sitting pulse rate
REVIEW OF PRODUCING DATA
Finish practice packet
Case Closed!: Can eating chocolate be good for you?
TEST ON PRODUCING DATA
Survey Project Work Day
Unit 6: Probability (8 days + 1 day for survey project work as decided by class)
Simulations: Basic process and examples—one where
TPS 6.1, 6.3, 6.13
labels represent individuals; one where labels represent
outcomes of chance phenomenon
Basic probability concepts Probability as long-run
TPS 6.23, 6.24, 6.27, 6.29, 6.33, 6.36
relative frequency; randomness; legitimate probability
models; sample spaces, outcomes, events
Activity: ABS – What is Random Behavior? pg. 93
Basic probability rules Addition rule for disjoint events; TPS 6.37, 6.39, 6.43, 6.44
complement rule; Venn diagrams – union and
intersection; equally likely outcomes
Independence & the multiplication rule; general addition TPS 6.45, 6.47, 6.49, 6.61, 6.66, 6.67
rule Definition of independent; multiplication rule for
independent events
Activity: TPS – Probability with M&M’s PRB
Conditional probability General multiplication rule &
TPS 6.70, 6.72, 6.73, 6.78, 6.86(a)-(d)
tree diagrams
Independence & Bayes' theorem Proving independence;
TPS 6.71, 6.81, 6.82, 6.87, 6.90, 6.91
disjoint vs. independent
REVIEW OF PROBABILITY
Practice packet
Case Closed!: False alarms at airports
TEST ON PROBABILITY
Survey Project Presentations – 1 day
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Unit 7: Random Variables (6 days)
Introduction to random variables Discrete vs.
continuous; probability distributions; notation
Mean and variance of a random variable; law of large #
Activity: ABS – The Law of Averages pg. 98
Rules for means & variances linear transformations;
linear combinations of random variables; independence
Combining Normal random variables
PRACTICE PROBLEMS – RANDOM VARIABLES
TPS 7.2, 7.3, 7.4, 7.5, 7.7, 7.9
TPS 7.25, 7.30, 7.32, 7.33, 7.43
TPS 7.38, 7.39, 7.41, 7.47, 7.51
TPS 7.44, 7.45, 7.46, 7.50
TPS 7.55 through 7.60
Case Closed! Lost income and the courts
TEST ON RANDOM VARIABLES
Unit 8: Binomial & Geometric Random Variables (8 days)
Binomial settings & the binomial random variable
TPS 8.1, 8.3, 8.4, 8.5
BINS; X = # of successes; introduction to calculating
binomial probability
Binomial coefficient and mathematical expression
TPS 8.8, 8.11, 8.12
Binomial distributions: mean and variance Using the
TPS 8.13, 8.14, 8.16, 8.23
calculator; Binomial pdf vs. binomial cdf
Activity: ABS – Streaky Behavior pg. 98
Skill: Binomial distributions on the calculator
Normal approximation to the binomial distribution;
TPS 8.19, 8.24, 8.27, 8.29, 8.30
binomial simulations Estimating binomial probabilities
with Normal calculations
Geometric distributions BITS; Y = # of trials up to and
TPS 8.36, 8.41, 8.43, 8.44,
including 1st success; calculating geometric probabilities
Activity: Waiting for a Blood Type
REVIEW BINOM & GEO RANDOM VARIABLES
TPS 8.50-52, 8.59, 8.60, 8.63, 8.65-68, Multiple Choice
(2 days)
Practice, Case Closed!: ESP
TEST ON BINOMIAL & GEOMETRIC RV'S
Unit 9: Sampling distributions (7 days)
What is a sampling distribution? Moving towards
inference; bias and variability
Activity: ABS – Estimating the Total of a Restaurant Bill
pg. 226
Sampling distributions of p̂ Mean and standard
deviation of sampling distribution; normal approximation
and rules of thumb
Activity: Reese's Pieces Java Applet
www.rosemanchase.com/applets/index.html
Sampling distributions of proportions: calculations and
conditions
Sampling distributions of x Mean and standard
deviation of sampling distribution; Central Limit
Theorem (CLT)
Activity: ABS – Cents and the Central Limit Theorem
pg. 143 *Coins needed today! (Complete on Flex Day)
Calculations involving x Normal population
distribution vs. CLT
REVIEW SAMPLING DISTRIBUTIONS
TEST ON SAMPLING DISTRIBUTIONS
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TPS 9.1, 9.2, 9.3(a)(b), 9.5(a)(b), 9.6
*You will need 25 pennies, one nickel, one dime, and
one quarter this week – start collecting coins!
TPS 9.8, 9.10, 9.17
TPS 9.19, 9.25, 9.27, 9.30
TPS 9.24, 9.31, 9.33
TPS 9.35, 9.37, 9.38, 9.47
TPS 9.49, 9.50, 9.51, 9.58, Multiple Choice Practice
Case Closed! Building better batteries
Unit 10: Estimating an unknown parameter (10 days)
Idea of a confidence interval; connect with sampling
distributions
Activity: ABS – What Is a Confidence Interval Anyway?
pg. 175
Confidence interval for  when  known Inference
toolbox introduced
Activity: ABS – Confidence Intervals for the Percentage
of Even Digits pg. 183
Confidence interval considerations Changing confidence
level; interpreting CI vs. interpreting confidence level;
determining sample size
Confidence interval for  when  is unknown:
t-distributions and the one sample t interval
Paired t procedures & Robustness of t procedures
Skill: Performing t procedures on the calculator
Estimating an unknown population proportion CI's for p
with the inference toolbox – Activity 10D
Determining sample size for proportion intervals
PRACTICE PROBLEMS – CONFIDENCE
INTERVALS for a single population parameter
TEST ON ONE-SAMPLE CONFIDENCE INTERVALS
AP EXAM REVIEW DAY
Unit 11: Testing a Claim (8 days)
Introduction to significance testing; Stating hypotheses
Project 17: Ahoy Mates!
Activity: ABS – Introduction to Hypothesis Testing pg.
245
Components of a significance test: Conditions,
calculations, interpretation; one-sided vs. two-sided tests;
statistical significance and P-value
Inference Toolbox & Tests from CI’s duality
Uses and abuses of tests Statistical significance vs.
practical importance;
Type I & II errors, Power Type I and II error in context;
connection between power and Type II error
Activity: Calculator program that connects these three
concepts PRB pg. 12
REVIEW OF SIGNIFICANCE TESTS
TEST ON SIGNIFICANCE TESTS
AP EXAM REVIEW DAY
Unit 12: Significance Tests in Practice (7 days)
Testing a claim about  : the one-sample t test
Activity: ABS – Coins on Edge pg. 269
Paired t tests
Skill: t tests on the calculator and computer
Testing a claim about p Significance tests with the
inference toolbox
Skill: Proportion inference on the calculator
What if the conditions aren’t met? A brief look at some
nonparametric testing options
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TPS 10.1, 10.2, 10.3, 10.5
TPS 10.7, 10.9, 10.11, 10.12
TPS 10.15 through 10.18
TPS 10.13, 10.27, 10.28, 10.31
TPS 10.35, 10.36, 10.42
TPS 10.45, 10.46, 10.47, 10.49
1. TPS 10.52, 10.54, 10.55
2. Multiple Choice Practice
1. TPS 10.66, 10.68, 10.72, 10.73
Case Closed!: Need help? Give us a call!
TPS 11.1, 11.3(a), 11.5, 11.6
TPS 11.12, 11.13, 11.14
11.1A Practice worksheet
TPS 11.27, 11.29, 11.31 to 11.33
TPS 11.43 to 11.48
TPS 11.49, 11.51, 11.53, 11.55, 11.56, 11.57
11.36, 11.65, 11.66, 11.71, 11.72, 11.73
Case Closed!: I’m getting a headache!
TPS 12.1, 12.3, 12.6, 12.20
TPS 12.9, 12.10, 12.12, 12.16
TPS 12.23, 12.24, 12.25, 12.30
TPS 12.31, 12.33, 12.34, 12.37, 12.38
REVIEW OF ONE-SAMPLE TESTS
AP Free Response
Case Closed!: Do you have a fever?
TEST ON ONE-SAMPLE TESTS
AP EXAM REVIEW DAY
Unit 13: Comparing Two Population Parameters (8 days)
Comparing two population parameters: paired data vs.
TPS 13.1 to 13.4, 13.11
independent samples; estimating 1  2
Two-sample t tests and assorted df possibilities
TPS 13.5, 13.7, 13.8, 13.9
Practice problems
TPS 13.13, 13.14, 13.15, 13.17
TPS 13.25, 13.27, 13.23
Estimating p1  p2 : the two-proportion z interval
Significance test for comparing two population
TPS 13.29, 13.32, 13.33, 13.39
proportions
Activity: ABS – Statistical Evidence of Discrimination
pg. 252
REVIEW OF TWO-SAMPLE INFERENCE
TPS 13.40, 13.41, 13.44, 13.45, 13.46, 13.47
Case Closed!: Fast Food Frenzy!
TEST ON TWO-SAMPLE INFERENCE
AP EXAM REVIEW DAY
Unit 14: Inference about Distributions of Population Proportions ( 6 days)
Chi-square goodness of fit test The chi-square family of
TPS 14.1, 14.5, 14.8
distributions
Activity 14A: TPS – M&M color distributions
Chi-square test of homogeneity Independent SRS's or
TPS 14.11, 14.13
randomized experiments
Skill: Chi-square tests on the calculator
TPS 14.15, 14.16, 14.17
Chi-square test of association/independence
TPS 14.22, 14.24, 14.25, 14.29
Distinguishing between homogeneity and
Special Problem 14A
association/independence questions
PRACTICE PROBLEMS WITH CHI-SQUARE
TPS 14.35, 14.36, 14.39, 14.41
Case Closed!: Does acupuncture promote pregnancy?
TEST ON CHI-SQUARE
AP EXAM REVIEW DAY
Unit 15: Inference about Linear Regression (4 days)
Review of Linear Regression – conditions for inference
for regression
Standard error about the regression line, CI for slope
Significance tests about  Nasty formulas; computer
output; inference toolbox
Skill: Regression inference on the calculator
Activity: Short or Tall pg. 18*Activities and Projects for
Introductory Statistics Courses 2nd Edition by Milland
and Turner
QUIZ ON UNIT 15
AP EXAM REVIEW DAY
Pg. 887 case study questions
TPS 15.2, 15.3
TPS 15.6, 15.9
TPS 15.8, 15.15, 15.16
TPS 15.20, 15.24, 15.26
Case Closed!: Three-pointers in college basketball
AP Statistics Practice Exams will be used throughout the year and AP exam review days are built into the schedule.
Although there will be time allotted in class to review, you will be required to take practice tests and review on your
own time as well. We will use the 5 Steps (which will be provided to all AP Statistics students) book for review
purposes.
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You may use your calculator and the standard AP Statistics formulas and tables handout when taking these exams.
We will review answers to these practice exams in class and then you will need to review the detailed explanations of
answers for those questions that you do not answer correctly.
AP EXAM REVIEW (6-10 days)
 Practice Exam
 TPS Part Review Exercises
 Practice AP Free Response Questions
 Mock Grading Sessions
 Practice Multiple Choice Questions
AP STATISTICS EXAM (1 DAY) – Thursday, May 12th, Noon – mark your calendars now and make sure you take off
work, the exam is slotted for 12:00 noon to 4:00 pm.
AFTER THE AP EXAM:
 Students complete a final project, alone or in pairs, on a topic of their choice. The purpose of the project is for
students to demonstrate an understanding of the major conceptual themes of statistics.
 Students will be graded based on the following tasks:
o Topic/Study Design Proposal – detailed research question, rationale, proposed study design, and
method of data analysis
o Progress Report – summary of project progress after one week
o Participation – use of class time, daily effort on completing project
o Written Report – final report including written descriptions of the research question, rationale, study
design, raw data summary, exploratory data analysis, inferential procedure, interpretation,
conclusion, obstacles encountered and suggestions for further analysis
o Oral Presentation – 10-15 minute class presentation of the project utilizing visual aids
Expectations of students: Responsibilities and Respect
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Use core values of hope, respect, responsibility, courage, justice, compassion, integrity and wisdom.
Follow school policies according to the handbook.
o No gum chewing will be allowed in class.
Follow class rules:
1. Follow Directions
2. Raise Your Hand
3. Stay in Your Seat
4. Be Respectful
5. Try Your Best
Be on time for class. You will be marked tardy if you enter the class after the door is closed.
Arrive to class in compliance with the Dress Code as stated in the handbook.
Be prepared for class with all required materials. Do NOT leave materials in the classroom.
o A lot of sharpened pencils! Do NOT ask teacher for a pencil – YOU are responsible
o Your personal Agenda book
o A notebook
o Your personal assigned math textbook –The Practice of Statistics - Replacement fee $107.
Enter the class respectfully and begin working on the do now as soon as possible.
Ask questions if you are unsure. Teacher available during lunch by appointment only.
Use your integrity when doing your work because it should show what YOU know – not what your classmate
knows or what you can read out of the back of the book.
Academic dishonesty and/or cheating will not be tolerated and will be dealt with accordingly.
Expectations of students: Behavior
All students should follow the Code of Conduct at all times. A violation of the code, disturbance in the learning
environment, or inappropriate behavior for school will result in an appropriate consequence as directed by the
student handbook.
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Expectations of students: Attendance
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Students are responsible for all missed learning and making up missed work or assignments, since all
assignments are included in this syllabus, you are responsible for completing assigned work when you are
absent.
Students are expected to discuss with the teacher any missed work and assignments.
o Emailing teacher is best method of communication – karen.swan@rak12.org
Missed work must be completed in the same number of days as the length of the absence, up to a maximum of
one week.
After the allowed amount of make up days, the assignments will be marked as a ZERO. Tests and quizzes
must be taken either that day the student returns or the next day.
It is suggested that each student have classmates that they can contact in case of an absence to contact and
get information about what was missed.
Evaluation (Grading):
Your grade in this course will be determined by your performance on tests, quizzes, homework, graded assignments,
projects, and exams. Late work (other than the daily homework) is penalized 10% per day and will not be accepted after a Unit test.
 Formal Assessments – 75% of trimester grade
o Tests Tests will be given about once every other week. Corrections with reflections may be made
on any test for up to half-credit. I will provide more information following our 1st test.
o Quizzes There will be occasional announced or unannounced quizzes on course content.
Corrections are generally not available for quizzes.
o Projects I will distribute a grading rubric with each project (Special Problem). If you have a group
project - remember that each member of your group will earn the same grade, and that I expect you to
do an equal amount of work.
 Practice – 25% of trimester grade
o Homework Homework will be inspected and/or collected regularly, 10 points maximum. For each
assignment, a  (7-8 points) will be awarded for a satisfactory effort to complete all assigned
questions according to directions provided in class. A + (10 points) may be awarded for exceptional
work, and a - (1-5 points) may be awarded for incomplete work or for failure to follow prescribed
format. You will receive one HOMEWORK PASS per trimester that you may submit in lieu of an
assignment. You may also "redeem" an unused pass at the end of a quarter for 10 points. Incomplete
homework will not be tolerated. Late homework will be awarded at most 5 points.
o Graded assignments Computer assignments, activities/labs, CSA’s, and cumulative reviews will be
scored on their statistical accuracy, organization, appearance, and communication quality. The
purpose of these assignments is to draw connections between all aspects of the statistical process
including design, analysis, and conclusions.
 Exams There will be trimester exams modeled off of the AP exam scheduled at the end of the 1st on
November 13th and 2nd trimester on March 4th. Due to the AP exam in May and the nature of an AP course,
there is no Final Exam for this course.
Year long grades are calculated as follows:
1st Trimester
29%
nd
2 Trimester
29%
3rd Trimester
29%
1st Trimester Exam
2nd Trimester Exam
6%
7%
High expectations are required for a successful mathematical experience. To meet these expectations,
appropriate conduct and effort is required of you.
I am taking responsibility for The Practice of Statistics textbook numbered _______. This textbook must either be
returned to school in the same condition it was given or paid for in full at a price of $107.
I,
, have read and understand this syllabus. By signing, I accept all
terms and agree to do my personal best to ensure a positive school year.
Student’s Signature
Guardian’s Signature
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Date