Math Medic - AP Statistics, Unit 4 Day 11 (2024)

Math Medic - AP Statistics, Unit 4 Day 11 (1)

  • Unit 1: Analyzing Data
    • Day 1: Can Joy Detect Parkinson's Disease?
    • Day 2: Analyzing Categorical Data
    • Day 3: Representing Categorical Data
    • Day 4: Quiz 1.0 to 1.2
    • Day 5: Describing Quantitative Data
    • Day 6: Measuring Variability
    • Day 7: Comparing Quantitative Data
    • Day 8: Quiz 1.3 to 1.5
    • Day 9: Unit 1 Review
    • Day 10: Unit 1 Test
  • Unit 2: Modeling Data
    • Day 1: Percentile
    • Day 2: Location in a Distribution
    • Day 3: Linear Transformations of Quantitative Data
    • Day 4: Quiz 2.1 to 2.3
    • Day 5: Normal Distributions and the Empirical Rule
    • Day 6: Normal Distributions Calculations
    • Day 7: Normal Distributions Calculations Practice
    • Day 8: Quiz 2.4 to 2.5
    • Day 9: Unit 2 Review
    • Day 10: Unit 2 Test
  • Unit 3: Two-Variable Data
    • Day 1: Scatterplots
    • Day 2: Correlation
    • Day 3: Making Predictions
    • Day 4: Quiz 3.1 to 3.3
    • Day 5: Residual Plots
    • Day 6: Outliers, High-Leverage, and Influential Points
    • Day 7: Transforming Non-linear Data
    • Day 8: Choosing the Best Model
    • Day 9: Quiz 3.4 to 3.7
    • Day 10: Barbie Bungee Finale
    • Day 11: Unit 3 Review
    • Day 12: Unit 3 Test
  • Unit 4: Collecting Data
    • Day 1: Simple Random Sample
    • Day 2: Stratified Random Samples
    • Day 3: Cluster and Systematic Samples
    • Day 4: Potential Problems with Sampling
    • Day 5: Quiz 4.1 to 4.4
    • Day 6: Observational Studies and Experiments
    • Day 7: Designing Experiments
    • Day 8: Selecting an Experimental Design
    • Day 9: Inference and Experiments
    • Day 10: Scope of Inference
    • Day 11: Quiz 4.5 to 4.9
    • Day 12: Unit 4 Review
    • Day 13: Unit 4 Test
  • Unit 5: Probability
    • Day 1: Introducing Probability
    • Day 2: Simulation
    • Day 3: Rules for Probability
    • Day 4: The Addition Rule
    • Day 5: Quiz 5.1 to 5.4
    • Day 6: Conditional Probability and Independence
    • Day 7: Tree Diagrams
    • Day 8: Quiz 5.5 to 5.6
    • Day 9: Review Unit 5
    • Day 10: Unit 5 Review
    • Day 11: Unit 5 Test
  • Unit 6: Random Variables
    • Day 1: Discrete Random Variables
    • Day 2: Continuous Random Variables
    • Day 3: Transforming Random Variables
    • Day 4: Combining Random Variables
    • Day 5: Quiz 6.1 to 6.4
    • Day 6: Introduction to the Binomial Distribution
    • Day 7: Parameters for Binomial Distributions
    • Day 8: Conditions for Inference
    • Day 9: The Geometric Distribution
    • Day 10: Quiz 6.5 to 6.8
    • Day 11: Unit 6 Review
    • Day 12: Unit 6 Test
  • Unit 7: Sampling Distributions
    • Day 1: Sampling Distributions
    • Day 2: Bias and Variability
    • Day 3: Sample Proportions
    • Day 4: Differences in Sample Proportions
    • Day 5: Quiz 7.1 to 7.4
    • Day 6: Sample Means
    • Day 7: The Central Limit Theorem
    • Day 8: Differences in Sample Means
    • Day 9: Quiz 7.5 to 7.7
    • Day 10: Unit 7 Review
    • Day 11: Unit 7 Test
  • Unit 8: Confidence Intervals for Proportions
    • Day 1: Interpreting a Confidence Interval
    • Day 2: Interpreting a Confidence Level
    • Day 3: Quiz 8.1 to 8.2
    • Day 4: Constructing a Confidence Interval for a Proportion
    • Day 5: Confidence Intervals for a Proportion
    • Day 6: Confidence Intervals for a Difference of Proportions
    • Day 7: Quiz 8.3 to 8.5
    • Day 8: Unit 8 Review
    • Day 9: Unit 8 Test
  • Unit 9: Significance Tests for Proportions
    • Day 1: Introduction to Significance Tests
    • Day 2: Conditions and p-value
    • Day 3: Significance Tests for a Proportion
    • Day 4: Quiz 9.1 to 9.3
    • Day 5: Introduction to Significance Tests for a Difference of Proportions
    • Day 6: Significance Tests for a Difference of Proportions
    • Day 7: Type I and Type II Errors
    • Day 8: Power of a Test
    • Day 9: Quiz 9.4 to 9.7
    • Day 10: Unit 9 Review
    • Day 11: Unit 9 Test
  • Unit 10: Confidence Intervals for Means
    • Day 1: Constructing a Confidence Interval for a Mean
    • Day 2: Confidence Intervals for a Mean
    • Day 3: Quiz 10.1 to 10.2
    • Day 4: Confidence Intervals for a Difference of Means
    • Day 5: Confidence Intervals for a Mean Difference
    • Day 6: Quiz 10.3 to 10.4
    • Day 7: Unit 10 Review
    • Day 8: Unit 10 Test
  • Unit 11: Significance Tests for Means
    • Day 1: Introduction to Significance Tests for a Mean
    • Day 2: Significance Tests for a Mean
    • Day 3: Quiz 11.1 to 11.2
    • Day 4: Introduction to Significance Tests for a Difference of Means
    • Day 5: Significance Tests for a Difference of Means
    • Day 6: Significance Tests for a Mean Difference
    • Day 7: Quiz 11.3 to 11.5
    • Day 8: Unit 11 Review
    • Day 9: Unit 11 Test
  • Unit 12: Chi-Square Tests
    • Day 1: Introduction to Chi-Square Tests
    • Day 2: Chi-Square Test for Goodness of Fit
    • Day 3: Quiz 12.1 to 12.2
    • Day 4: Chi-Square Test for hom*ogeneity
    • Day 5: Chi-Square Test for Independence
    • Day 6: Quiz 12.3 to 12.4
    • Day 7: Unit 12 Review
    • Day 8: Unit 12 Test
  • Unit 13: Inference for Slopes
    • Day 1: Sampling Distribution of Slope
    • Day 2: Confidence Intervals for Slope
    • Day 3: Significance Tests for Slope
    • Day 4: Quiz 13.1 to 13.3

Unit 4 - Day 11

Assessments are an opportunity to find out what students understand. Questions should be carefully crafted to give students the opportunity to show what they know, but also expose what they don’t. When it comes to creating assessments, we follow these guiding principles:

  • Start with the Learning Targets. There should be a very strong alignment between what is learned in class (Math Medic Lessons), what is done for practice (Math Medic homework) and assessments (Math Medic quizzes and tests). The throughline that holds all of these together is the Learning Targets.

  • Assess more than just procedural skills. We want students to grasp deep conceptual ideas, not just follow an algorithm to arrive at an answer. We write creative questions that reveal student thinking by asking them to explain, decide, defend, and demonstrate their reasoning.

  • Vary how an idea is assessed. By changing up what we ask students to find or how we present the given information, we can determine with greater specificity where students are in the learning progression. We use a mix of basic, intermediate, and advanced questions on every assessment.

Learn more about the Math Medic Assessment Platform (MMAP).

Math Medic - AP Statistics, Unit 4 Day 11 (2024)

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