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