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8. I’m running out time! What can I cut out?
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Note that once you introduce inference, you can teach the last part of the year very quickly! Especially inference for slope, which is on the AP test.
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For inference for slope, focusing on interpreting the computer output can save time.
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Not getting into all the nitty-gritty details about homogeniety and independence can save time.
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Following the pacing guide that comes with the textbooks, can help avoid this problem to begin with, but if you're reading this, it may be too late! :o)
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Starting cumulative review while finishing inference can eliminate the need for lots of days of review.
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Reviewing regression while teaching inference for slope is a natural and helpful step for preparing for the exam.
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9. How much work do students need to show? And what about t*’s that are not on the table?
The short answer is that most list contributors recommend that students show formulas. Both with just variables and then with the numbers plugged in. It shows that the student understands what is going on and it eliminates the concern that students would lose points if they accidentally plugged something into their calculator incorrectly.
A note about the t* for t-intervals. If a student uses technology for certain procedures (e.g., 1-sample with n = 167 or any 2-sample interval), the t* will not be on the table. It is OK to leave the formula with all the numbers plugged in and the t* just stays as a variable. OR a student can use a conservative approach that uses a t* that is on the table, but then they need to calculate their interval by hand so their answer matches the df they used.
If students and/or teacher really want to find the t*, they can use the inverse t function. If students have an 83, they need a t-inverse program. This program is legal (because it just matches the 84) and can be found here.
A few other points about this
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For hypothesis tests and confidence intervals, the AP rubrics have (thus far!) required name OR formula. So students can get full credit without the formula.
Numerous multiple problems on the '02 exam require formula understanding:
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#8--1 sample t-interval
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#11--Chi-Sq expected
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#21--Confidence interval for slope
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#32--Binomial and geometric formulas
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#38--Binomial and 1-prop z formulas
TI-talk is discouraged. Statements like: normalcdf (1.2, 9999) are just not good communication. While showing a total by-hand formula is not required, good communication is. For example, on a binomial problem, students could write:
Binomial
n = 6
p = 0.87
P(x = 4) = <----- (from calculator)
It has been frequently recommended on this list that students show z-score calculations and don't use technology to shortcut that step!
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10. What textbook should I use?
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11. What’s a good review book?
