Bringing Math Forward

This project uses simple probabilty and candy to reenforce this statistics topic. Students may use small packages of candy or may use a virtual candy box (which is in my store) to determine theoretical and experimental probability and to compare and constrast the two. Teachers then have the option to require students to create a presentation of the information. There are two different formats included: one in which students can write answers on the project sheets and one where students use their

In this packet, there are notes for students about finding standard deviation - both with and without using a graphing calculator. There is also a student exercise in which students find standard deviation with and without a calculator. Additionally, students are asked to create and analyze a histogram of the data.

This packet contains three student worksheets and accompanying answer sheets. The worksheets cover simple probablity, compound probability, and mixed probabililty. All problems are unique; that is, the mixed probability problems are different than the simple and compound probability problems. While the worksheets have a candy theme, they can be used at any time as well as near Valentine's Day.

This packet comes with notes for students with step by step instructions on how to find interquartile range with and without a graphing calculator as well as determining if a data set contains outliers. Additionally, the packet contains problems for students to complete on interquartile range and box and whisker plots.

In this project, students research the traits and resources of a country, create a presentation of graphs, determine a possible problem, and propose a solution. There are two versions included - one for a physical classroom and one adapted for distance learning. The project can also easily be made cross-curricular with ELA, Social Studies/History, and or Foreign Language. Students choose from a variety of graphs from circle graphs to scatter plots to histograms.

This document first contains step by step instructions for using the STAT function on a graphing calculator to determine the equation of the line of best fit. Next, there are two examples for students. In these examples, students will draw a scatter plot, determine a trend line and its equation, interpret the slope of the line, find the equation of the line of best fit and its correlation coefficient, determine and graph the residuals. Finally, students will make predictions based on these equat