cc7#quickchecktoday## on10.2 … · ... are the events {on campus} and {engineering} mutually...
TRANSCRIPT
CC7 Quick Check Today on 10.2
Clear your desk of everything except: Pencil, eraser & straight edge (ruler). Quiz paper to do your work on Calculator Toolkit (1 sheet of yellow paper)
Under your desk put a book/magazine to read or paper to draw/write when finished.
During the period, if you do this, you will earn an “F” on the quiz. EVEN IF YOU ARE FINISHED! • Get out of seat without permission. • Talk to another person or look their way. • Whisper or communicate with someone in any way • Reach into your backpack.
When you Finish, these rules s\ll apply. Go over your quiz, and then read a book/magazine or draw/write.
When I have collected ALL the quizzes (and they are in my hands), that is when these rules end. NOT BEFORE!
You MUST have underlined items, the rest you do not need to have; this is what is allowed, if you desire them.
You have 20 minutes , then we begin the analysis.
Today is a Quick Check on CC7 Probability (10.2)
• Use a pencil to complete the problems showing all your work.
• You may use a Tool Kit
• Calculator ok
• Later you will use a blue or black pen, then a red pen to analyze your work.
You have 20 minutes , then we begin the analysis.
Quick Check #2 Name:__________________________ Date:_________ Per:_____
Concept Category 7: Probability & Constructions Current Mastery: N S G
Quality of Error Analysis: NY 1 2 3 4
1
DOK 1: Recall & Reproduction
1. At Einstein Technical University (ETU), data on engineering majors was collected:
a) What is the probability of a student living on campus at ETU?
b) What is the conditional probability of a student living on campus, given that you know a student is an engineering major?
c) Are the events {live on campus} and {engineering} independent?
d) Are the events {on campus} and {engineering} mutually exclusive?
CC7 Quick Check #2
2
DOK 2: Routine Problems 2. If Letitia studies for her math test tonight, she has an 80% chance of getting an A. If she does not study,
she only has a 10% chance. Whether she can study or not depends on whether she has to work at her parents’ store. Earlier in the day, her father said there is a 50% chance that Letitia would be able to study.
a) Use the rectangle at right to draw a modified area model for the
situation.
b) Find the probability that Letitia gets an A on the math test.
c) What are the chances that Letitia studied, given that she got an A? Show how you shaded the diagram.
d) Create a two-way table that shows the probabilities for this situation. Include row and column totals. Verify using your table that if she studies, Letitia has an 80% chance of getting an A as described in the beginning of this problem.
DOK 3: Non-Routine Problems
3. The Laundry Shop sells washers and dryers. The owner of the store, Mr. McGee, thinks that a customer who purchases a washer is more likely to purchase a dryer than a customer that did not purchase a washer. He analyzes the sales from the last month and finds that a total of 240 customers made purchases. He counts 180 washers that were purchased and 96 dryers that were purchased. Mr. McGee then counts the number of sales that included both a washer and a dryer and finds 72 customers purchased both.
Is there an association between the purchase of washers and dryers? Explain and show your reasoning using the relationships that you have learned in this lesson.
CC7 Quick Check #1
You have 20 minutes un\l we begin the analysis.
The analysis is what I will grade you on!
If you cannot do a problem: Use blue or black pen to Write a thoughbul ques\on, that if answered, would allow you to complete the problem.
What questions do you still have?
Use blue or black pen
You have 5 minutes un\l we con\nue the analysis.
The analysis is what I will grade you on!
Error Analysis (Where am I?) • Use your notes to analyze your quick check • Try to answer your ques\ons • and complete the problem(s)
Use blue or black pen
You have 5 minutes un\l we con\nue the analysis.
The analysis is what I will grade you on!
Use red pen
• Read each problem, and compare to answer key • Give each problem a feedback number using the rubric
Feedback (Where am I?)
4 Point Rubric
4 You get it.
I can understand your thinking clearly.
3 You mostly get it.
I can understand most of your thinking.
2 You sort of get it.
I can understand some of your thinking.
1 You get a little bit of it. I can see some thinking.
NY – Not Yet You don’t get it.
I can’t understand your thinking.
• Compare to solu\on key • Make notes, complete your thinking, remind yourself of what you need to do to assure yourself being able to complete this problem and explain it completely so anyone can understand it
4 Point Rubric
4 You get it.
I can understand your thinking clearly.
3 You mostly get it.
I can understand most of your thinking.
2 You sort of get it.
I can understand some of your thinking.
1 You get a little bit of it. I can see some thinking.
NY – Not Yet You don’t get it.
I can’t understand your thinking.
Quick Check #2 Name:________Key_______________ Date:_________ Per:_____
Concept Category 7: Probability & Constructions Current Mastery: N S G
Quality of Error Analysis: NY 1 2 3 4
1
DOK 1: Recall & Reproduction
1. At Einstein Technical University (ETU), data on engineering majors was collected:
e) What is the probability of a student living on campus at ETU? [ ]
f) What is the conditional probability of a student living on campus, given that you know a student is an engineering major?
[ ]
g) Are the events {live on campus} and {engineering} independent? [ ]
h) Are the events {on campus} and {engineering} mutually exclusive? [ ]
CC7 Quick Check #2
2
DOK 2: Routine Problems 2. If Letitia studies for her math test tonight, she has an 80% chance of getting an A. If she does not study,
she only has a 10% chance. Whether she can study or not depends on whether she has to work at her parents’ store. Earlier in the day, her father said there is a 50% chance that Letitia would be able to study.
e) Use the rectangle at right to draw a modified area model for the
situation.
f) Find the probability that Letitia gets an A on the math test. [ 0.4 + 0.05 = 0.45 ]
g) What are the chances that Letitia studied, given that she got an A? Show how you shaded the diagram. [ ]
h) Create a two-way table that shows the probabilities for this situation. Include row and column totals. Verify using your table that if she studies, Letitia has an 80% chance of getting an A as described in the beginning of this problem.
DOK 3: Non-Routine Problems
3. The Laundry Shop sells washers and dryers. The owner of the store, Mr. McGee, thinks that a customer who purchases a washer is more likely to purchase a dryer than a customer that did not purchase a washer. He analyzes the sales from the last month and finds that a total of 240 customers made purchases. He counts 180 washers that were purchased and 96 dryers that were purchased. Mr. McGee then counts the number of sales that included both a washer and a dryer and finds 72 customers purchased both.
Is there an association between the purchase of washers and dryers? Explain and show your reasoning using the relationships that you have learned in this lesson.
[No, because P(W) = 0.75, P(D) = 0.40, and P(W and D) = 0.30. Using the Multiplication Rule (from part (c) of problem 10-94), 0.30 = (0.75)(0.40) and therefore the events are independent (not associated). Students may also make a two-way table and reason that P(W) = P(W given D).]
1) Categorize your learning right now N: No evidence Yet = in progress, still learning (all 1’s or lower) S: Some evidence= can do or reason, but not both (Some 2’s) G: Good evidence= can do and reasoning is clear/accurate (all 2’s or higher) Mark the Category (N, S, G) on your Quick Check also. (In Aeries G=70%, S=55%, N=20%) 2) What action/s are you taking to improve your understanding on Constructions.
Analyze Evidence
Action Plan and Goal
Setting What are you doing now? • Targeted Prac\ce: Concept, Pg. #, Problem #s • Concept Map • Centaur Plus on Tuesday or Thursday • Prac\ce with Mr. Marsh-‐any day except Wednesday
(3-‐3:30) • Prac\ce with a Peer (outside of class \me) • Self-‐Test Ques\ons(Worked out problems on Note cards)
• Problems in hard and soh covered Geo Book
• Use Parent Guide (online)
• Kahn Academy • Review
Assignments
• Concept Category 7 (CC7): Probability & Construc=ons
• Use basic construc\on techniques to create shapes with specific rela\onships, as in problems 9-‐79, 9-‐80, 9-‐98, 9-‐104, CL 9-‐110, and CL 9-‐113(a). Specifically, students should be able to use construc\on techniques to copy angles and line segments, and to create a perpendicular bisector of a segment and an angle bisector. Problems on an assessment might ask students to describe steps to complete simple construc\ons, as in problem 9-‐98. Students should not memorize specific construc\ons; rather, they should be able to jus\fy what they create based on the construc\on techniques that they apply.
•
• Use counts, especially in two-‐way tables, to determine probabili\es, condi\onal probabili\es, and associa\on, as in problems 10-‐85, 10-‐101, 10-‐116, 10-‐130, and CL 10‑188.
• Use rela\ve frequencies (probabili\es) in two-‐way tables to determine other probabili\es, condi\onal probabili\es, and associa\on, as in problems 10-‐102, 10-‐117, 10-‐131, 10-‐176, and CL 10-‐190.
• Use the alterna\ve defini\on for independence derived from the Mul\plica\on Rule to determine independence, and vice versa, as in problems 10-‐131(d), 10-‐142, 10-‐176(c), and CL 10-‐190(b).
• Count the number of arrangements using a decision chart, as in problems 10-‐132, 10-‐154, 10-‐155(d), CL 10-‐187, and CL 10-‐189.
• Count the number of arrangements for situa\ons which can be put into one of these categories:
• Permuta\ons (order maoers with no repe\\on), as in problems 10-‐128, 10-‐139, 10-‐143, and 10-‐155(a).
• Anagrams (arrangements in which there are duplicates of some of the elements), as in problems 10-‐145, 10-‐159, and 10-‐180.
• Combina\ons (order does not maoer with no repe\\on), as in problems 10-‐153, 10-‐155(c), and 10-‐173.
• Coun\ng the number of outcomes in complex cases that require combining smaller counts of permuta\ons and/or combina\ons, as in problem 10-‐179 and in the classwork problems of Lesson 10.3.5.
• Coun\ng the number of outcomes of “n items, choose r” when order does not maoer with repe\\on allowed as in some of the classwork problems of Lesson 10.3.4.
• Add and mul\ply combina\ons in subsets of problems, as in problems 11‑73, 11‑74, 11‑87(e), 11‑98, and 11‑119.
Places to refer to • Sec\on 9.2, 10.2, 10.3 • Math Notes listed on Pg. 571 & 661
• Parent Guide/Study Guide for sec\ons 9.2, 10.2, 10.3