zilongwang/ReadingBank huggingface dataset:
GENERAL EDUCATION OUTCOME ASSESSMENT PLAN, “COMMON ASSIGNMENT(S)” This is the assignment that all professors teaching a section in the San Jacinto College Core Curriculum will agree upon, teach, assign, assess and document in Blackboard. Course & Plan Information Course Rubric/Number Math 1325 Course Title Calculus for Bus and Soc Scs Component Area Math Outcomes assessed (per district-wide syllabus) A. CRITICAL THINKING: Students will develop habits of mind, allowing them to appreciate the processes by which scholars in various disciplines organize and evaluate data and use the methodologies of each discipline to understand the human experience. B. COMMUNICATION SKILLS: Students will communicate ideas, express feelings and support conclusions effectively in written, oral and visual formats. C. EMPIRICAL & QUANTITATIVE SKILLS: Students will develop quantitative and empirical skills to understand, analyze and explain natural, physical and social realms. Effective Date Fall 2015 Summary (for faculty, expository explanation of assignment) Parameters/Logistics (for faculty, specific parameters or logistics when implementing) (Do not remove, standard for all courses) The assignment must be collected through an “Assignment” content item in Blackboard. Faculty electing to use Turnitin may do so, but students will need to submit the document twice: first to the Bb “Assignment” content item and second to Turnitin. (Do not remove, standard for all courses) The assignment assesses an outcome included in the syllabus for the course; thus, all assignments should be included as a regular grade in the course. The assignment should not be considered optional, extra-credit, or a bonus activity. Part 1 (for students, to be copy and pasted into the Blackboard Assignment item) Assignment Title Gen Ed Assessment: Math 1325 Aligned Outcomes Critical Thinking, Communication Skills, Empirical & Quantitative Reasoning Skills Description Important Submission Instructions to the Student: 1. All explanations must be typed. The supporting math work must be neat and suitable for copying or scanning. The final document should be saved and submitted as a single .pdf file. 2. Give the assignment the heading GEN ED ASSESSMENT: MATH 1325. 3. Do not include your name in the assignment or in the file name. 4. Submit your assignment to your instructor via Blackboard by the deadline established by your instructor.
CLIENT NAME Not applicable, no inputs of any kind used An organic system plan (OSP) must include a list of each material to be used as a production input, such as vaccines, biologics, disinfectants, sanitizers, topical medications, teat dips, anesthetics, parasiticides, homeopathic remedies, feeds, cleansers, or structural pest-control materials. This list must include the material’s composition or complete product name and the OSP/records must show the location(s) where it will be used and rate/frequency. NOP §205.201(a)(2). Documentation should be available for inspection to support the information recorded by producers, including the following, as applicable: purchase receipts, labels for all inputs, and veterinary records. If prohibited materials are used to restore an animal to health (e.g., antibiotics use that results in the loss of organic status), records must show how treated animals are identified and segregated. IT IS YOUR RESPONSIBILITY TO VERIFY ALL INPUT MATERIALS ARE ALLOWED PRIOR TO USE. In the table below is a list of materials that were previously approved for use. Materials must be reviewed and approved annually. Note that some materials have restrictions and these restrictions must be met before approval will be granted. Indicate if you are planning to use the products listed in the upcoming growing season. List any materials you plan to use that are not listed. Complete product name and manufacturer must be listed exactly as shown on the label of the material being used. Provide documentation such as: OMRI certificates, a product label (including ingredient panel), or a material safety data sheet for each new product. You may want to contact your sales representative to assist in gathering this information. Complete Product Name Manufacturer Reason for Use (vaccine, disinfectant, teat dip, sanitizer, feed, etc.) In Use or May Use? Restriction for Use Approved for Use Inspector Verified Yes No
Statcrunch: Scatterplot of the data To obtain the scatterplot of the data without a regression line/curve: Graph-scatterplot Linear Model Stat-regression-simple linear For the residual plot: Stat-regression-simple linear-scroll down to graphs and choose ‘residual index plot’ Quadratic model: Stat-regression-polynomial For residual plot: Stat-regression-polynomial-graphs-residual index plot- compute (it will be on the second page)
LSU College Readiness Program COURSE PROFILE 2-17-2017 COURSE NAME LSU Math 1550 Calculus I COMMON COURSE NUMBER CMAT 2115 Calculus I PRIMARY ONLINE CONTENT SOURCE Calculus: Early Transcendentals, 2e, MyMathLab Briggs, Cochran, Gillett, Schultz COURSE/UNIT CREDIT 5 credit hours, 1 Carnegie Unit GRADE(S) 11 or 12 PREREQUISITE(S) ALEKS Calc Placement Test min 70% CHAPTERS 2 – Limits 5 – Integration 3 – Derivatives 6 – Applications of Integration 4 – Applications of the Derivative SECTION NAMES (NUMBER OF EXERCISES) AND LEARNING OBJECTIVES CHAPTER 2: Limits 2.1 The Idea of Limits (9) Apply concepts related to limits Calculate average and instantaneous velocity Calculate slopes of secant and tangent lines 2.2 Definitions of Limits (21) Apply limit definitions Find limits from a graph Estimate limits from a table Study limits for particular well-known functions 2.3 Techniques for Computing Limits (32) Apply techniques for computing limits Apply limit laws Evaluate limits Evaluate one-sided limits Use the Sandwich Theorem 2.4 Infinite Limits (24) Apply properties of infinite limits Find infinite limits numerically or graphically Evaluate limits analytically Find vertical asymptotes 2.5 Limits at Infinity (27) Apply concepts relating to end behavior and horizontal asymptotes Evaluate limits at infinity
Y – intercept: the point where the graph crosses y – axis (0, y). Example: Graph the equation using the X and Y intercepts only. PARALLEL AND PERPENDICULAR LINES: Parallel lines have SAME SLOPES PERPENDICULAR LINES: Perpendicular lines have OPPOSITE RECIPROCAL SLOPES. Example: Determine whether the given lines are parallel, perpendicular or neither:
A grade of “I” (Incomplete) will be given only at the instructor’s discretion, according to University Policy as described at . Grading Disputes Any grading disputes must be addressed within one week after an exam, quiz, homework, Excel, or any other graded item has been returned. Changes to the Course Syllabus The information contained in the course syllabus, other than the grade and absence policies, may be subject to change with reasonable advance notice, as deemed appropriate by the instructor. Tentative Weekly Schedule Week Topic(s)/Chapters in Text Topics 1 – 8/26 Chapter 1 Introduction, Picturing Distributions with Graphs 2 – 9/2 Chapters 2 and 3 Describing Distributions with Numbers; Normal Distributions 3 – 9/9 Chapters 3 and 4 Normal Distribution; Scatterplots, Correlation 4 – 9/16 Chapters 5, 8 and 9 Linear Regression; Design of Sample and Experiment 5 – 9/23 Chapter 12 and 13 Probability 6 – 9/30 Chapter 13 and 14 Probability; Binomial Distributions 7 – 10/7 Exam I 8 – 10/14 Chapter 15 Sampling Distributions 9 – 10/21 Chapter 16 Confidence Intervals 10 – 10/28 Chapter 17 and 18 Tests of Significance; Inference in Practice 11 – 11/4 Chapter 20 Inference on the Population Mean 12 – 11/11* Chapter 21 (video) Comparing two Means 13 – 11/18 Chapter 22 Inference on a Population Proportion 14 – 11/25* Chapter 23 Comparing two Proportions 15 – 12/2 Exam II 16 – 12/7 Chapter 25 (video) Chi-Squared Test *no class in these dates
IMPORTANT DATES: GRADING POLICY: NOTE: Points and assignments may be subject to change. ASSIGNING GRADES: Final Course Grades: It is YOUR RESPONSIBILITY to WORK for the grade you desire. I do not negotiate grades based on personal circumstances or any other obstacle that you think prevented you from receiving the grade you wanted. Work hard every day to achieve what is important to you. EXAMS: There will be 4 in-class exams and one cumulative Final Exam. No exam score will be dropped, and there are no retakes. Exams will cover material from homework problems, handouts, and examples covered in class. If you do not take an exam, you will receive a zero for it. Make up exams may ONLY be taken by PRIOR ARRANGEMENT, or in the case of a DOCUMENTED emergency. No books and absolutely no cell-phones (or other electronic devices) will be allowed on exams (except the TI-84 Calculator). HOMEWORK: The purpose of homework is to keep you on task and to prepare you for exams through daily practice.
6. Solve problems that require the manipulation and application of formulas related to: • simple interest • finance charges. Solve problems by applying proportional reasoning and unit analysis. Unit 4 Statistical Graphing A. Develop statistical reasoning. B. Develop algebraic reasoning Solve problems that involve creating and interpreting graphs, including: • bar graphs • histograms • line graphs • circle graphs. 2. Solve problems that require the manipulation and application of formulas related to: • slope and rate of change 3. Demonstrate an understanding of slope: • as rise over run • as rate of change • by solving problems. Accessed from: Alberta Education, Mathematics 10-12 Program of Studies (2009), Edmonton, AB: author. Retrieved on January 3rd 2016, from http://www.education.gov.ab.ca/10_12/curriculum/bySubject/ math.pdf SCHEDULE (tentative) *this schedule is a guideline and subject to change as we progress through the course material. Date Topics Feb. 1 – 5 Introduction to Units Skill practice Problem solving Feb 8 – Mar 1 Unit 1 Geometry (Ch 4 & 5) Regular & irregular 2-d & 3-D shapes Solving scale problems Scale diagrams (models & drawing) & View of 3-D objects Pythagorean theorem & solving multiple right angles, primary trigonometric ratios (sine, cosine, tangent)
2. Information to be included on the Instructor’s Course Syllabi: Disability Statement: Baton Rouge Community College seeks to meet the needs of its students in many ways. See the Office of Disability Services to receive suggestions for disability statements that should be included in each syllabus. Grading: The College grading policy should be included in the course syllabus. Any special practices should also go here. This should include the instructor’s and/or the department’s policy for make-up work. For example in a speech course, “Speeches not given on due date will receive no grade higher than a sixty” or “Make-up work will not be accepted after the last day of class.” Attendance Policy: Include the overall attendance policy of the college. Instructors may want to add additional information in individual syllabi to meet the needs of their courses. General Policies: Instructors’ policy on the use of things such as beepers and cell phones and/or hand held programmable calculators should be covered in this section. Cheating and Plagiarism: This must be included in all syllabi and should include the penalties for incidents in a given class. Students should have a clear idea of what constitutes cheating in a given course. Safety Concerns: In some programs this may be a major issue. For example, “No student will be allowed in the safety lab without safety glasses.” General statements such as, “Items that may be harmful to one’s self or others should not be brought to class.” Library/ Learning Resources: Since the development of the total person is part of our mission, assignments in the library and/or the Learning Resources Center should be included to assist students in enhancing skills and in using resources. Students should be encouraged to use the library for reading enjoyment as part of lifelong learning. Expanded Course Outline:
(b) find the probability that the person is not a clerk. P (not a clerk)= 1-P (clerk) = 1- = - = = Example 3: A probability experiment is conducted in which the sample space of the experiment is . Let event, event, and event (a) List the outcome in. Are mutually exclusive? E = {2, 3, 5, 6, 7} F = {5, 6, 7, 8} Since there are common elements of 5, 6, and 7 between E and F, E and F are not mutually exclusive. (b) Are mutually exclusive? Explain. Yes, there is no common element between F and G. (c) List the outcome in. Find by counting the number of outcomes in. E or F = {2, 3, 5, 6, 7, 8} N (E or F) = 6 N (S)= 12 P (E or F) = = or 0.5 (d) Determine using the General Addition Rule. P( E or F) = P (E) + P (F) – P (E and F) = + - = = or 0.5 (e) List the outcomes in. Find by counting the number of outcomes in. = {1, 4, 8, 9, 10, 11, 12} P (= = (f) Determine using the Complement Rule. P (= 1- P (E) = 1 - = - =
Example 3: If one card is drawn from a deck, find the probability of getting (a) a club P (a club) = = = or 0.25 (b) a 4 and a club P (a 4 and a club) = = ≈ 0.019 Example 4:Three equally qualified runners, Mark, Bill, and Alan, run a 100-meter sprint, and the order of finish is recorded. (a) Give a sample space S. S = {MBA, MAB, BMA, BAM, AMB, ABM} (b) What is the probability that Mark will finish last? E = {BAM, ABM} P (E) = = = or ≈ 0.333 Ch5.2 The Addition Rules and Complements Objective A: Addition Rule for Disjoint (Mutually Exclusive) Events Event A and B are disjoint (mutually exclusive) if they have no outcomes in common. Addition Rule for Disjoint Events If and are disjoint events, then.
Objective B: Multiplication Rule for Independent Events If and are independent events, then Example 1: If 36% of college students are underweight, find the probability that if three college students are selected at random, all will be underweight. Independent case P (1st underweight and 2nd underweight and 3rd underweight) P (1st underweight) * P (2nd underweight) * P (3rd underweight) = 0.36*0.36*0.36 ≈ 0.047 Example 2: If 25% of U.S. federal prison inmates are not U.S. citizens, find the probability that two randomly selected federal prison inmates will be U.S. citizens. P (1st U. S. citizen and 2nd U. S. citizen) = P (1st U. S. citizen) * P (2nd U. S. citizen) = 0.75 * 0.75 ≈ 0.563 Objective C: At-Least Probabilities Probabilities involving the phrase “at least” typically use the Complement Rule. The phrase at least means “greater than or equal to.” For example, a person must be at least 17 years old to see an R-rated movie. Example 1: If you make random guesses for four multiple-choice test questions (each with five possible answers), what is the probability of getting at least one correct? Direct method: P (at least one correct) = P (one correct) + P (two correct) + P (three correct) + P (four correct) Indirect method: What is the opposite of at least one correct? None correct. P (none correct) = * * * = P (at least one correct) = 1- P (none correct) = 1- ≈ 0.590
3 4 x 0 0.01500625 1 0.111475 2 0.3105375 3 0.384475 4 0.17850625 (b) Use the Binomial table from part (a), find . P(x > 2) = 0.384475 + 0.17850625 = 0.56298125 (c) Use the Binomial table from part (a), find . = 0.01500625 + 0.111475 + 0.3105375 = 0.43701875 Objective C : Binomial Table by StatCunch Example 1: Use StatCrunch with Binomial Distribution to find with and . Open StatCrunch select Stat Calculators Binomial Standard Input n = 12 and p = 0.4 For P(x ≤ 6), select in the inequality box Compute and record the result. (If you need to include the graph, right click on image, select copy image, Paste Special, then select Device Independent Bitmap) Example 2 According to the American Lung Association, 90% of adult smokers started smoking beforeturning 21 years old. Ten smokers 21 years old or older are randomly selected, and thenumber of smokers who started smoking before 21 is recorded. (a) Explain why this is a binomial experiment. − There are 2 outcomes (smoke or not) The probability of success is the same for each trial of experiment −The trials are independent − Fixed numbers of trials n = 10 (b) Use StatCrunch to find the probability that exactly 8 of them started smoking before 21 years of age. Open StatCrunch Stat Calculator Binomial Standard Input n = 10 and p = 0.9 For P(x = 8), select = in the inequality box Compute and record the result. The probability that exactly 8 started smoking before 21 years of age is P (x = 8) = 0.19371024
Note: The area under a probability density function is 1. for a uniform distribution Example 1: A continuous random variable is uniformly distributed with. (a) Draw a graph of the uniform density function. Area of rectangle = Height x Width 1 = Height x (b - a) Height = = = (b) What is ? Area of rectangle = Height x Width = * (30 - 20) = * 10 = = 0.25 (c) What is ? Area of rectangle = Height x Width P (x< 15) = P (x≤ 15) = * (15 – 10) = P (10≤ x ≤ 15) = * 5 = = 0.125 Objective B: Normal distribution – Bell-shaped Curve
Open StatCrunch → Select Stat → Calculator → Normal → Between→ Input P (____≤ X ≤ _____) = 0.95 → Compute = 1.96 * √ = 1.96*√= ≈ 0.023716 The confidence interval is = 0.18 ± 0.0237 = (0.1563, 0.2037). This interval means that we are 95% confident that 15.63% to 20.37% of adult Americans dreaded Valentine’s Day. Method II --> Use StatCrunch to find the C. I. Open StatCrunch → Stat → Proportion Stats → One Sample → with summary → Input number of successes --> 180 (18% of 1000) and observations --> 1000, select confidence interval and input 95% → compute and record results Example 4: Construct a confidence interval of the population proportion at the given level of confidence. confidence = = = 0.4 Method I--> Use the C. I. formula --> Open StatCrunch → Select Stat → Calculator → Normal → Between → Input P (___≤X ≤ _____) = 0.96 → Compute ≈ 2.05. * * √ = 2.05*√= = 2.05*0.0346 = 0.071 The 96% confidence interval is = 0.40 ± 0.071 = (0.329, 0.471). Method II --> Use StatCrunch to find the C. I. Open StatCrunch → Stat → Proportion Stats → One Sample → with summary → Input number of successes --> 80 and observations --> 200, select confidence interval and input 96% → compute and record results Example 5: In a study of 1228 randomly selected medical malpractice lawsuits, it is found that 856 of them were later dropped or dismissed.
there enough evidence to support the claim? Use the value approach. (a) Setup : µ = 25.4 : µ<25.4 (left-tailed test) (b) Use StatCrunch to find and its correspondingvalue. Hypothesis test results: μ : Mean of population H0 : μ = 25.4 HA : μ < 25.4 Mean Sample Mean Std. Err. DF T-Stat P-value μ 22.1 1.06 24 -3.1132075 0.0024 (c) Conclusion.: = -3.113; P-value ≈ 0.0024. Since P-value (0.0024) < α, reject the . There is sufficient evidence to support the executive’s claim that the commute time in his city is less than 25.4 minutes. Example 4: Michael Sullivan, son of the author, decided to enroll in a reading course that allegedly increases reading speed and comprehension. Prior to enrolling in the class, Michael read 198 words per minute (wpm). The following data represent the words per minute read for 10 different passages read after the course. (a) Because the sample size is small, we must verify that reading speed is normally distributed and the sample does not contain any outliers. Perform a normal probability plot (QQ plot) and a boxplot. Are the conditions for testing a hypothesis satisfied? The boxplot indicated there are no outliers. The QQ plot indicated the sample data may have come from a population that is normally distributed because all observed data are close to the straight line. The t-hypothesis testing conditions are satisfied. (b) Was the class effective? Use the level of significance. (i) Setup : µ = 198 : µ> 198 (a right-tailed test) (ii) Use StatCrunch to find and its correspondingvalue. Open StatCrunch → Stats → T Stats → one sample → with data → select var1 → select Hypothesis test forµ → :µ = 198, : µ> 198 → compute Hypothesis test results: μ : Mean of variable
Since P-value (0.3199) is not less than α (0.05), fail to reject the . There is insufficient evidence to support the recalibration of the machine can lower the standard deviation. Example 2: Data obtained from the National Center for Health Statistics show that men between the ages of 20 to 29 have a mean height of 69.3 inches, with a standard deviation of 2.9 inches. A baseball analyst wonders whether the standard deviation of heights of major-league baseball is less than 2.9 inches. The heights (in inches) of 20 randomly selected players are shown below. µ = 69.3 s = 2.9 n = 20 72 74 71 72 76 70 77 75 72 72 77 72 75 70 73 73 75 73 74 74 (a) Verify the data are normally distributed by drawing a normal probability plot. Open StatCrunch → Input raw data → Graph → QQ Plot → var1 → Compute The sample data are close to the straight line. Thus, the data may have come from a population that is normally distributed. (b) Use StatCrunch to compute the sample standard deviation. Open StatCrunch → Stat → Calculators → Summary Statistics → column → var1 → Statistics: Variance → Compute (c) Test the notion at the level of significance. µ = 69.3 = 2.9 n = 20 = 73.35 = 2.0589982 Setup: : = 2.9 : < 2.9
Open StatCrunch → Stat → Calculators → T →DF: 14 →P (x ≥ 2.624) → Compute. P-value = (0.0100963) ≈ 0.0101 (c) Use to determine whether to rejectornot. Since P-value (0.0100963) is less than α (0.05), we reject the null hypothesis. (ii) left-tailed (a) Draw a distribution with the area that represents the value shaded. (b) Use StatCrunch to find the value for each test value, . Open StatCrunch → Stat → Calculators → T →DF: 22 →P (x ≤ -2.321) → Compute. P-value = (0.01497327) ≈ 0.0150 (c) Use to determine whether to rejector not. Since P-value (0.01497327) is less than α (0.05), we reject the null hypothesis. (iii) two-tailed (a) Draw a distribution with the area that represents the value shaded. (b) Use StatCrunch to find the value for each test value, . Open StatCrunch → Stat → Calculators → T →Between, DF: 16→ P (-1.562≤ x ≤ 1.562) → Compute. The P-value is 1 – 0.86215185 = 0.137848 P-value ≈ 0.1378 (c) Use to determine whether to rejectornot. Since P-value (0.1378) is not less than α (0.05), we fail to reject the null hypothesis. There is insufficient evidence to support the claim. Example 3: A survey of 15 large U.S. cities finds that the average commute time one way is 25.4minutes. A chamber of commerce executive feels that the commute in his city is lessand wants to publicize this. He randomly selects 25 commuters and finds the average is 22.1 minutes with a standard deviation of 5.3 minutes. At, is
Open StatCrunch → Variance Stats → one sample → with data → sample variance 2.0589982^2=4.2394736→ n = 20 → select Hypothesis test for : = = 8.41, : < 8.41 → compute P-value: 0.0374 Conclusion: Since P-value (0.0374) is less than α (0.05), reject the . There is sufficient evidence to support the claim that the standard deviation of heights of major-league baseball is less than 2.9 inches.
Open StatCrunch --> Input Observed Counts in Var1 and Expected Counts in Var2 --> Stat --> Goodness-of-fit --> Chi-Square test --> Select Var1 for Observed and select Var2 for Expected --> Compute! Since P-value (0.613) is not less than alpha, do not reject the null hypothesis. There is not sufficient evidence to warrant rejection of the distribution claimed by the manufacturer of M&Ms. Ch 12.2Tests for Independence Objective A :Tests for Independence Example 1: (a) Compute the expected values of each cell under the assumption of independence. By assuming an individual opinion and gender are independent, . row1 total = 196+199 = 395 row2 total = 239+249 = 488 col1 total = 196+239 = 435 col2 total = 199+249 = 448 Grand total = 196 + 199 + 239 + 249 = 883 Summarize the observed counts and expected counts in a table where the expected counts are expressed in a parenthesis.
GENERAL EDUCATION OUTCOME ASSESSMENT PLAN, “COMMON ASSIGNMENT(S)” This is the assignment that all professors teaching a section in the San Jacinto College Core Curriculum will agree upon, teach, assign, assess and document in Blackboard. Course & Plan Information Course Rubric/Number Math 2320 Course Title Differential Equations Component Area Math Outcomes assessed (per district-wide syllabus) A. CRITICAL THINKING: Students will develop habits of mind, allowing them to appreciate the processes by which scholars in various disciplines organize and evaluate data and use the methodologies of each discipline to understand the human experience. B. COMMUNICATION SKILLS: Students will communicate ideas, express feelings and support conclusions effectively in written, oral and visual formats. C. EMPIRICAL & QUANTITATIVE SKILLS: Students will develop quantitative and empirical skills to understand, analyze and explain natural, physical and social realms. Effective Date Fall 2015 Summary (for faculty, expository explanation of assignment) Parameters/Logistics (for faculty, specific parameters or logistics when implementing) (Do not remove, standard for all courses) The assignment must be collected through an “Assignment” content item in Blackboard. Faculty electing to use Turnitin may do so, but students will need to submit the document twice: first to the Bb “Assignment” content item and second to Turnitin. (Do not remove, standard for all courses) The assignment assesses an outcome included in the syllabus for the course; thus, all assignments should be included as a regular grade in the course. The assignment should not be considered optional, extra-credit, or a bonus activity. Part 1 (for students, to be copy and pasted into the Blackboard Assignment item) Assignment Title Gen Ed Assessment: Math 2320 Aligned Outcomes Critical Thinking, Communication Skills, Empirical & Quantitative Reasoning Skills Description Important Submission Instructions to the Student: 1. All explanations must be typed. The supporting math work must be neat and suitable for copying or scanning. The final document should be saved and submitted as a single .pdf file. 2. Give the assignment the heading GEN ED ASSESSMENT: MATH 2320. 3. Do not include your name in the assignment or in the file name. 4. Submit your assignment to your instructor via Blackboard by the deadline established by your instructor.
10 12.5 1-61 eoo WEEK 11 Nov 5 Review, Exam #3 7 13.1 1-31 eoo, 47-99 eoo WEEK 12 12 No class 14 13.2 1-65 eoo WEEK 13 19 13.4 17-39 eoo 21 13.5 1-57 eoo, Review Q #7 WEEK 14 26 Review, Exam #4 28 14.1 1-49 eoo WEEK 15 Dec 3 Review For Final Exam 5 Review For Final Exam WEEK 16 10 Final Exam, 12:30pm-2:30pm Note: The schedule/homework is subject to change at the discretion of the instructor.
Course Syllabus Introduction to Statistics MATH 25 Spring 2018 Instructor: Shawn Jackson Math Help Hours: Phone: (559) 925-3639 Email: shawnjackson@whccd.edu Course Description MATH 25 is an introduction to the study of modern statistics. The topics include frequency distributions, measure of central tendency, measure of variation, counting, probability, mathematical expectation, continuous and discrete probability distributions, sampling distributions, central limit theorem, one and two sample confidence intervals and hypothesis testing of the population mean, standard deviation, proportions and correlation. (AA/AS, CSU, UC) Web Enhanced Course This course we will be using Canvas (learning management system) at and MyOpenMath at A web enhanced course is a course designed to enrich and expand learning for classes providing 24-hour access to course documents, homework, grades, study guides, and tutoring. Materials Introductory Statistics by OpenStax is licensed under Creative Commons Attribution License v4.0 Optional Materials Wi-Fi capable or any high-speed wireless communication for mobile devices such as a smartphone, iPad, tablet PC, laptop, … Such devices will be used to take timed quizzes and exams in class. Such a device may be borrowed from the college for assessments if immediate funds are not obtainable. Five inch note cards (one for each exam) Any larger screen calculator such as the TI-36X Pro, TI-30XS Multiview, Casio fx-115ES, graphing calculator, or an approved online calculator such as google calculator… Prerequisite Students should have successfully completion (letter grade C or better) of MATH 63 or the equivalent prior to enrollment in the MATH 25 Introduction to Statistics course. Disability Needs If you have a verified need for an academic accommodation or materials in alternate media (i.e.: Braille, large print, electronic text, etc.) per the Americans With Disabilities Act or Section 504 of the Rehabilitation Act, please contact your instructor as soon as possible. Course Objectives Organize and describe data sets with histograms and graphs. Compute the measures of central tendency of a data set. Compute the measures of variation of a data set. Compute probabilities of events. Understand counting techniques: permutations and combinations. Use the binomial and normal probability distributions. Apply the Central Limit Theorem to a sampling distribution. Construct and interpret a confidence interval for the population mean.
polynomial, and rational functions. Knowledge: Students will know… All standards in this unit go beyond the knowledge level. Skills: Students will be able to … Determine the best function to fit a certain situation or set of data. Use technology to fit exponential models to data. Model applied situations using exponential and logarithmic functions and answer questions using those models. Reason quantitatively and use units to solve problems. Define appropriate quantities for the purpose of descriptive modeling. Interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. Fit a function to the data. Use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. For exponential models, express as a logarithm the solution to abct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology. Academic Vocabulary: Critical Terms: Supplemental Terms:
Guess and check Look for a pattern Make a systematic list Draw or model Eliminate possibilities Simplify the original problem Work backward Develop alternative approaches The fifth row of the pattern will be NUMERICAL RESPONSE It is Margaret’s turn, and she determines that she can guarantee a win by placing the letter M in Row __________ Column __________ Which of the following pictures is next in the pattern? Answers: 1. D 2. 42 3. A Set Theory The number of students in the universal set is Numerical Response The number of students taking Art is _______. Numerical Response The number of students not taking Math is _______. The number of students taking Math or Art is The number of people who saw “The Princely Groom” is Numerical Response The number of people who saw “Metal Man” and “The Princely Groom” but not “Quick and Angry” is _______. The number of people who saw “Metal Man” only is The number of people who saw “Metal Man” or “Quick and Angry” is Which of the following statements is true for sets ? Some important terms, symbols and definitions:
Which of the following statements is not true for sets ? Answers: 1. D 2. 50 3. 53 4. C 5. C 6. 10 7. B 8. C 9. D 10. C Fundamental Counting Principle The Fundamental Counting Principle: if there are a ways to perform one task and b ways to perform another, then there are ways of performing both. The Fundamental Counting Principle can be extended to more than two tasks. The Fundamental Counting Principle does not apply when tasks are related by the word OR. Determine the number of six-digit odd numbers that can be created using the digits 0 to 9 without repetition. 60480 67200 75600 151200 Determine the number of distinct arrangements of all the letters in the word TATTOO. 30 60 120 720 Determine the number of 3-letter arrangements of the letters of the word DIPLOMA. Only six people have tickets for 2 prizes in a school draw, and each person has only one ticket. Once a ticket is drawn for a prize, it is not reentered in the draw. What is the probability that Bill wins the first prize and Mary wins the second prize? Numerical Response How many different flight options can Julian select
Math 3305 Syllabus – Fall 2017 Section 21799 Tuesdays 9am to noon, CPH 1021 Instructor: Leigh Hollyer Email: Conference Hours: Mondays, 9:30 – 11:00, 206 PGH Website: Textbook: Geometry Connections – Mathematics for Middle School Teachers John K. Beem, ISBN 0-13-144926-5 Pearson Prentice Hall We will cover all 6 chapters of this text during the semester. Homework will come from this book. Course Format: Mainly lecture with group work during classtime. Grading: Classwork and participation 20% Homework 30% Mid-semester test 25% Final Exam 25% Supplies: Proctractor Six inch ruler Pad of paper – lined Scissors Three or four inch diameter ball 5 or 6 rubber bands that fit snugly on the ball Calculator with trig functions and inverse trig functions Bring these basic supplies to each class; check the assignments for lesson specific supplies lecture by lecture Homework must be turned in as a pdf uploaded to CourseWare No late homework accepted. CAPS Counseling and Psychological Services can help if you are feeling distressed. Their phone number is 713-743-5454. They also have a drop in service called “Let’s talk” at various locations and times around campus.
L.Patek 4/27 – 5/1 Monday Tuesday Wednesday Thursday Friday Facts/Ipad Thinking Blocks Matific Math Planet Think Through Math Math app of choice Vocabulary Mini-Lesson *Quick Check Test—math facts *Continue work on PBL *PBL Check up *Computer Lab **Quick Check daily grade *PBL work day *PBL Conferencing *Final PBL check up Early Release ALL PBL projects due Presentations Problem Number of the Day Lone Star Graph Math Minute Mental Math Algebra Math Minute Lone Star Rigor
AUGUSTA COUNTY SCHOOLS CURRICULUM MAP Submitted By BMES CONTENT: 5.13 The student, using plane figures (square, rectangle, triangle, parallelogram, rhombus, and trapezoid), will a) develop definitions of these plane figures; and b) investigate and describe the results of combining and subdividing plane figures. TOPIC: Geometry CONTENT What do your students need to KNOW? DEMONSTRATORS What do your students need to be able to DO? ASSESSMENT How will you assess what your students ALREADY KNOW, and assess WHAT THEY’VE LEARNED? ACTIVITIES HOW will you teach it? All students will know: Understand that simple plane figures can be combined to make more complicated figures and that complicated figures can be subdivided into simple plane figures. Students will: Develop definitions for squares, rectangles, triangles, parallelograms, rhombi, and trapezoids. Investigate and describe the results of combining and subdividing plane figures. Pre-assessment: Have students mane as many shapes they know; describe the shape (similar to cheat sheet), but it will test their prior knowledge and allow you to see what they know. Flanagan assessment for SOL 5.13 This assessment is usually found on your schools T:. Teaching Student-Centered Mathematics Grades 3 – 5, Chapter 7: Classification of two-dimensional shapes. Activity: Make a diagram of how the shapes are related (incorporates higher level thinking), page 194. Create a quadrilateral cheat sheet VDOE Mathematics Enhanced Scope and Sequence – Grade 5: All Cracked Up activity, pgs 72 - 77 Place Shapes (pgs 78 – 80) Quadrilateral Study Guide (pgs 81 – 82) Triangle Sort (pgs 83 – 87) Teaching Student-Centered Mathematics Grades 3 – 5, Chapter 8: Geometric Thinking and Geometric Concepts, p 290
DIFFERENTIATION How will you meet the needs of all students? RESOURCES TEACHER NOTES: Enrichment: *Challenge Workbook from Harcourt *Hoagie’s Gifted Education in Pacing Guide *Have students create their own word problems based on the receipt * Have groups compare prices of items at three different stores using ads from the paper (Ex.: Martins, Wal-Mart, Food Lion ) Determine which store has the best deal for each item, or determine which store has the lowest total bill. Remedial/Intervention *Teaching Student Centered Math K-3 Chapter 6 *Reteach Workbook IXL *Teaching Student Centered Math K-3 Chapter 6 *Teaching Student Centered Math 3-5 Chapters 2 & 7 (pgs. 197-199) Teachers Pay Teachers Enhanced Scope and Sequence Smart Exchange Harcourt Workbooks
Standards Aligned With the 6th Grade PARCC Assessment Performance Based Assessment (PBA) and End of Year (EOY) Cluster Standard PBA EOY Unit 1: Rational Numbers 6.NS.C Apply and extend previous understandings of numbers to the system of rational numbers. 6.NS.5 X X 6.NS.6 X X 6.NS.7 X 6.NS.8 X 6.G.A Solve real-world and mathematical problems involving area, surface area, and volume. 6.G.3 X X 6.NS.A Apply and extend previous understandings of multiplication and division to divide fractions by fractions. 6.NS.1 X X 6.NS.B Compute fluently with multi-digit numbers and find common factors and multiples. 6.NS.2 X 6.NS.3 X 6.NS.4 X Unit 2: Equations and Expressions 6.EE.A Apply and extend previous understandings of arithmetic to algebraic expressions. 6.EE.1 X X 6.EE.2 X X 6.EE.3 X 6.EE.4 X 6.EE.B Reason about and solve one-variable equations and inequalities. 6.EE.5 X X 6.EE.6 X X 6.EE.7 X X 6.EE.8 X 6.EE.C Use functions to model relationships between quantities. 6.EE.9 X X Unit 3: Ratios and Proportions 6.RP.A Understand ratio concepts and use ratio reasoning to solve problems. 6.RP.1 X X 6.RP.2 X X 6.RP.3 X X Unit 4: Geometry 6.G.A Solve real-world and mathematical problems involving area, surface area, and volume. 6.G.1 X 6.G.2 X 6.G.4 X Unit 5: Statistics and Probability 6.SP.A Develop understanding of statistical variability. 6.SP.1 X 6.SP.2 X 6.SP.3 X 6.SP.B Summarize and describe distributions. 6.SP.4 X 6.SP.5 X
Standards for Mathematical Practice Student Friendly Language Make sense of problems and persevere in solving them. I can try many times to understand and solve a math problem. Reason abstractly and quantitatively. I can think about the math problem in my head, first. Construct viable arguments and critique the reasoning of others. I can make a plan, called a strategy, to solve the problem and discuss other students’ strategies too. 4. Model with mathematics. I can use math symbols and numbers to solve the problem. Use appropriate tools strategically. I can use math tools, pictures, drawings, and objects to solve the problem. Attend to precision. I can check to see if my strategy and calculations are correct. Look for and make use of structure. I can use what I already know about math to solve the problem.
Lesson Big Idea Standards TOPIC A Lesson 1: Generating Equivalent Expressions Creating equivalent expressions by combining like terms, and using commutative and associative properties. 7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 7.EE.A.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, 𝑎𝑎+0.05𝑎𝑎=1.05𝑎𝑎 means that “increase by 5%” is the same as “multiply by 1.05.” 2015, #9 2015, #39 2015, #46 2014, p.5 2014, p.10 2014, p.22 2014, p.38 2014, p.40 2014, p.45 2013, p.9 Lesson 2: Generating Equivalent expressions Creating equivalent expressions with subtraction. Lesson 2: Day 2 Generating Equivalent expressions Creating equivalent expressions with subtraction. Lesson 3: Writing products as sums and sums as products Writing products as sums Lesson 3: Day 2 Writing products as sums and sums as products Writing products as sums Lesson 4: Writing products as sums and sums as products Writing sums as products
Focus Problems for Mid Module Assessment: 1-6 Focus Problems for End Module Assessment: 1-2 Extra Problems Topic A 1) Which expression is equivalent to (7x − 5) − (3x − 2)? A 10x − 7 B 10x − 3 C 4x − 7 D 4x – 3 2) The expression below was simplified using two properties of operations. 5(11z + 29 + 6z) Step 1 5(11z + 6z + 29) Step 2 5(17z + 29) Step 3 85z + 145 Which properties were applied in Steps 1 and 3, respectively? A commutative property, then distributive property B commutative property, then identity property C associative property, then distributive property D associative property, then commutative property
GRADING: Middle School Mathematics The goal of grading and reporting is to provide the students with feedback that reflects their progress towards the mastery of the content standards found in the Math 7 Honors Common Core Curriculum Framework Progress Guide. Factors Brief Description Grade Percentage Per Quarter Classwork This includes all work completed in the classroom setting. Including: Group participation Notebooks Vocabulary Written responses Group discussions Active participation in math projects Completion of assignments 30% Homework This includes all work completed outside of the classroom and student’s preparation for class (materials, supplies, etc.) Assignments can include, but are not limited to: Problem of the Week Performance Tasks 20% Assessment This category entails both traditional and alternative methods of assessing student learning: Group discussions Performance Tasks Problem Based Assessments Exams Quizzes Research/Unit Projects Portfolios Oral Presentations Surveys An instructional rubric should be created to outline the criteria for success and scoring for each alternative assessment. 50% Your grade will be determined using the following scale: 90% - 100% A 80% - 89% B 70% - 79% C 60% - 69% D 59% and below E ____________________________ ________________________________________ _____________ Student’s Name Parent’s/Guardian’s Signature Date
Standards for Mathematical Practice Student Friendly Language Make sense of problems and persevere in solving them. I can try many times to understand and solve a math problem. Reason abstractly and quantitatively. I can think about the math problem in my head, first. Construct viable arguments and critique the reasoning of others. I can make a plan, called a strategy, to solve the problem and discuss other students’ strategies too. 4. Model with mathematics. I can use math symbols and numbers to solve the problem. Use appropriate tools strategically. I can use math tools, pictures, drawings, and objects to solve the problem. Attend to precision. I can check to see if my strategy and calculations are correct. Look for and make use of structure. I can use what I already know about math to solve the problem. Look for and express regularity in repeated reasoning. I can use a strategy that I used to solve another math problem.
TOPIC C- Ratios and Rates Involving Fractions 11 Ratios of Fractions and Their Unit Rates Students use ratio tables and ratio reasoning to compute unit rates associated with ratios of fractions in the context of measured quantities such as recipes, lengths, areas, and speed. Students work together and collaboratively to solve a problem while sharing their thinking process, strategies, and solutions with the class. 7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction ½ / ¼ miles per hour, equivalently 2 miles per hour. 7.RP.A.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 2015, #17 2014, pg. 3 2014, pg. 13 2014, pg. 41 2013, pg. 7 12 Ratios of Fractions and Their Unit Rates Students use ratio tables and ratio reasoning to compute unit rates associated with ratios of fractions in the context of measured quantities, e.g., recipes, lengths, areas, and speed. Students use unit rates to solve problems and analyze unit rates in
18 Computing Actual Lengths from a Scale Drawing Given a scale drawing, students compute the lengths in the actual picture using the scale. Students identify the scale factor in order to make intuitive comparisons of size then devise a strategy for efficiently finding actual lengths using the scale. 19 Computing Actual Areas from a Scale Drawing . Students identify the scale factor. Given a scale drawing, students compute the area in the actual picture 20 An Exercise in Creating a Scale Drawing Students create their own scale drawing of the top-view of a furnished room or building.
peanuts Solve -0.5x – 5 < -1.5 and graph the solution on a number line. Solution: x > -7 Both Sides (Pg. 235) 4- 3D Solve Equations with Variables on Each Side (Pg. 236-239) Impact Math Unit J, Inv. 4 pp. 164-166 eReader Sales(EE.B.4) Fixing Up the Yard(EE.B.4) Holiday Party(EE.B.4) Scuba Dive(EE.B.4) Shipping Rates(EE.B.3&4) Used Video Games eReader Sales(EE.B.4) Fixing Up the Yard(EE.B.4) Holiday Party(EE.B.4) Scuba Dive(EE.B.4) Shipping Rates(EE.B.3&4) Used Video Games
Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access: The TNCore Mathematics Standards The Tennessee Mathematics Standards: Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at reach respective grade level. Mathematical Shifts Focus The standards are focused on fewer topics so students can learn more Coherence Topics within a grade are connected to support focus, and learning is built on understandings from previous grades Rigor The standards set expectations for a balanced approach to pursuing conceptual understanding, procedural fluency, and application and modeling Curriculum Maps: Locate the TDOE Standards in the left column. Analyze the language of the standards and match each standard to a learning target in the second column. Consult your McGraw-Hill or Holt Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Plan your weekly and daily objectives, using the standards' explanations provided in the second column. Best practices tell us that making objectives measureable increases student mastery. Carefully review the web-based resources provided in the 'Content and Tasks' column and use them as you introduce or assess a particular standard or set of standards.
Equations One Step Equations: Solve for x, showing each step like above. 1) 2) 3) 4) 5) 7 + w = -10 6) -3c = -24 8) 3.5 = g – 6 2-Step Equations:
components for this graph. Determine which members sit on a single committee. Determine which committees have the fewest representatives from Texas. Determine cutvertices if any exist. Section 2.1: 1, 2, 3, 5, 6, 8, 11, 15-18 Section 2.2: 1-3 Section 2.3: 1-4, 7-9, 19-22 (ignore part (e)), 30, 31, 33, 38 Section 2.4: 1, 2, 3, 8-21, 31, 38 Let G be any graph with 10 vertices. Prove that G cannot be isomorphic to its complement. Determine the values of n such that any graph with n vertices is not isomorphic to its complement. Section 3.1: 2, 3, 4, 5, 10, 11, 13, 14 Section 3.2: 1-3, 5-13 Section 3.7: 1-3, 7-9 Section 4.3: 1-4 apply both Prim’s and Kruskal’s algorithm to find any MST, 5-8, 10, 11 Section 7.2: 1-5, 7-11, 13 Section 9.1: 1-9, 20, 21