AP Statistics Summer Assignment 2019 Mrs. Ruba Shukier, shukierr@ask.edu.kw

Welcome to AP Statistics!

“This is a mathematics class; however I would argue that in reality it is 20% Math and 80% English. The core

of this class is the ability to EXPLAIN your math in the context of the problem.”

I am looking forward to an AWESOME year in the MOST FUN math class that there is (in my opinion at least

haha). The first step toward success is completion of your summer assignment. The concepts and problems in

the first chapter of the textbook lay the groundwork for the entire course. You must come into the course on the

first day of school with a solid understanding of the fundamentals covered in the summer assignment. A large

predictor of success in any AP course is the ability of the student to learn independently.

THIS PACKET IS DUE ON THE FIRST DAY OF CLASS. ON THIS DAY, THERE WILL BE A

SUMMATIVE ASSESSMENT COVERING ALL MATERIAL FOUND HERE.

Part 1: Calculator Help :)

Part 2: Review

Part 3: Tutorials and Vocabulary

Part 4: Practice Problems

Some Notes Before We Begin :)

About Calculators:

Your calculator will be your new best friend throughout this course. Appropriate calculator use is a vital

ingredient in the recipe for AP Statistics Exam success. You can be sure it will be a major part of the

curriculum in the coming year. Being intimately familiar with a graphing calculator is an absolute MUST in

Statistics. A graphing calculator is a required tool for this class. The TI-nspire is recommended. If you have a

TI-83, TI-84 and TI-89 these calculators are also approved by the College Board. A variety of calculators will

perform the operations necessary, but it is important that you know we will use the TI-Nspire as the official

class calculator. You may have a TI-84 already and this will be fine, however it is missing some stats options

that will make it difficult to answer some of the questions.

● Do not discard the owner’s manual that is included when you purchase a calculator. You will find it to be a

valuable resource for using your calculator.

● If you choose not to use the TI-Nspire it will be your responsibility to learn where to locate the functions we

use in class. It is impossible for me to understand the intricacies of every graphing calculator available.

AP Exam Review Books:

The AP Statistics study guides will be of great help to you throughout the course. I will use them myself when

I need to clarify a concept. Find the one that best suits your needs. Many students believe the Barron’s guide is

the best for the course. I agree that it is a great tool, but it is not the only one out there. The best guide for you

is the one that you will be able to understand and use effectively. Plan to purchase one early in the year. If you

can buy or order one this summer, do that. Your textbook is written as all college level textbooks are: very

theoretical and detailed. It gives great examples and has excellent examples of problems. It is, however, nice to

have a backup source to help you understand concepts from a different perspective.

Course Rigor and Expectations:

This is a college level course. Everyone in the course has earned his or her place in the class. You will each

understand the concepts at a different pace and from a different perspective. The best learning takes place when

everyone is willing to think independently, listen to the ideas of others, and offer opinions about solutions to

problems or interpretation of information. Each time I review a topic, I develop a deeper understanding of that

topic. Each time I hear or read a new perspective on a problem, I see more ways the concepts involved can be

applied to other situations. We are learning together. Let’s have a great year!

Part 1: Calculator Help!

As you can tell from this assignment, being able to

quickly and easily use your calculator will be crucial to your success in this course. I HIGHLY recommend

looking through the following Youtube tutorials PRIOR to completing the practice problems OR reference each

video as you work through the packet :)

https://www.youtube.com/watch?v=bgnlBNbdddA: Histogram, Dot Plot, Box Plot

https://www.youtube.com/watch?v=DQkeXkQPaM4: One-Variable Statistics (mean, standard deviation, 5-

number summary)

https://www.youtube.com/watch?v=-i89jYC2cKc: Scatter plot and best-fit line

https://www.youtube.com/watch?v=spFwOKpoIjQ: Stem and Leaf Plots

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Part 2: Review

The prerequisite for AP Statistics is Algebra 2; however you will not find stereotypical “math” in a lot of this

course. But...some review of certain Algebra 2 concepts will be helpful :)

It is expected that you have a basic understanding of linear functions and scatter plots. We will build on

this in the first unit of the course.

1. The USDA reported that in 1990 each person in the United States consumed an average of 133 pounds of

natural sweeteners. They also claim this amount has decreased by about 0.6 pounds per year.

a. If 1990 could be considered “year 0”, write the slope-intercept equation for the scenario.

b. Predict the average consumption of sweeteners per person for the year 2005.

2. The following equation can be used to predict the average height of boys anywhere between birth and 15

years old: � = 2.79� + 25.64, where � is the age (in years) and � is the height (in inches).

a. What does the slope represent in this problem? Interpret it in the context of this situation.

b. What does the y-intercept represent in this problem? Interpret it in context.

3. Hillary wonders if people of similar heights tend to date each other. She measures herself, her dormitory

roommate, and the women in the adjoining rooms; then she measures the next man that each woman dates. Here

are the data (heights in inches):

Woman 66 64 66 65 70 65

Man 72 68 70 68 74 69

a. Construct a scatter plot of the data using your TI-Nspire and sketch it here. USE GRAPH PAPER.

b. Describe the association between the heights of the women and the men they date.

It is also a requirement to be able to manipulate equations and solve for any given variable. Complete the

following questions for practice. Please use “Khan Academy---Algebra 1---Solving equations---Linear

equations with unknown coefficients” for guidance if needed.

𝐴 =1

2𝐴ℎ 𝐴𝐴𝐴 𝐴𝐴𝐴𝐴𝐴𝐴 ℎ 𝐴 =

5

9(𝐴 −

32) 𝐴𝐴𝐴 𝐴𝐴𝐴𝐴𝐴𝐴 𝐴

𝐴

𝐴= 𝐴 𝐴𝐴𝐴 𝐴𝐴𝐴𝐴𝐴𝐴 𝐴 2𝐴 + 3𝐴 = 12

8(𝐴 − 𝐴) = 2(2𝐴 − 𝐴) 𝐴𝐴𝐴 𝐴𝐴𝐴𝐴𝐴𝐴 𝐴 12(𝐴 + 3𝐴) = 18(𝐴 −3𝐴) 𝐴𝐴𝐴 𝐴𝐴𝐴𝐴𝐴𝐴 𝐴

𝐴(𝐴 − 𝐴) = 𝐴(𝐴 + 𝐴) 𝐴𝐴𝐴 𝐴𝐴𝐴𝐴𝐴𝐴 𝐴 𝐴 =3(𝐴−𝐴)

𝐴 𝐴𝐴𝐴 𝐴𝐴𝐴𝐴𝐴𝐴 𝐴

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Part 3: Tutorials and Vocabulary

You will use Khan Academy as a practice resource throughout the year, particularly if you are struggling

learning concepts in class. For the “Vocabulary” portion of this assignment, you will complete all Khan

Academy sections on the following topics:

1. Go to https://www.khanacademy.org/math/ap-statistics

2. You are responsible for understanding the following General Topics and Subtopics

a. Analyzing Categorical Data

i. Analyzing one categorical variable

b. Displaying and Describing Quantitative Data

i. All sections (videos and practice)

c. Summarizing Quantitative Data

i. All sections (video and practice)

Term Definition (IN YOUR OWN WORDS) Example/Sketch/Etc (ORIGINAL)

Categorical

variables

Quantitative

variables

Univariate Data

Bivariate Data

Population

Sample

Median

Mean

Outlier

Parameter

Statistic

Range

Center

Spread

Standard

Deviation

Symmetry

Unimodal

Bimodal

Skewness Skewed Left:

Skewed Right:

Uniform

Gaps

Outliers

Clusters

Dot plot

Bar chart

Histogram

Stem Plot

Box Plot

Quartiles

Interquartile

Range (IQR)

SOCS (4 ways to

describe data sets)

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Part 4: Practice Problems

Consider these practice problems your “Study Guide” for the “SUPER FUN FIRST DAY OF SCHOOL

SUMMATIVE”.

Problem 1: Determine if the variables listed below are quantitative (Q) or categorical (C).

1. Time it takes to get to school

2. Number of people under 18 years old living in a household

3. Hair color

4. Temperature of a cup of coffee

5. Teacher salaries

6. Gender

7. Smoking

8. Height

9. Amount of oil spilled

10. Age of Oscar winners

11. Type of depression medication

12. Jellybean flavors

13. Country of origin

14. Type of meat

15. Number of shoes owned

Problem 2: Determine the given statistics from the data below (the number of home runs Mark McGuire hit in

each season from 1982-2001). USE YOUR CALCULATOR

70 52 22 49 3 32 58 39 39 65 42 29 9 32 9 33

Mean

Minimum

Maximum

Median

Q1

Q3

Range

IQR

Problem 3: In 1997 there were 92353 deaths from accidents in the United States. Among these were 42340

deaths from motor vehicle accidents, 11858 from falls, 10163 from poisoning, 4051 from drowning, and 3601

from fires. The rest were “other” causes.

a. Create a neat and well-labeled bar graph (note a bar graph is NOT a histogram...your calculator won’t make a

bar graph for you...only a histogram...womp womp) of the distributions of causes of accidental deaths below.

Be sure to include a bar for “other causes”. USE THE SPACE BELOW.

b. A pie chart is another graphical display used to show all the categories in a categorical variable relative to

each other. Create a pie chart for the accidental death percentages. USE THE SPACE BELOW

Problem 4: The data below gives the number of hurricanes that happened each year from 1944 through 2000 as

reported by Science magazine.

3 2 1 4 3 7 2 3 3 2 5 2 2 4 2 2 6 0 2 5 1 3 1 0 3 2 1 0 1 2 3 2 1 2 2 2 3 1 1 1 3 0 1 3 2 1 2 1 1 0 5 6 1 3 5 3

Make a dot plot to display this data in your TI-NSpire and then sketch the plot below. Make sure you include

appropriate labels, title and scale.

Using SOCS (see vocabulary), describe the distribution created by the dotplot.

Problem 5: A marketing consultant observed 50 consecutive shoppers at a supermarket. One variable of interest

was how much each shopper spent in the store. Here are the data (rounded to the nearest dollar), arranged in

increasing order:

3 9 9 11 13 14 15 16 17 17 18 18 19 20 20 20 21 22 23 24 25 25 26 26 28 28 28 28 32 35 36 39 39 41 43 44 45

45 47 49 50 53 55 59 61 70 83 86 86 93

Make a stem plot using tens of dollars as the stem and dollars as the leaves. Make sure you include appropriate

labels, titles and key. USE THE SPACE GIVEN.

Using SOCS (see vocabulary), describe the distribution created by the stem plot.

Problem 6: This table gives the percentage of residents aged 65 or older in each of the 50 states.

State Percent State Percent State Percent

Alabama 13.1 Louisiana 11.5 Ohio 13.4

Alaska 5.5 Maine 14.1 Oklahoma 13.4

Arizona 13.2 Maryland 11.5 Oregon 13.2

Arkansas 14.3 Massachusetts 14.0 Pennsylvania 15.9

California 11.1 Michigan 12.5 Rhode Island 15.6

Colorado 10.1 Minnesota 12.3 South

Carolina

12.2

Connecticut 14.3 Mississippi 12.2 South Dakota 14.3

Delaware 13.0 Missouri 13.7 Tennessee 12.5

Florida 18.3 Montana 13.3 Texas 10.1

Georgia 9.9 Nebraska 13.8 Utah 8.8

Hawaii 13.3 Nevada 11.5 Vermont 12.3

Idaho 11.3 New

Hampshire

12.0 Virginia 11.3

Illinois 12.4 New Jersey 13.6 Washington 11.5

Indiana 12.5 New Mexico 11.4 West Virginia 15.2

Iowa 15.1 New York 13.3 Wisconsin 13.2

Kansas 13.5 North

Carolina

12.5 Wyoming

11.5

Kentucky 12.5 North Dakota 14.4

Histograms are a way to display groups of quantitative data into bins (the bars). These bins have the same width

and scale and are touching each other because the number line is continuous.

Create a histogram using your TI-Nspire and sketch it on the next page. Make sure you include appropriate

labels, title and scale.

Space for Histogram:

Using SOCS (see vocabulary), describe the distribution created by the histogram.

Problem 7: Here are scores on the Survey of Study Habits and Attitudes (SSHA) for 36 first year university

students, divided by gender.

Women:

154 109 137 115 152 140 154 178 101

103 126 126 137 165 165 129 200 148

Men:

108 140 114 91 180 115 126 92 169 146

109 132 75 88 113 151 70 115 187 104

a. Compute numerical summaries for each gender. USE YOUR CALCULATOR!!!

Men Women

Mean

Mean

Minimum

Minimum

Q1

Q1

Median

Median

Q3

Q3

Maximum

Maximum

Range

Range

IQR

IQR

Outliers

Outliers

b. Using the Minimum, Q1, Median, Q3, Maximum, and any Outliers from each gender,

make parallel box plots to compare the distributions. Use your TI-Nspire and sketch the graph on the next page.

Space for boxplot.

Using SOCS (see vocabulary), COMPARE the distributions created by your box plots. .