Probability Therefore (25) (1.33)

Similar documents
4-3 Basic Skills and Concepts

Mathematics Scoring Guide for Sample Test 2005

Edexcel GCSE. Statistics 1389 Paper 1H. June Mark Scheme. Statistics Edexcel GCSE

Classifying combinations: Do students distinguish between different types of combination problems?

GCE. Mathematics (MEI) Mark Scheme for June Advanced Subsidiary GCE Unit 4766: Statistics 1. Oxford Cambridge and RSA Examinations

Probability and Statistics Curriculum Pacing Guide

State University of New York at Buffalo INTRODUCTION TO STATISTICS PSC 408 Fall 2015 M,W,F 1-1:50 NSC 210

May To print or download your own copies of this document visit Name Date Eurovision Numeracy Assignment

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

4 th Grade Number and Operations in Base Ten. Set 3. Daily Practice Items And Answer Keys

Chapters 1-5 Cumulative Assessment AP Statistics November 2008 Gillespie, Block 4

AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS

Evaluation of Respondus LockDown Browser Online Training Program. Angela Wilson EDTECH August 4 th, 2013

SETTING STANDARDS FOR CRITERION- REFERENCED MEASUREMENT

GCSE Mathematics B (Linear) Mark Scheme for November Component J567/04: Mathematics Paper 4 (Higher) General Certificate of Secondary Education

How to Judge the Quality of an Objective Classroom Test

Course Content Concepts

THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF MATHEMATICS ASSESSING THE EFFECTIVENESS OF MULTIPLE CHOICE MATH TESTS

Name: Giovanni Liberatore NYUHome Address: Office Hours: by appointment Villa Ulivi Office Extension: 312

GCSE. Mathematics A. Mark Scheme for January General Certificate of Secondary Education Unit A503/01: Mathematics C (Foundation Tier)

South Carolina College- and Career-Ready Standards for Mathematics. Standards Unpacking Documents Grade 5

Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics

Functional Skills Mathematics Level 2 assessment

Mathematics subject curriculum

About How Good is Estimation? Assessment Materials Page 1 of 12

The Political Engagement Activity Student Guide

BUILDING CAPACITY FOR COLLEGE AND CAREER READINESS: LESSONS LEARNED FROM NAEP ITEM ANALYSES. Council of the Great City Schools

Interpreting ACER Test Results

MANAGERIAL LEADERSHIP

Class Numbers: & Personal Financial Management. Sections: RVCC & RVDC. Summer 2008 FIN Fully Online

ECON 365 fall papers GEOS 330Z fall papers HUMN 300Z fall papers PHIL 370 fall papers

EXECUTIVE SUMMARY. Online courses for credit recovery in high schools: Effectiveness and promising practices. April 2017

TCC Jim Bolen Math Competition Rules and Facts. Rules:

Introduction to Psychology

The Round Earth Project. Collaborative VR for Elementary School Kids

Sample Problems for MATH 5001, University of Georgia

Office Hours: Mon & Fri 10:00-12:00. Course Description

Association Between Categorical Variables

Office Hours: Day Time Location TR 12:00pm - 2:00pm Main Campus Carl DeSantis Building 5136

This scope and sequence assumes 160 days for instruction, divided among 15 units.

Foothill College Summer 2016

University of Groningen. Systemen, planning, netwerken Bosman, Aart

Maintaining Resilience in Teaching: Navigating Common Core and More Online Participant Syllabus

Chapter Six The Non-Monetary Benefits of Higher Education

DIBELS Next BENCHMARK ASSESSMENTS

End-of-Module Assessment Task

Learning Disability Functional Capacity Evaluation. Dear Doctor,

Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C

Lecture 1: Machine Learning Basics

STA2023 Introduction to Statistics (Hybrid) Spring 2013

SCISA HIGH SCHOOL REGIONAL ACADEMIC QUIZ BOWL

Sectionalism Prior to the Civil War

MASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE

Cued Recall From Image and Sentence Memory: A Shift From Episodic to Identical Elements Representation

Pre-AP Geometry Course Syllabus Page 1

SAMPLE SYLLABUS. Master of Health Care Administration Academic Center 3rd Floor Des Moines, Iowa 50312

Using Proportions to Solve Percentage Problems I

November 2012 MUET (800)

REPORT OF THE PROVOST S REVIEW PANEL. Clinical Practices and Research in the Department of Neurological Surgery June 27, 2013

Tun your everyday simulation activity into research

Beginning and Intermediate Algebra, by Elayn Martin-Gay, Second Custom Edition for Los Angeles Mission College. ISBN 13:

Developing a concrete-pictorial-abstract model for negative number arithmetic

Math Grade 3 Assessment Anchors and Eligible Content

Florida A&M University Graduate Policies and Procedures

Extending Place Value with Whole Numbers to 1,000,000

school students to improve communication skills

Math Hunt th November, Sodalitas de Mathematica St. Xavier s College, Maitighar Kathmandu, Nepal

Physics 270: Experimental Physics

Norms How were TerraNova 3 norms derived? Does the norm sample reflect my diverse school population?

New Venture Financing

Lesson 17: Write Expressions in Which Letters Stand for Numbers

Participation rules for the. Pegasus-AIAA Student Conference

PHY2048 Syllabus - Physics with Calculus 1 Fall 2014

SAP EDUCATION SAMPLE QUESTIONS: C_TPLM40_65. Questions. In the audit structure, what can link an audit and a quality notification?

OPTIMIZATINON OF TRAINING SETS FOR HEBBIAN-LEARNING- BASED CLASSIFIERS

STUDENT GRADES POLICY

1) AS /AA (Rev): Recognizing the Integration of Sustainability into California State University (CSU) Academic Endeavors

Process to Identify Minimum Passing Criteria and Objective Evidence in Support of ABET EC2000 Criteria Fulfillment

EDCI 699 Statistics: Content, Process, Application COURSE SYLLABUS: SPRING 2016

Office of Institutional Effectiveness 2012 NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) DIVERSITY ANALYSIS BY CLASS LEVEL AND GENDER VISION

Enhancing Students Understanding Statistics with TinkerPlots: Problem-Based Learning Approach

WESTERN NATIONAL ROUNDUP LIVESTOCK QUIZ BOWL

Name Class Date. Graphing Proportional Relationships

NCEO Technical Report 27

Observing Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers

Mathematics Assessment Plan

Math 96: Intermediate Algebra in Context

Mathematics (JUN14MS0401) General Certificate of Education Advanced Level Examination June Unit Statistics TOTAL.

CONSTRUCTION OF AN ACHIEVEMENT TEST Introduction One of the important duties of a teacher is to observe the student in the classroom, laboratory and

Handbook for Graduate Students in TESL and Applied Linguistics Programs

6 Financial Aid Information

Supplemental Focus Guide

The Role of Test Expectancy in the Build-Up of Proactive Interference in Long-Term Memory

Theory of Probability

Syllabus ENGR 190 Introductory Calculus (QR)

Cal s Dinner Card Deals

Page 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General. Grade(s): None specified

Appendix A (Mental Arithmetic): Level Category Test Question Standard # of Questions Time Limit

Math 121 Fundamentals of Mathematics I

Transcription:

Probability We have intentionally included more material than can be covered in most Student Study Sessions to account for groups that are able to answer the questions at a faster rate. Use your own judgment, based on the group of students, to determine the order and selection of questions to work in the session. Be sure to include a variety of types of questions (multiple choice and free response) in the time allotted. Multiple Choice 1. A Let A represent an attendee who graduated in 1998 and let B represent an attendee who went 37 into the military. P( A B) 0.072 513 2. B Let A represent an attendee who graduated in 1968 and let B represent an attendee who went 56 to college. P( B A) 0.253 221 3. B 1 5 P(not a five)=1 P(five) 1 6 6 4. E Since mutually exclusive events have no outcomes in common, knowing that one of the events occurred means that the other event does not occur. 5. C Since the normal distribution is symmetric and 55 is one standard deviation above the mean, the proportion of values above 55 would be equal to the proportion of values below one standard deviation less than the mean, (the proportion of values less than 50 5 45 ). 6. E The probability is based on the past outcomes of that particular flight arriving in Los Angeles on time. 7. B Let X represent the number of people that say global climate change is a threat. X is binomial with n 25 and p 0.4. P( X 14) 1 P( X 14) 0.0344 8. E Let X be the number of points earned on one spin. EX ( ) 0.2(15) 0.8( 4) 0.2 Let Y be the outcome of 40 spins. E( Y) 40 E( X ) 40(.2) 8 points 9 D Let X be the number of sweatshirts sold by the vendor. EX ( ) (0)(0.3) (1)(0.2) (2)(0.3) (3)(0.1) (4)(0.08) (5)(0.02) 1.52 sweatshirts Let Z be the total dollar amount taken in by the vendor. E( Z) $25( E( X )) $25(1.52) $38.00 10. D 2 2 2 2 2 2 2 2 X 1.33 Therefore Y 25 X 25... 25 7(25) (1.33) 87.971 1 X 2 X 7

11. E Since there are no parents who voted for beef jerky the events are mutually exclusive. The probability of popcorn or student is: P(popcorn or student) P( p) P( st) P( p st) 0.3333 0.5556 0.1296 0.7593 Free Response 12. Similar to 2004 Q4 Solution Part (a): Let A be the event medicine A works. Let B be the event medicine B works. The probability that a pilot will be cured with Plan I is: P( Cure ) P( A) P( not A) P( B) I 0.4 (0.6)(0.8) 0.88 The probability that a pilot will be cured with Plan II is: P( Cure ) P( B) P( not B) P( A) II 0.8 (0.2)(0.4) 0.88 Part (b): Treatment with medicine A costs $10, and treatment with medicine B costs $40. The expected cost per pilot when Plan I is used for treatment is: P( Cost ) ($10)(0.4) ($50)(0.6) I $4 $30 $34 The expected cost per pilot when Plan II is used for treatment is: P( Cost ) ($40)(0.8) ($50)(0.2) II $32 $10 $42 Part (c): Since the probability that a pilot will be cured is the same under either plan, some other criterion must be used to make a recommendation. From a financial point of view, Plan I should be recommended because the expected cost per pilot is less than Plan II.

Scoring Each part is scored as essentially correct, partially correct, or incorrect. Part (a) is essentially correct if the probabilities of cure are calculated correctly with justification for both plans. Plan I: Plan II: P( CureI ) 0.4 (0.6)(0.8) 0.88 P( CureI ) P( A B) 0.4 0.8 (0.4)(0.8) 0.88 P( Cure ) 1 P( not A) P( not B) 1 (0.6)(0.2) 0.88 I P( CureII ) 0.8 (0.2)(0.4) 0.88 P( CureII ) P( B A) 0.8 0.4 (0.8)(0.4) 0.88 P( Cure ) 1 P( not B) P( not A) 1 (0.2)(0.6) 0.88 II Part (a) is partially correct if one of the two probabilities is calculated correctly with justification, both probabilities are correct with incomplete justifications.

Part (b) is essentially correct if the expected costs per pilot are calculated correctly with justification for both plans. The expected cost per pilot when Plan I is used for treatment is: P( Cost ) ($10)(0.4) ($50)(0.6) P( Cost ) ($10) ($40)(0.6) I $4 $30 $34 I $10 $24 $34 The expected cost per pilot when Plan II is used for treatment is: P( Cost ) ($40)(0.8) ($50)(0.2) P( Cost ) ($40) ($10)(0.2) II $32 $10 $42 II $40 $2 $42 Part (b) is partially correct if the expected cost per pilot is calculated correctly with justification for one of the two plans, both expected costs are correct with incomplete justifications, the expected costs are incorrectly calculated but the probabilities involved add up to 1. Part (c) is essentially correct if the recommendation contains a statistical argument based on parts (a) and (b). That is, the student must base the recommendation on probabilities from part (a) and expected values from part (b). The following two examples are essentially correct: Since the probability that a pilot will be cured is the same under either plan, some other criterion must be used to make a recommendation. From a financial point of view, Plan I should be recommended because the expected cost per pilot is less than Plan II. Since the probability that a pilot will be cured is the same under either plan, some other criterion must be used to make a recommendation. The airline might prefer Plan II, regardless of its higher cost, because the pilot is more likely to need only the first drug. Part (c) is partially correct if the recommendation contains a statistical argument based only on part (a) or (b) but not both. Part (c) is incorrect if no recommendation is made.

4 Complete Response All three parts essentially correct 3 Substantial Response Two parts essentially correct and 1 part partially correct 2 Developing Response Two parts essentially correct and no parts partially correct One part essentially correct and 2 parts partially correct Three parts partially correct 1 Minimal Response One part essentially correct and either 0 or 1 part partially correct No parts essentially correct and 2 parts partially correct

13. Similar to 2005B Q2 Solution Part (a): The mean of A is: 0 0.1 1 0.15 2 0.55 3 0.05 4 0.15 2. The standard deviation of A is: 2 2 2 2 2 (0 2) 0.1 (1 2) 0.15 (2 2) 0.55 (3 2) 0.05 (4 2) 0.15 1.095. Part (b): Let T A C, where C is the total number of children s shirts purchased by a single customer, denote the total number of tickets purchased by a single customer. The mean of T is 2 2 4. T A C 2 2 2 2 The standard deviation of T is 1.095 1.5 3.45 1.857. T A C Part (c): Let M 12 C 24 A, denote the total amount of money spent per purchase. The mean of M is M 12 C 24 A 12 2 24 2 $72. The standard deviation of M is. 2 2 2 2 2 2 M 12 C 24 A 144 1.5 576 1.095 1468.8 $38.32 Scoring Each part is scored as essentially correct (E), partially correct (P), or incorrect (I). Part (a) is essentially correct (E) if both the mean and the standard deviation of A are calculated correctly and work is shown. Part (a) is partially correct (P) if either the mean or the standard deviation of A is calculated correctly and the work is shown. Note: If the variance is reported instead of the standard deviation, the response is scored as (P). Part (a) is incorrect (I) if both the mean and the standard deviation Notes: 1. Unsupported answers will be scored as incorrect. 2. If the student incorrectly calculates the mean and/or standard deviation in part (a) and then correctly uses those values in parts (b) and (c), there will be no second penalty. 2 2 2 2 3. Standard notation for means (,,, and ), variances (,,, and ), and C A T M C A T M standard deviations (,,, and ) are acceptable without definition. If C A T M nonstandard notation such as ( pc, pa, pt, and p M ), is defined correctly for this problem, then it will be scored essentially correct. Nonstandard notation, without a definition, will be scored at most partially correct.

Part (b) is essentially correct (E) if both the mean and the standard deviation of T are calculated correctly and the work is shown, with the exception of minor arithmetic errors. Part (b) is partially correct (P) if either the mean or the standard deviation of T is calculated correctly. Part (b) is incorrect (I) if both the mean and the standard deviation of T are calculated incorrectly no work is shown. Part (c) is scored as essentially correct (E) if both the mean and the standard deviation of M are calculated correctly and the work is shown, with the exception of minor arithmetic errors. Part (c) is partially correct (P) if either the mean or the standard deviation of M is calculated correctly. Part (c) is incorrect (I) if both the mean and the standard deviation of M are calculated incorrectly no work is shown. 4 Complete Response (3E) All three parts essentially correct 3 Substantial Response (2E 1P) Two parts essentially correct and one part partially correct 2 Developing Response (2E 0P or 1E 2P or 3P) Two parts essentially correct and zero parts partially correct One part essentially correct and two parts partially correct All three parts partially correct 1 Minimal Response (1E 1P or 1E 0P or 0E 2P) One part essentially correct and either zero parts or one part partially correct Zero parts essentially correct and two parts partially correct

14. Similar to 2003 Q3 Solution Part (a): P( footsize 24 or footsize 32) P( footsize 24) P( footsize 32) 24 27 32 27 P z P z 1.6 1.6 P( z 1.875) P( z 3.125) 0.0304 0.0009 0.0313 Part (b): P(28 footsize 30) 28 27 32 27 P z 1.6 1.6 P 0.625 z 1.875 0.2356 Part (c): X number of customers who request size L X is binomial with n 8 customers and p 0.2356 PX 8 3 3 5 ( 3) (0.2356) (0.7644) 0.1911

Scoring Each part is scored as essentially correct (E), partially correct (P), or incorrect (I). Part (a) is essentially correct (E) if the response 1. recognizes the need to look at foot lengths below 24 cm and above 32 cm 2. correctly computes the two tail probabilities (except for minor arithmetic or transcription errors) and adds those probabilities Part (a) is partially correct (P) if the response considers only foot lengths below 24 cm (or above 32 cm) but computes the corresponding tail area correctly recognizes the need to look at foot lengths below 24 cm and above 32 cm but does not compute both tail probabilities correctly recognizes the need to look at foot lengths below 24 cm and above 32 cm but approximates tail probabilities using the Empirical Rule computes the proportion of customers that will find that the store carries their size (i.e., 1 correct answer ) States the correct answer (0.0313) without supporting work NOTE: A normal curve with correct regions shaded showing both correct end points (24 and 32) and the mean and standard deviation may be used for element 1. Part (b) is essentially correct (E) if the response 1. the appropriate probability is illustrated using a normal curve in which the end points are identified and the mean and standard deviation are implied 2. the required probability is correctly computed (except for minor arithmetic errors) Part (b) is partially correct (P) if only one of the above elements is correct. NOTES: 1. If part (a) was not essentially correct because the student interchanged the mean and standard deviation, and the same values for mean and standard deviation are used in part (b), the part (b) can be considered essentially correct if the probability calculated is correct for the mean and standard deviation used. 2. A reasonable approximation using the Empirical Rule in part (b) is only acceptable if the computation in part (a) is done correctly (i.e., without using the Empirical Rule).

Part (c) is essentially correct (E) if 1. the student recognized the setting as binomial 2. the probability calculated in part (b) is used for p 3. work is shown that is, the correct values for n and x are given and the desired probability calculated, or the binomial formula is correctly evaluated. Part (c) is partially correct (P) if the student recognizes the situation as binomial and identifies p from part (b) but does not computed the desired probability the student computes the probability as either 3 5 (0.2356) (0.7644) or the student gives the correct probability of 0.1911 but work is not shown NOTE: Rounding the probability in part (b) for use in part (c) is acceptable. 4 Complete Response (3E) All three parts essentially correct 3 Substantial Response (2E 1P) Two parts essentially correct and one part partially correct 2 Developing Response (2E 0P or 1E 2P or 3P) Two parts essentially correct and zero parts partially correct One part essentially correct and two parts partially correct All three parts partially correct 8 (0.2356) 3 3 1 Minimal Response (1E 1P or 1E 0P or 0E 2P) One part essentially correct and either zero parts or one part partially correct Zero parts essentially correct and two parts partially correct