Operation Mathematics

This resource can be used as a class activity or individual practice worksheet. Students are given 12 situations to analyze, and they must decide whether each of them represents a random sample or a biased sample. If being used as a class activity, students should cut out the squares (each situation is on one square). They can then tape them onto the board (have the board divided into 2 categories) based on what kind of sample they believe it is. As a class, you can then discuss each situati

This resource is used to introduce students to mutually exclusive events. Before receiving a definition of this concept, students must determine whether a variety of situations could happen at the same time. Students are then guided through several examples in order to determine the probability of mutually exclusive events (A or B). Two versions of the resource can be used at this point in the activity. In the advanced form (Version A), students work through a card example to find the probab

In this project, students are given three scenarios to choose from. They can own a new restaurant, clothing store, or sporting goods store. For each situation, they are given a list of categories that can be used to create customer choices. They will then relate their menu (or catalog) to probability and, more specifically, the fundamental counting principle. A rubric is provided to guide instructor grading. This is an open-ended project, so it is accessible to both beginning learners and a

These guided notes can be used to introduce students to random samples. Formulas and examples are provided to introduce the calculations for sample proportions and margins of error. The second part of the resource contains a page of practice problems that can be given as an individual assignment to assess student mastery. A key is provided.

This practice worksheet is used to introduce the fundamental counting principle. Students will be given 2 situations. In the first situation, they choose the color and size of a shirt. In the second situation, they choose a meal at a restaurant. To demonstrate why the fundamental counting principle works, they create a tree diagram to illustrate the number of possible outcomes. A key is included.

This resource can be used to introduce relative frequency tables (probability distributions). It begins with definitions and a formula for relative frequency (probability). It then provides 2 examples where students create relative frequency tables (probability distributions) based on sets of data. Students also create a bar chart to represent the data in the second example. A key is provided.

At the beginning of this resource, students complete a two-way frequency table involving university students (classified by gender and enrollment status). They proceed through a series of questions that help them calculate conditional probability without using the formula. The formula is given after this introduction and students work through five more examples of conditional probability. Two-way frequency tables and tree diagrams are both used to illustrate conditional probability in this as

These guided notes are used to introduce the following terms: data, population, sample, parameter, statistic, qualitative (categorical) data, quantitative (numerical) data, observational study, experiment, simulation, survey. Examples are provided throughout the notes to provide practice with identifying populations/samples, distinguishing parameters/statistics, labeling data as quantitative/qualitative, and determining the method of data collection (observational study, experiment, simulation,

This assignment can be used to assess the following concepts: distinguishing statistics and parameters, identifying populations and samples, and differentiating between quantitative/qualitative data. Numerous situations are also given to test whether students can determine if a study is an experiment, survey, or observational study. A variety of question types are included (true/false, short answer, fill in the blank). A key is provided.

This resource can be used to introduce two-way frequency tables. The difference between marginal and joint frequency is emphasized. Additionally, students learn how to find probabilities by creating two-way tables that show relative frequencies. This resource includes 2 practice exercises. For each of them, students fill in the missing numbers in a two-way table and answer questions about probability by creating a two-way relative frequency table. A key is provided.

This resource should be used after students have already learned about conditional probability. It can be used to explain how conditional probability is used to test for independence. An overview of this concept is included to help students as they work through two real-world examples. For each situation, students complete a two-way frequency table and calculate a variety of conditional probabilities to determine independence. An answer key is provided.

In this resource, students are provided with an overview of frequency tables and histograms. They are then given sets of data to practice creating frequency tables and histograms. Several interpretation questions are also provided. A key is included.

This assignment assesses the following concepts: distinguishing between independent and dependent events, finding the probability of two independent events (A and B), finding the probability of two dependent events, determining whether two events are mutually exclusive, finding the probability of two mutually exclusive events (A or B), and finding the probability of events that are not mutually exclusive. A variety of real-world examples are included. A key is provided.

This assignment covers the following concepts: distinguishing between independent and dependent events, finding the probability of two independent events (A and B), finding the probability of two dependent events, and finding the probability of events with and without replacement. A variety of real-world examples are used. A key is provided.

In this resource, students calculate the conditional probability using two-way frequency tables and tree diagrams. They also use conditional probability to determine whether events are independent. An answer key is provided.

The following topics are covered on this review assignment: finding measures of center (mean, median, and mode), constructing box-and-whisker plots, finding range and interquartile range, finding z-scores, interpreting standard deviation in normal distributions, finding sample proportions, finding margin of error, and finding sample size. An answer key is included.

This test comes in 3 different versions. Forms A and B are equal in difficulty. Form C assesses the same concepts as the other forms, but it is intended for students with IEP accommodations. Form C is roughly half the length with slightly easier questions. The following topics are assessed on all 3 forms: identifying populations and samples, distinguishing between parameters and statistics, determining methods of data collection (Experiment, observational study, or survey), determining if data i

This resource can be used to introduce students to the following concepts: standard deviation, range, interquartile range, z-score, empirical rule. Students first calculate the standard deviation of a large data by following step-by-step instructions before getting a formula. Example problems, formulas, and definitions are then included to illustrate the other concepts. A key is provided.

This resource begins with notes on experimental design. The following vocabulary is introduced: sample size, control group, experimental group, placebo, placebo effect, blinding, double-blind experiment, randomization, and replication. Practice questions are included to ensure that students can identify elements of a well-designed experiment and find potential flaws in a design. In the second part of this resource, students are asked to design their own experiment to test the validity of a co

This test comes in 3 different versions. Forms A and B are equal in difficulty. Form C assesses the same concepts as the other forms, but it is intended for students with IEP accommodations. Form C is roughly half the length with slightly easier questions. The following topics are assessed on all 3 forms: theoretical probability, experimental probability, sample spaces, mutually exclusive events, independent and dependent events, single event probability, multiple event probability, probabil