Today I am going to teach about the components of a bar graph and why they are useful to use in our everyday lives.
First, I would like everyone to copy the information I have up on the board and take out a piece of graphing paper.
*On Board*
Song # of Students who like the Song
"Drunk in Love" 7
"Energy" 13
"Blurred Lines" 4
Once this table has been copied, I want every to draw a large "L" on their graph paper. The horizontal line will be labeled our "X" and our vertical line will be labeled "Y". The "X" axis is considered our constant value within our data. The constant in this case would be which song each person likes. Our "Y" axis will be our independent variables. In this case, the number of people who like each song.
Now because we know our axis' we are going to label the "X" axis with the names of the three songs and title it "Song".
Next, we're going to label our "Y" axis every other line up to 15 with the proper title.
Our final step is to fill in the graph. Use about two boxes worth to make your bar graph thick enough to tell. You will follow "Drunk in Love" up to the line 7 is labeled. And so fourth with the other two. Once complete, title your graph so the whole chart is complete and the data is clear!
.
Sunday, December 13, 2015
Saturday, December 12, 2015
Blog 4
Today I am going to be teaching everyone about combinations.
A combination is a way of selecting several things out of a larger group, where order doesn't matter.
The key thing to remember with combinations is that order DOESN'T matter.
The combination general formula is the number of distinct combinations of "r" items selected (without replacement) from a pool of "n" items, denoted by nCr
The n and r in the formula stand for the total number of objects to choose from and the number of objects in the arrangement.
A combination of items occurs when:
* the items are selected from the same group
*No item is used more than once
*The order of items makes no difference
A combination is a way of selecting several things out of a larger group, where order doesn't matter.
The key thing to remember with combinations is that order DOESN'T matter.
The combination general formula is the number of distinct combinations of "r" items selected (without replacement) from a pool of "n" items, denoted by nCr
The n and r in the formula stand for the total number of objects to choose from and the number of objects in the arrangement.
A combination of items occurs when:
* the items are selected from the same group
*No item is used more than once
*The order of items makes no difference
-
Combination problems involve situations in which the order of items makes no
difference.
An example to help further explain the combinations formula:
- How many ways can a group of three students be selected from a class of 21 students?
to answer this we would apply the formula:
Thursday, December 10, 2015
Blog 4
Blog 4
Ben Radis
Linear Growth
Linear Growth can be shown as a graph with a straight line. The reason that this line is straight is because the slope, M, remains constant. To calculate the slope of a line, one takes two different coordinate sets (y1,x1) (y2, x2) then subtracts them like so: (y2-y1)/(x2-x1)=m
sample set: (2,3) & (5,2) :: (5-2)/(2-3) = -3
since the slope is negative, the line will slope downward
after finding the slope, the y intercept, b, becomes the next thing to look for.
equation for linear function: y=mx+b
pick a set that sets x to 0
sample from set above: (0,7)
7=-3(0)+b
7=b
after finding the intercept and slope, you can create a linear function:
sample: y=-3x+7
graph:
Ben Radis
Linear Growth
Linear Growth can be shown as a graph with a straight line. The reason that this line is straight is because the slope, M, remains constant. To calculate the slope of a line, one takes two different coordinate sets (y1,x1) (y2, x2) then subtracts them like so: (y2-y1)/(x2-x1)=m
sample set: (2,3) & (5,2) :: (5-2)/(2-3) = -3
since the slope is negative, the line will slope downward
after finding the slope, the y intercept, b, becomes the next thing to look for.
equation for linear function: y=mx+b
pick a set that sets x to 0
sample from set above: (0,7)
7=-3(0)+b
7=b
after finding the intercept and slope, you can create a linear function:
sample: y=-3x+7
graph:
Blog 2
1.
https://www.youtube.com/watch?v=xszIaNpYILY
2.
1. butter causes high cholesterol
2. “I cant believe its not butter” allows you to enjoy the taste of butter without causing high
cholesterol
conclusion: if you want the taste of butter but not get higher cholesterol then you should buy
‘i cant believe its not butter’
3.
4.
this argument is valid and true making the argument sound. the premises guarantee the truth
of the conclusion and according to the ‘I cant believe its not butter’ website “I cant believe its
not butter” has less fat and than real butter but tastes just like real butter.
5.
P:If butter causes higher cholesterol then
Q: you should buy “i cant believe its not butter” so you can enjoy the taste of butter without
getting higher cholesterol
6.
a. The argument is not a tautology but if the premises are true in real life then
the argument does make sense.
b. Truth tables show very clearly premises guarantee all possible truths of the
conclusion.
8. the argument is not a fallacy
9. This experiment did help but I wish i picked a different argument.
https://www.youtube.com/watch?v=xszIaNpYILY
2.
1. butter causes high cholesterol
2. “I cant believe its not butter” allows you to enjoy the taste of butter without causing high
cholesterol
conclusion: if you want the taste of butter but not get higher cholesterol then you should buy
‘i cant believe its not butter’
3.
4.
this argument is valid and true making the argument sound. the premises guarantee the truth
of the conclusion and according to the ‘I cant believe its not butter’ website “I cant believe its
not butter” has less fat and than real butter but tastes just like real butter.
5.
P:If butter causes higher cholesterol then
Q: you should buy “i cant believe its not butter” so you can enjoy the taste of butter without
getting higher cholesterol
6.
a. The argument is not a tautology but if the premises are true in real life then
the argument does make sense.
b. Truth tables show very clearly premises guarantee all possible truths of the
conclusion.
8. the argument is not a fallacy
9. This experiment did help but I wish i picked a different argument.
blog 4
Hello my name is Professor Liam. Today I will be teaching you about the math concept, combinations. The definition of combinations is, a joining or merging of different parts or qualities in which the component elements are individually distinct. So an example of this would be a license plate. To see how many combinations you can possibly have on your license plate you would multiply the amount of possible outcomes each letter or number can be. My car is registered under California so I will use that as an example. A California license plate has 7 letters and numbers. It starts out with one number then continues with 3 letters then has 3 other numbers. So to figure out how many combinations I can possibly have for a California license plate I would multiply 10, because I can have 10 possible numbers in the first place, by 26, because of 26 letters in the alphabet, by 26, by 26, by 10, by 10, by 10. The equation would look like this:
10*26*26*26*10*10*10
This gives an answer of 175,760,000 possible combinations for a California license plate.
If license plate could not have repeating numbers and letters than I would have the equation 10 times 26 times 25, because I couldn't use the previous letter, times 24, because I couldn't use both the previous letters, time 9, because I couldn't use the number in the first space, times 8, times 7. This process is called combination without replacement because you are not placing the previous letter or number back into the possible numbers or letter that could be chosen for the next letter or number. The equation for a license plate without replacement would be:
10*26*25*24*9*8*7
This gives an answer of 78,624,000 possible combination for a California license plate without combination.
Thank you for coming to class.
10*26*26*26*10*10*10
This gives an answer of 175,760,000 possible combinations for a California license plate.
If license plate could not have repeating numbers and letters than I would have the equation 10 times 26 times 25, because I couldn't use the previous letter, times 24, because I couldn't use both the previous letters, time 9, because I couldn't use the number in the first space, times 8, times 7. This process is called combination without replacement because you are not placing the previous letter or number back into the possible numbers or letter that could be chosen for the next letter or number. The equation for a license plate without replacement would be:
10*26*25*24*9*8*7
This gives an answer of 78,624,000 possible combination for a California license plate without combination.
Thank you for coming to class.
Blog 4
Summary:
Whats up students, I’m professor Jon and I’m going to teach
you all about exponentials growth. Growth is the accumulation of a given unit
so when we consider exponential growth: it takes on a new meaning. Exponential
growth whose rate becomes larger in proportion to the growing total number/
unit/ or size. An example of exponential
growth in the real world is population growth. If your parents were the first
parents of this generation and they
had you and another sibling, and then you and your other sibling both had two
more children, this would be an example of exponential growth because the
number of children is increasing in multiples, not linearly.
How to learn exponential growth:
Take a given number. Lets use 2. You can increase our friend
number 2 by adding exponents to the number. If we add an exponent of 3 to our
good friend 2 it will look like this : 2^3. All this means is you take our friend two and multiply
it by itself three times giving you an answer : 2 x 2 x 2 = 8 so 2^3 = 8.
You can tell if a series of numbers or a graph is
exponential if it shows the same quality as above. For example, if you were
graphing a series of number that looked like this
2
|
8
|
8
|
512
|
512
|
13,369,344
|
You would be able to tell that the numbers are growing
exponentially three times for every new product made because the numbers are
not increasing the same amount every time, the rate of increase is growing
Blog 4
Kevin Allen
Blog 4
mean, median, mode
1,2,4,6,8,10,10,12
to find the mean for this set of data, first add up all the numbers
1+2+4+6+8+10+10+12=53
next, divide the sum by the amount of data points and quotient is the mean of the data
53/8=6.625 --> mean
to find the median of the data, first write the data points in increasing order
1, 2, 4, 6, 8, 10, 10, 12
next find the middle value
there are eight data points so the median will be the average of the middle two values (6, 8)
so the median of this data is 7
to find the mode, simply locate the value that occurs the most, so in this case, the mode is 10.
Blog 4
mean, median, mode
1,2,4,6,8,10,10,12
to find the mean for this set of data, first add up all the numbers
1+2+4+6+8+10+10+12=53
next, divide the sum by the amount of data points and quotient is the mean of the data
53/8=6.625 --> mean
to find the median of the data, first write the data points in increasing order
1, 2, 4, 6, 8, 10, 10, 12
next find the middle value
there are eight data points so the median will be the average of the middle two values (6, 8)
so the median of this data is 7
to find the mode, simply locate the value that occurs the most, so in this case, the mode is 10.
Blog 4
Hello class, my name is Professor Montgomery and today we will be learning about the concepts of mean, median, and mode. These concepts are very important because they are used in math when trying to find an average in a set of numbers, the middle number in a set of numbers. and the most common number in a set.
To teach these concepts I will use an example of a random set of numbers:
Using this set of numbers we will find the mean, median, and the mode.
2, 2, 2, 4, 4, 5, 6, 6, 7, 9, 9
First, to find the median you must cross out the numbers starting at the highest then jumping to lowest, then back to the next highest, until there is one number left.
In this case, the number that is still left after this process is 5. Therefore 5 is the median.
Next, to find the mode, look at the set of numbers and see which number appears the most number of times. In this case, the mode is 2 because it appears three times, which is more frequently than any other number.
Lastly, to find the mean, which also means the average, you must add up all of the numbers in the set and divide the result by the amount of numbers in the set.
For this example, we would add up 2 + 2 + 2 + 4 + 4 + 5 + 6 + 6 + 7 + 9 + 9 which equals 56.
Then we will divide 56 by 11 (which is the number of numbers in the set).
This equals 5.0909090909 which I would round to about 5.1.
Now we're done!
To teach these concepts I will use an example of a random set of numbers:
Using this set of numbers we will find the mean, median, and the mode.
2, 2, 2, 4, 4, 5, 6, 6, 7, 9, 9
First, to find the median you must cross out the numbers starting at the highest then jumping to lowest, then back to the next highest, until there is one number left.
In this case, the number that is still left after this process is 5. Therefore 5 is the median.
Next, to find the mode, look at the set of numbers and see which number appears the most number of times. In this case, the mode is 2 because it appears three times, which is more frequently than any other number.
Lastly, to find the mean, which also means the average, you must add up all of the numbers in the set and divide the result by the amount of numbers in the set.
For this example, we would add up 2 + 2 + 2 + 4 + 4 + 5 + 6 + 6 + 7 + 9 + 9 which equals 56.
Then we will divide 56 by 11 (which is the number of numbers in the set).
This equals 5.0909090909 which I would round to about 5.1.
Now we're done!
Margot Hudson
December 10, 2015
Q. Reasoning and Mathematical Skills
Blog 4: Be the Professor
I'm going to explain the topic of Sets.
A set is a collection of something (objects, numbers, etc.).
Elements are members of the set.
There are two types of sets: Well-defined and subjective
A well-defined set is a set for which there is a way of determining whether or not an item is an element of the set; subjective means that there is no way to determine whether or not an item is an element of the set.
There are also different notations for writing out sets.
One of those notations is Set Builder Notation which determines whether or not an object is an element of the set rather than actual elements.
Ex) B= {Boy | the boy who cried wolf}
A universal set is the set of all elements.
Ex) A= the set of all musical artists that are female
In this case "A" is the universal set.
A subset is for every element in set A the subset follows that element.
A cardinal number (cardinality) is the number of all elements in the set
-denoted n(A)
An empty set is always the subset of the universal set
December 10, 2015
Q. Reasoning and Mathematical Skills
Blog 4: Be the Professor
I'm going to explain the topic of Sets.
A set is a collection of something (objects, numbers, etc.).
Elements are members of the set.
There are two types of sets: Well-defined and subjective
A well-defined set is a set for which there is a way of determining whether or not an item is an element of the set; subjective means that there is no way to determine whether or not an item is an element of the set.
There are also different notations for writing out sets.
One of those notations is Set Builder Notation which determines whether or not an object is an element of the set rather than actual elements.
Ex) B= {Boy | the boy who cried wolf}
A universal set is the set of all elements.
Ex) A= the set of all musical artists that are female
In this case "A" is the universal set.
A subset is for every element in set A the subset follows that element.
A cardinal number (cardinality) is the number of all elements in the set
-denoted n(A)
An empty set is always the subset of the universal set
Wednesday, December 9, 2015
Professor Wright : Mean, Median, Mode
My name is Professor Wright and today I am going to teach you about mean, median, and mode.
Mean : Mean is the average that is within your data set, which is found by dividing up the sum of the data by the total number of data points.
It can be represented as
Example: Data set: 2, 3, 4, 4, 5, 5, 6, 6, 8, 10
2+3+4+4+5+5+6+6+8+10= 53
10 total numbers in data set
53/10
mean= 5.3
Median: The middle value in the data set.
First you must arrange the data set in least to greatest, then find the value in the middle of the set.
If there are odd amount of numbers than there is one median.
If there are an even amount of numbers there are two middle values and then you just take the average of them.
Example:
2, 3, 4, 4, 5, 5, 6, 6, 8, 10
there are an even amount of numbers so ..
5+5=10 divide by 2. = 5
median= 5
Mode:
The most common value in the data set
4, 5, 6 are the most common values in the data set because they all appear twice.
By: Samantha Wright
Mean : Mean is the average that is within your data set, which is found by dividing up the sum of the data by the total number of data points.
It can be represented as
Example: Data set: 2, 3, 4, 4, 5, 5, 6, 6, 8, 10
2+3+4+4+5+5+6+6+8+10= 53
10 total numbers in data set
53/10
mean= 5.3
Median: The middle value in the data set.
First you must arrange the data set in least to greatest, then find the value in the middle of the set.
If there are odd amount of numbers than there is one median.
If there are an even amount of numbers there are two middle values and then you just take the average of them.
Example:
2, 3, 4, 4, 5, 5, 6, 6, 8, 10
there are an even amount of numbers so ..
5+5=10 divide by 2. = 5
median= 5
Mode:
The most common value in the data set
4, 5, 6 are the most common values in the data set because they all appear twice.
By: Samantha Wright
Tuesday, December 8, 2015
blog 4- compound interest!
Hi!
I'm professor Ali and I am going to teach you an easy lesson about compound interest today that I wish I had payed more attention to when I was younger.It is a simple way to learn how to invest money for long periods- it's in your best interest!
just remember this simple formula:
FV= PV x (1+r)^n
FV is your future value
PV is your present value (the money you are originally investing)
r is the annual interest rate that the bank is offering
n is the period of time (in years unless compounded monthly)
Using this formula, gather information from banks and plug in their offers to the according letters.
This way, you can compute which offer will get you the highest future value
This way, you can compute which offer will get you the highest future value
Here are some examples--
If you have $1000 and the bank is offering a loan for 5 years at 6% interest...
1000 x (1 + .06)^5 = $1338.23
----------> the percentage is seen as .06 because in order to turn a percentage into a decimal, you must move the decimal point to the left two spots
If the bank offers a loan for 15 years at 10% interest...
1000 x (1 .15)^15 = $4177.25
Now it is up to you how long you want to invest your money, depending on your goal future value!
----------> the percentage is seen as .06 because in order to turn a percentage into a decimal, you must move the decimal point to the left two spots
If the bank offers a loan for 15 years at 10% interest...
1000 x (1 .15)^15 = $4177.25
Now it is up to you how long you want to invest your money, depending on your goal future value!
Blog 4 - Fundamental Principle of Counting
Hello class, my name is professor Bradley; today I will be teaching you about Fundamental Principle of Counting. Fundamental Principle of Counting can be used anywhere, it just depends on how it's used. But before we go into learning about some of its real-world applications, we need to first understand what Fundamental Principle of Counting is.
Fundamental Principle of Counting is a way to figure out the total number of ways different events can occur.
Fundamental Principle of Counting:
Event M: m ways
Event N: n ways
m x n ways
Multiplying one event by another can provide all the possible outcomes of that specific event.
( E1 x E2)
Events can also be viewed as combinations, such as ordering fast food, picking out different combinations of clothes, and more.
Example:
There was a boy named little Jimmy, little jimmy was very hot and was desperately craving for ice cream, so he decided to go to Baskin-Robbins. Little jimmy was very overwhelmed with the many different varieties of ice cream that he could choose from, nevertheless he had the choice of what the ice cream came in, cup or cone.
Cup:
Small, Medium, Large
Cone:
Cake cone, Fresh- baked waffle cone, Sugar cone, Classic cone
Ice Cream Flavors:
Oreo Cool Mint Chocolate ice cream
Berry Passion frozen yogurt
Black Walnut ice cream
Cherries Jubilee ice cream
Chocolate Almond ice cream
Chocolate Chip Cookie Dough ice cream
Chocolate Chip ice cream
Chocolate Fudge ice cream
Chocolate ice cream
Creole Cream Cheese ice cream
Daiquiri Ice
Dunkin Donuts Coffee Coffee Chip ice cream
Egg Nog ice cream
Fat-Free Vanilla frozen yogurt
Fudge Brownie ice cream
German Chocolate Cake ice cream
Gold Medal Ribbon ice cream
Icing on the Cake ice cream
Jamoca Almond Fudge ice cream
Jamoca ice cream
Lemon Custard ice cream
Made with Snickers ice cream
Mint Chocolate Chip ice cream
Mom's Makin' Cookies ice cream
New York Cheesecake ice cream
Nutty Coconut ice cream
Old Fashioned Butter Pecan ice cream
OREO Cookies 'n Cream ice cream
OREO Malt Madness ice cream
Peanut Butter 'n Chocolate ice cream
Peppermint ice cream
Pistachio Almond ice cream
Pralines 'n Cream ice cream
Premium Churned Reduced-Fat, No Sugar Added Caramel Turtle Truffle ice cream
Premium Churned Reduced-Fat, No Sugar Added Pineapple Coconut ice cream
Pumpkin Pie ice cream
Quarterback Crunch ice cream
Rainbow Sherbet
Rasberry Sinceri-Tea ice cream
Reese's Peanut Butter Cup ice cream
Rocky Road ice cream
Rum Raisin ice cream
S'More the Merrier ice cream
Strawberry Cheesecake ice cream
Vanilla ice cream
Very Berry Strawberry ice cream
Wild 'n Reckless Sherbet
Winter White Chocolate ice cream
World Class Chocolate ice cream
Little jimmy was curious about how many different combinations there were, so he used the fundamental principle of counting.
3(Cup) x 4(Cone) x 49(Flavors)= 588
Little jimmy has 588 combinations to choose from.
Well that's it for class today, I appreciate your attention and I hoped you have a full understanding of how to use the Fundamental Principle of Counting.
Fundamental Principle of Counting is a way to figure out the total number of ways different events can occur.
Fundamental Principle of Counting:
Event M: m ways
Event N: n ways
m x n ways
Multiplying one event by another can provide all the possible outcomes of that specific event.
( E1 x E2)
Events can also be viewed as combinations, such as ordering fast food, picking out different combinations of clothes, and more.
Example:
There was a boy named little Jimmy, little jimmy was very hot and was desperately craving for ice cream, so he decided to go to Baskin-Robbins. Little jimmy was very overwhelmed with the many different varieties of ice cream that he could choose from, nevertheless he had the choice of what the ice cream came in, cup or cone.
Cup:
Small, Medium, Large
Cone:
Cake cone, Fresh- baked waffle cone, Sugar cone, Classic cone
Ice Cream Flavors:
Oreo Cool Mint Chocolate ice cream
Berry Passion frozen yogurt
Black Walnut ice cream
Cherries Jubilee ice cream
Chocolate Almond ice cream
Chocolate Chip Cookie Dough ice cream
Chocolate Chip ice cream
Chocolate Fudge ice cream
Chocolate ice cream
Creole Cream Cheese ice cream
Daiquiri Ice
Dunkin Donuts Coffee Coffee Chip ice cream
Egg Nog ice cream
Fat-Free Vanilla frozen yogurt
Fudge Brownie ice cream
German Chocolate Cake ice cream
Gold Medal Ribbon ice cream
Icing on the Cake ice cream
Jamoca Almond Fudge ice cream
Jamoca ice cream
Lemon Custard ice cream
Made with Snickers ice cream
Mint Chocolate Chip ice cream
Mom's Makin' Cookies ice cream
New York Cheesecake ice cream
Nutty Coconut ice cream
Old Fashioned Butter Pecan ice cream
OREO Cookies 'n Cream ice cream
OREO Malt Madness ice cream
Peanut Butter 'n Chocolate ice cream
Peppermint ice cream
Pistachio Almond ice cream
Pralines 'n Cream ice cream
Premium Churned Reduced-Fat, No Sugar Added Caramel Turtle Truffle ice cream
Premium Churned Reduced-Fat, No Sugar Added Pineapple Coconut ice cream
Pumpkin Pie ice cream
Quarterback Crunch ice cream
Rainbow Sherbet
Rasberry Sinceri-Tea ice cream
Reese's Peanut Butter Cup ice cream
Rocky Road ice cream
Rum Raisin ice cream
S'More the Merrier ice cream
Strawberry Cheesecake ice cream
Vanilla ice cream
Very Berry Strawberry ice cream
Wild 'n Reckless Sherbet
Winter White Chocolate ice cream
World Class Chocolate ice cream
Little jimmy was curious about how many different combinations there were, so he used the fundamental principle of counting.
3(Cup) x 4(Cone) x 49(Flavors)= 588
Little jimmy has 588 combinations to choose from.
Well that's it for class today, I appreciate your attention and I hoped you have a full understanding of how to use the Fundamental Principle of Counting.
Blog #4
Hello Class, today we will be learning about different types of graphs. Graphs are visual aids used to represent a set of data in a word problem.
- One type of graph is a bar graph. These graphs can be shown horizontally or vertically. These graphs are usually helpful for comparing two or more sets of data.
- Another graph is called a circle graph, or a pie chart. The data is divided into "slices" of the pie and paired with a color.
- Another type of graph is a line graph. This is when the data in the word problem is plotted on a graph with an (X,Y) coordinates.
- The last type of graph is a histogram which is almost like a bar graph but a little different. Unlike a bar graph a histogram the bars must be touching, and the data must be put in order on the graph.
Example #1. In the last ten years vinyl record sales have increased. Using the data below make a line graph.
Blog 4: Compound Interest Formula
Compound Interest Formula
FV = P (1 + r/n)^n*t
- FV- Your future value after interest
- P- Principle (the money you start with)
- r- Nominal rate (the percentage of interest)
- n- # of compounding ( how often your interest accumulates)
- t- term (how long your interest lasts)
Example: $1,000 investment, 2% compounded quarterly for 6 years.
- Find out your value for (n) based on the compounded amount
- Quarterly would be 4 since there are 4 quarters in a year, Monthly would be 12 since there are 12 months in a year, Etc...
- Next just plug in all of your variables and solve.
FV = 1,000 (1 + .02/4)^ 4*6
1,000 (1 + .005)^ 24
1,000 (1.13)
FV = $1,127.16
BLOG 4
Lesson - Fundamental Principle of Counting
Supposed McQeen’s of Nachos fast food restaurant has many choices of different types of meals you can get.
Meal Options:
Plain Nachos, Loco Nachos, Grande Nachos, Monster Nachos
Meats:
chicken, ground beef, chorizo, steak
Toppings:
Jalapeños, black beans, refried beans, Mexican cheese, black olives, hot sauce, McQueen’s famous salsa
Veggies:
White onions, green peppers, lettuce, fresh tomato
Nacho Cheese:
Mild, Medium, Spicy
* How to figure out the number of different combinations you can make*
There are just 3 simple steps to this
1. First add how many options you have under each category
Meal options- 4
Meat options- 4
Toppings- 8
Veggies- 4
Nacho Cheese- 3
2. Then you are going to take the number of each options you have for each category and find the product 3.
3. 4*4*8*4*3=1,536
4. Using the Fundamental Principle of Counting it shows that at McQueen’s Nachos, there is an option of 1,536 different ways you can get your nachos
Meal Options:
Plain Nachos, Loco Nachos, Grande Nachos, Monster Nachos
Meats:
chicken, ground beef, chorizo, steak
Toppings:
Jalapeños, black beans, refried beans, Mexican cheese, black olives, hot sauce, McQueen’s famous salsa
Veggies:
White onions, green peppers, lettuce, fresh tomato
Nacho Cheese:
Mild, Medium, Spicy
* How to figure out the number of different combinations you can make*
There are just 3 simple steps to this
1. First add how many options you have under each category
Meal options- 4
Meat options- 4
Toppings- 8
Veggies- 4
Nacho Cheese- 3
2. Then you are going to take the number of each options you have for each category and find the product 3.
3. 4*4*8*4*3=1,536
4. Using the Fundamental Principle of Counting it shows that at McQueen’s Nachos, there is an option of 1,536 different ways you can get your nachos
Monday, December 7, 2015
Lesson on statistical analysis-Blog 4
Hello, Class! My name is Professor Bolz and today I will be teaching you about some terms involving statistical analysis. In an attempt to make my lesson as clear and effective as possible, I will go over terms and examples to further explain the terms.
Mean: the mean is also known as the average. To find the mean of data, we add up all of the data and then divide by how much data there is.
For example, if Mary got a 90, 83, 47, 77, and 94 on her math exams, what would her mean score be?
90+83+47+77+94=391
Together there are 5 exam scores so we divide 391 by 5. 391÷5=78.2
Her mean score is a 78.2
Mode: the mode is the most commonly seen data. There can be more than one mode, but they have to be equally common.
For example, if Rupert got a 98, 67, 45, 98, and 77 on his exams, the mode would be 98 because it is the most commonly seen data. If Rubert got a 98, 98, 67, 67, and 45, the mode would be 98 and 67 because they are equally common.
IF Rupert got a 98, 98, 98, 67, and 67, the mode would be 98 because although there are 2 67's there are 3 98's which means it is the most common.
Median: The median is the middle number of the data. To find the median we list the data in ascending order and cross off the smallest number, then the largest, then the second smallest, then second largest, until you're left with 1 or 2 numbers. If there is an even amount of data then there will be 2 numbers left over. To find the median from these 2 numbers, you add them together and divide by two. If there is only 1 number, that is the median. The median is also known as Q2.
For example, if we have the data 56, 75, 89, 92, 98 (already in ascending order) We know 89 is the median because it is the middle number.
If we have the data 34, 56, 73, 88 the median is 56+73÷2
Range: range is the difference between the highest and lowest number.
For example, if we have data that is 67, 54, 88, 92 the range would be 92-54 which equals 38.
Upper Quartile: The Upper Quartile aka Q3 is the median of the second half of the data, excluding the median of the whole data.
For example, if we have the data 56, 75, 89, 92, 98, the median is 89. If we exclude 89, the upper half of the data consists of 92 and 98, so we add 92+98=190 and divide that by 2...190÷2=95. So the upper quartile is 95 because it is the average of the two data points.
Lower Interquartile: aka Q1 is the median of the first half of the data, excluding the median of the whole data.
For example, if we have the data 56, 75, 89, 92, 98, as said before the median is 89. Q3 is 95. That means we are left with 56 and 75...so we add 56+75=131 and divided by 2 is 65.5. So, Q1 is 65.5.
Interquartile Range: this is the difference of the upper and lower quartiles. if the upper quartile is 45 and the lower is 38. 45-38=7. 7 is the IQR.
Outliers: a data point that 1.5 times bigger than the IQR either subtracted from the lower quartile or added to the upper quartile.
For example, with the data used above (56, 75, 89, 92, 98) if Q1 is 65.5, and Q3 is 95, our IQR is 29.5. 29.5 x 1.5=44.25
Q1(65.5)-44.25=21.25
Q3(95)+44.25=139.25
Since none of the data above is smaller than 21.25 or bigger than 139.25, there are no outliers!
Thanks for paying attention so well today, class! Tomorrow we will cover graphing statistical analysis, standard deviation, variance, and the difference between quantitative/qualitative data.
Cheers,
Professor Bolz
Mean: the mean is also known as the average. To find the mean of data, we add up all of the data and then divide by how much data there is.
For example, if Mary got a 90, 83, 47, 77, and 94 on her math exams, what would her mean score be?
90+83+47+77+94=391
Together there are 5 exam scores so we divide 391 by 5. 391÷5=78.2
Her mean score is a 78.2
Mode: the mode is the most commonly seen data. There can be more than one mode, but they have to be equally common.
For example, if Rupert got a 98, 67, 45, 98, and 77 on his exams, the mode would be 98 because it is the most commonly seen data. If Rubert got a 98, 98, 67, 67, and 45, the mode would be 98 and 67 because they are equally common.
IF Rupert got a 98, 98, 98, 67, and 67, the mode would be 98 because although there are 2 67's there are 3 98's which means it is the most common.
Median: The median is the middle number of the data. To find the median we list the data in ascending order and cross off the smallest number, then the largest, then the second smallest, then second largest, until you're left with 1 or 2 numbers. If there is an even amount of data then there will be 2 numbers left over. To find the median from these 2 numbers, you add them together and divide by two. If there is only 1 number, that is the median. The median is also known as Q2.
For example, if we have the data 56, 75, 89, 92, 98 (already in ascending order) We know 89 is the median because it is the middle number.
If we have the data 34, 56, 73, 88 the median is 56+73÷2
Range: range is the difference between the highest and lowest number.
For example, if we have data that is 67, 54, 88, 92 the range would be 92-54 which equals 38.
Upper Quartile: The Upper Quartile aka Q3 is the median of the second half of the data, excluding the median of the whole data.
For example, if we have the data 56, 75, 89, 92, 98, the median is 89. If we exclude 89, the upper half of the data consists of 92 and 98, so we add 92+98=190 and divide that by 2...190÷2=95. So the upper quartile is 95 because it is the average of the two data points.
Lower Interquartile: aka Q1 is the median of the first half of the data, excluding the median of the whole data.
For example, if we have the data 56, 75, 89, 92, 98, as said before the median is 89. Q3 is 95. That means we are left with 56 and 75...so we add 56+75=131 and divided by 2 is 65.5. So, Q1 is 65.5.
Interquartile Range: this is the difference of the upper and lower quartiles. if the upper quartile is 45 and the lower is 38. 45-38=7. 7 is the IQR.
Outliers: a data point that 1.5 times bigger than the IQR either subtracted from the lower quartile or added to the upper quartile.
For example, with the data used above (56, 75, 89, 92, 98) if Q1 is 65.5, and Q3 is 95, our IQR is 29.5. 29.5 x 1.5=44.25
Q1(65.5)-44.25=21.25
Q3(95)+44.25=139.25
Since none of the data above is smaller than 21.25 or bigger than 139.25, there are no outliers!
Thanks for paying attention so well today, class! Tomorrow we will cover graphing statistical analysis, standard deviation, variance, and the difference between quantitative/qualitative data.
Cheers,
Professor Bolz
Sunday, December 6, 2015
blog 4
Hello! My name is professor Carly and today we are going to learn about tree diagrams and the fundamental counting principle
Objectives:
- students will learn the concepts of tree diagrams and the fundamental counting principle
- students will put these concepts into practice by working through some examples
tree diagrams and the fundamental counting principle are both methods you can use to figure out the number of possible outcomes for a certain event
a tree diagram the process of drawing out every possibility.
for example:
This diagram shows every possibility for creating an outfit with the pants, shirts and shoes a person has. So one outfit combination could be blue pants, grey shirt, white shoes, another could be blue pants grey shirt and brown shoes and you continue to count the combinations following that same pattern. This is a good method to use but sometimes it can be confusing and time consuming when you begin to work with more combinations/options.
The fundamental counting principle is a much quicker way to find out the possible number of outcomes. Instead of drawing out every combination you just take the number of items within each “category” and multiply them all together. Using the example above you have:
- 2 pants options
- 3 shirt options
- 2 shoe options
Once you have those then you just multiply them together.
2 x 3 x 2= 12
So you have 12 different possible outfit combinations.
Another example could be the ice cream shop on the hill has 15 flavors, 3 types of cones and 20 different toppings to choose from. Instead of drawing a tree diagram and counting the combinations you would just multiply those numbers together to find the number of outcomes
ex: 15 x 3 x 20 = 900
- so there are 900 different ice cream combinations
so to sum up our lesson. A tree diagram is when you draw out and count every possibility and the fundamental counting principle is when you take the number of items in each category and multiply them together to get your total number of outcomes or combinations. I hope this helps you understand these concepts a little bit better
Blog 4
Hello
Class my name is Professor Anthony Peternana, and today I'm going to teach you
types of graphs. Graphs are pictures that help us understand amounts. These amounts are
called data. There are many kinds of graphs, each having special parts.
The first graph I am going to introduce
is the pie graph. It is shaped like a circle It is divided into fractions that
look like pieces of pie Many times the fractional parts are different colors
and a key explains the colors.
The second graph I am going to
introduce is the bar graph. The bars can be vertical (up and down), or
horizontal (across). The data can be in words or numbers.
Another graph I am going to introduce is
the Histogram. It is a special type of bar graph that the data must be shown as
numbers in order.
And the last type of graph I am going
to teach is the line graph. The line graph shows points plotted on a graph. The
points are then connected to form a line.
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