We will complete our study of the normal curve by doing problems that find a range of data values based on a probability, percent, or proportion. An example would be to find the number of defective items in a manufacturing process based on a range of z-scores.
Assignment
none
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
We had an excellent session. These are very useful problems.
We will solve more examples of finding probabilities with z-scores. We will identify correct wording to state the meaning of the results we find. We will include finding percentile rankings using this process. Examples will be done using real data.
Assignment
none
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
We solved a variety of problems and were very careful in the describing the results.,
We will use the area under the standard normal curve to solve application problems. We will calculate z-scores using z equals x - mu divided by sigma. We will find the probability values using a table of z-scores.
Assignment
Know what a z-score is and how it is calculated.
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
We did multiple examples involving a variety of topics. It was a successful session.
We will begin a study the normal curve and its application. We will draw normal curves and break them into areas using the Empirical rule. We will also look at the standard normal curve.
Assignment
none
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
We got a good start on the normal curve study. We are working toward doing application problems.
We will do examples of a pie charts and frequency distributions. We will look at graphs in the text including histograms and campare them to bar graphs. We will discuss using the appropriate graph to represent the data based on the problem goals.
Assignment
Know the difference between a bar graph and a histogram.
Our lesson will involve popular ways to display data. We will do frequency distributions, grouped frequency distributions, box plots, and histograms. Examples will be done using real data.
Assignment
none
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
We were able to do one of each of the popular displays listed in the lesson outline. We used data from a national health study of random adult males and random adult females..
We will study measures of position. These include percentiles, quartiles, and box-and-whisker plots. We will do examples using real data.
Assignment
Describe a box-and-whisker plot.
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
We used data to find percentiles and quartles. We also created a bo-and-whisker plot using real data and the observes the properties of the plot and how they relate to the data.
We will study measures of dispersion for a set of data. They are: range, mean absolute deviation, standard deviation, and variance. Examples will be done using paper and pencil and using technology. We will do examples using real data.
Assignment
Know the four measures of dispersion.
Session Minutes
45
Minutes Student Attended
35
Lesson Comments
We completed the lesson and did examples. Ben left school a few minutes early.
Chapter 11 Areas of Polygons and Circles and Chapter 12 Extending Surface Area and Volume
Lesson Outline
12.2 Surface Areas of Prisms and Cylinders – We understand that cylinders have congruent bases. We applied geometric methods to solve problems. We could design an object or structure to satisfy physical constraints or minimize cost.
12-3 Surface Areas of Pyramids and Cones – We understand the difference between the slant height and height of the pyramid. The slant height is the height of the lateral face, while the height is the altitude of the pyramid. We learned to use trigonometric ratios to find the length of the apothem and the area of the base. We understand that in an oblique cone the axis is not the altitude.
