1. Table of Contents
1
I. Number & Quantity
II. Algebra
III. Functions
IV. Geometry
V. Statistics & Probability
VI. Integrating Essential Skills
2. V. Statistics and Probability
2
A. Data Representation
B. Statistical Interpretation
C. Principles of Probability
D. Frequency Tables and Venn Diagrams
E. Other Probability Scenarios
3. 1. Bar Charts and Histograms
Axes
X-axis: variable
Y-axis: frequency of its occurrence
Question types range but often include questions about
average, probability, or other statistical interpretation
3
4. 2. Pie Charts
Each “slice” represents a datum (piece of data) and is
proportionally-sized
4
Half of the respondents
liked summer best
5. 2. Pie Charts – Central Angle
Angle is proportional to the percentage of respondents in
that particular category
5
There are 360
degrees in a circle
180°
90°
?°
?° In decimal form
8. V. Statistics and Probability
7
A. Data Representation
B. Statistical Interpretation
C. Principles of Probability
D. Frequency Tables and Venn Diagrams
E. Other Probability Scenarios
10. Measures of Center
Three traditional measures of
“average”
8
Example
Find the mean, median, and
mode of the following set:
2, 4, 5, 4, 9, 11, 7
11. Measures of Center
Three traditional measures of
“average”
Mean – what the ACT calls the
“average” (sum divided by number)
8
Example
Find the mean, median, and
mode of the following set:
2, 4, 5, 4, 9, 11, 7
12. Measures of Center
Three traditional measures of
“average”
Mean – what the ACT calls the
“average” (sum divided by number)
Median – the middle of an ordered
list of data points
Think of the median in the road – in
the middle
8
Example
Find the mean, median, and
mode of the following set:
2, 4, 5, 4, 9, 11, 7
13. Measures of Center
Three traditional measures of
“average”
Mean – what the ACT calls the
“average” (sum divided by number)
Median – the middle of an ordered
list of data points
Think of the median in the road – in
the middle
Mode – the most frequently-
occurring piece of data
8
Example
Find the mean, median, and
mode of the following set:
2, 4, 5, 4, 9, 11, 7
15. Other Statistical Values
Range
The area of variation between
upper and lower limits on a set
of numbers
9
16. Other Statistical Values
Range
The area of variation between
upper and lower limits on a set
of numbers
Outlier
A point that falls more than 1.5
times the interquartile range
above the third quartile or
below the first quartile
9
17. Other Statistical Values
Range
The area of variation between
upper and lower limits on a set
of numbers
Outlier
A point that falls more than 1.5
times the interquartile range
above the third quartile or
below the first quartile
Do outliers affect the mean or
the median more?
9
18. Other Statistical Values
Range
The area of variation between
upper and lower limits on a set
of numbers
Outlier
A point that falls more than 1.5
times the interquartile range
above the third quartile or
below the first quartile
Do outliers affect the mean or
the median more?
Standard Deviation
The measure of dispersion of
a set of data from its mean
When data are more spread
out (further from the mean),
the standard deviation
increases
9
19. Other Statistical Values
Range
The area of variation between
upper and lower limits on a set
of numbers
Outlier
A point that falls more than 1.5
times the interquartile range
above the third quartile or
below the first quartile
Do outliers affect the mean or
the median more?
Standard Deviation
The measure of dispersion of
a set of data from its mean
When data are more spread
out (further from the mean),
the standard deviation
increases
9
22. V. Statistics and Probability
11
A. Data Representation
B. Statistical Interpretation
C. Principles of Probability
D. Frequency Tables and Venn Diagrams
E. Other Probability Scenarios
24. 1. Counting the Possibilities
Fundamental Counting Principle
If there are m ways one “event” can happen and n
ways a second “event” can happen, then there are
m x n ways for both events to happen.
12
25. 1. Counting the Possibilities
Fundamental Counting Principle
If there are m ways one “event” can happen and n
ways a second “event” can happen, then there are
m x n ways for both events to happen.
Why? Think about this example. I have two shirts and
two pairs of shorts. How many possible combinations
do I have?
12
26. 1. Counting the Possibilities
Fundamental Counting Principle
If there are m ways one “event” can happen and n
ways a second “event” can happen, then there are
m x n ways for both events to happen.
Why? Think about this example. I have two shirts and
two pairs of shorts. How many possible combinations
do I have?
121 2 3
4
27. 1. Counting the Possibilities
Fundamental Counting Principle
If there are m ways one “event” can happen and n
ways a second “event” can happen, then there are
m x n ways for both events to happen.
Why? Think about this example. I have two shirts and
two pairs of shorts. How many possible combinations
do I have?
121 2 3
4
OR: 2 x 2 = 4
31. 2. Probability (Single Event)
Probability is the chance of the occurrence of a certain
event and is expressed in a fraction, decimal, or
percentage
Fraction: between 0 and 1
Decimal: between 0 and 1
Percentage: 0% and 100%
14
32. 2. Probability (Single Event)
Probability is the chance of the occurrence of a certain
event and is expressed in a fraction, decimal, or
percentage
Fraction: between 0 and 1
Decimal: between 0 and 1
Percentage: 0% and 100%
14
33. 2. Probability (Single Event)
Probability is the chance of the occurrence of a certain
event and is expressed in a fraction, decimal, or
percentage
Fraction: between 0 and 1
Decimal: between 0 and 1
Percentage: 0% and 100%
14
Favorable refers to the event for
which you are finding the
probability
34. 2. Probability (Single Event)
Probability is the chance of the occurrence of a certain
event and is expressed in a fraction, decimal, or
percentage
Fraction: between 0 and 1
Decimal: between 0 and 1
Percentage: 0% and 100%
14
May require the
Fundamental Counting Principle
Favorable refers to the event for
which you are finding the
probability
35. Probability (Single Event)
Example
A bag contains 5 blue marbles, 7 yellow marbles, 3
orange marbles, and 6 green marbles. If a blue marble
is selected on the first pick, what is the probability that
another blue marble will be selected on the second
pick?
15
39. 3. Probability (Multiple Events)
This is the probability that two independent (non-related)
events occur – found by finding the product of individual
probabilities for each event
17
40. 3. Probability (Multiple Events)
This is the probability that two independent (non-related)
events occur – found by finding the product of individual
probabilities for each event
Example
Find the probability of rolling two standard dice and getting a
six on each die.
17
41. 3. Probability (Multiple Events)
This is the probability that two independent (non-related)
events occur – found by finding the product of individual
probabilities for each event
Example
Find the probability of rolling two standard dice and getting a
six on each die.
17
Probability on Die #1:
Probability on Die #2:
Probability of both events:
44. V. Statistics and Probability
19
A. Data Representation
B. Statistical Interpretation
C. Principles of Probability
D. Frequency Tables and Venn Diagrams
E. Other Probability Scenarios
46. Frequency Tables
Frequency Table
Constructed by arranging
collected data values in
ascending order of magnitude
with their corresponding
frequencies
20
47. Frequency Tables
Frequency Table
Constructed by arranging
collected data values in
ascending order of magnitude
with their corresponding
frequencies
20
48. Frequency Tables
Frequency Table
Constructed by arranging
collected data values in
ascending order of magnitude
with their corresponding
frequencies
Two-Way Frequency Table
Shows the observed number
or frequency for two variables
Rows indicate one category
and columns indicate another
20
49. Frequency Tables
Frequency Table
Constructed by arranging
collected data values in
ascending order of magnitude
with their corresponding
frequencies
Two-Way Frequency Table
Shows the observed number
or frequency for two variables
Rows indicate one category
and columns indicate another
20
56. Venn Diagrams
A diagram representing
mathematical sets pictorially
Distinct sets can be found in
separate circles
23
57. Venn Diagrams
A diagram representing
mathematical sets pictorially
Distinct sets can be found in
separate circles
Common elements in the sets
are represented by overlapping
areas
23
58. Venn Diagrams
A diagram representing
mathematical sets pictorially
Distinct sets can be found in
separate circles
Common elements in the sets
are represented by overlapping
areas
Could see a two-circle or three-
circle Venn Diagram on the ACT!
23
61. V. Statistics and Probability
25
A. Data Representation
B. Statistical Interpretation
C. Principles of Probability
D. Frequency Tables and Venn Diagrams
E. Other Probability Scenarios
62. Permutations
Definition: one of several
possible variations in which a set
or number of things can be
arranged or ordered
26
63. Permutations
Definition: one of several
possible variations in which a set
or number of things can be
arranged or ordered
26
64. Permutations
Definition: one of several
possible variations in which a set
or number of things can be
arranged or ordered
26
67. Expected Value
Definition: a predicted value of
a variable, calculated as the sum
of all possible values each
multiplied by the probability of its
occurrence
28
68. Expected Value
Definition: a predicted value of
a variable, calculated as the sum
of all possible values each
multiplied by the probability of its
occurrence
28
69. Expected Value
Definition: a predicted value of
a variable, calculated as the sum
of all possible values each
multiplied by the probability of its
occurrence
28
Teacher Notes
The Statistics and Probability section focuses on basic stats and probability concepts, including visual representations and simple computations.
**We recommend that students take notes in the form of an outline, beginning with Roman numeral five(V) for Statistics and Probability and on the next slide, letter A**
Teacher Notes
What’s the difference between a bar chart and a histogram? It’s all in the x-axis. A bar chart describes a categorical (non-quantitative) variable like the example on the left and the example on page 741; the order of the categories can be changed, and the bars do not touch. The example on the right is a histogram because its x-axis describes a quantitative variable; the order of the “categories” cannot be changed, and the bars touch. For all intents and purposes, these can be treated similarly on the test. It is not important that students know this distinction; this explanation is provided in case students ask about the difference.
http://www.css-resources.com/sample-bar-chart.jpg
https://upload.wikimedia.org/wikipedia/commons/thumb/d/d9/Black_cherry_tree_histogram.svg/220px-Black_cherry_tree_histogram.svg.png
Teacher Notes
The percentages in a pie chart should add up to 100%.
Teacher Notes
1. 10%: 36° and 15%: 54° (check to make sure that the sum of all central angles is 360°)
https://s-media-cache-ak0.pinimg.com/236x/4d/fe/ab/4dfeaba7c8de87fc761424d4537a8033.jpg
Teacher Notes
“Ordered” means that the numbers are organized from smallest to largest.
How do you find the median if there is an even number of data points? Take the mean of the two numbers at the middle of the set of values.
A set does not have to have a mode! (This occurs when there is no single value that occurs more frequently than all other values.) Additionally, the mean and median need not be values that are actually part of the data set.
Answers:
Mean – 6
Median – 5
Mode – 4
https://s-media-cache-ak0.pinimg.com/236x/4d/fe/ab/4dfeaba7c8de87fc761424d4537a8033.jpg
Teacher Notes
“Ordered” means that the numbers are organized from smallest to largest.
How do you find the median if there is an even number of data points? Take the mean of the two numbers at the middle of the set of values.
A set does not have to have a mode! (This occurs when there is no single value that occurs more frequently than all other values.) Additionally, the mean and median need not be values that are actually part of the data set.
Answers:
Mean – 6
Median – 5
Mode – 4
https://s-media-cache-ak0.pinimg.com/236x/4d/fe/ab/4dfeaba7c8de87fc761424d4537a8033.jpg
Teacher Notes
“Ordered” means that the numbers are organized from smallest to largest.
How do you find the median if there is an even number of data points? Take the mean of the two numbers at the middle of the set of values.
A set does not have to have a mode! (This occurs when there is no single value that occurs more frequently than all other values.) Additionally, the mean and median need not be values that are actually part of the data set.
Answers:
Mean – 6
Median – 5
Mode – 4
https://s-media-cache-ak0.pinimg.com/236x/4d/fe/ab/4dfeaba7c8de87fc761424d4537a8033.jpg
Teacher Notes
“Ordered” means that the numbers are organized from smallest to largest.
How do you find the median if there is an even number of data points? Take the mean of the two numbers at the middle of the set of values.
A set does not have to have a mode! (This occurs when there is no single value that occurs more frequently than all other values.) Additionally, the mean and median need not be values that are actually part of the data set.
Answers:
Mean – 6
Median – 5
Mode – 4
https://s-media-cache-ak0.pinimg.com/236x/4d/fe/ab/4dfeaba7c8de87fc761424d4537a8033.jpg
Teacher Notes
“Ordered” means that the numbers are organized from smallest to largest.
How do you find the median if there is an even number of data points? Take the mean of the two numbers at the middle of the set of values.
A set does not have to have a mode! (This occurs when there is no single value that occurs more frequently than all other values.) Additionally, the mean and median need not be values that are actually part of the data set.
Answers:
Mean – 6
Median – 5
Mode – 4
Teacher Notes
Outliers affect the mean more.
Teacher Notes
Outliers affect the mean more.
Teacher Notes
Outliers affect the mean more.
Teacher Notes
Outliers affect the mean more.
Teacher Notes
Outliers affect the mean more.
Teacher Notes
Outliers affect the mean more.
Teacher Notes
“Event” is just a fancier way of indicating that something happens, whether it’s choosing a shirt or picking a route to the store.
The Fundamental Counting Principle can also be extended to more than two events. Simply take the product of the number of ways each independent “event” can occur.
The ACT frequently tests this concept.
Teacher Notes
“Event” is just a fancier way of indicating that something happens, whether it’s choosing a shirt or picking a route to the store.
The Fundamental Counting Principle can also be extended to more than two events. Simply take the product of the number of ways each independent “event” can occur.
The ACT frequently tests this concept.
Teacher Notes
“Event” is just a fancier way of indicating that something happens, whether it’s choosing a shirt or picking a route to the store.
The Fundamental Counting Principle can also be extended to more than two events. Simply take the product of the number of ways each independent “event” can occur.
The ACT frequently tests this concept.
Teacher Notes
“Event” is just a fancier way of indicating that something happens, whether it’s choosing a shirt or picking a route to the store.
The Fundamental Counting Principle can also be extended to more than two events. Simply take the product of the number of ways each independent “event” can occur.
The ACT frequently tests this concept.
Teacher Notes
“Event” is just a fancier way of indicating that something happens, whether it’s choosing a shirt or picking a route to the store.
The Fundamental Counting Principle can also be extended to more than two events. Simply take the product of the number of ways each independent “event” can occur.
The ACT frequently tests this concept.
Teacher Notes
For the fractional representation of probabilities, note that the numerator can never be greater than the denominator.
Teacher Notes
For the fractional representation of probabilities, note that the numerator can never be greater than the denominator.
Teacher Notes
For the fractional representation of probabilities, note that the numerator can never be greater than the denominator.
Teacher Notes
For the fractional representation of probabilities, note that the numerator can never be greater than the denominator.
Teacher Notes
For the fractional representation of probabilities, note that the numerator can never be greater than the denominator.
http://museumvictoria.com.au/collections/itemimages/254/551/254551_large.jpg
Teacher Notes
Answer: 4/20 or 1/5 (must account for the marble removed on the first pick)
Teacher Notes
The rolling of dice represents independent events because the first roll has no impact on the second roll.
Teacher Notes
The rolling of dice represents independent events because the first roll has no impact on the second roll.
Teacher Notes
The rolling of dice represents independent events because the first roll has no impact on the second roll.
Teacher Notes
The rolling of dice represents independent events because the first roll has no impact on the second roll.
Teacher Notes
For two-way frequency tables, note that the marginal frequencies must be the sum of the corresponding row/column.
Teacher Notes
For two-way frequency tables, note that the marginal frequencies must be the sum of the corresponding row/column.
Teacher Notes
For two-way frequency tables, note that the marginal frequencies must be the sum of the corresponding row/column.
Teacher Notes
For two-way frequency tables, note that the marginal frequencies must be the sum of the corresponding row/column.
Teacher Notes
For two-way frequency tables, note that the marginal frequencies must be the sum of the corresponding row/column.
SEE VIDEO LESSON FOR EXAMPLE
SEE VIDEO LESSON FOR EXAMPLE
SEE VIDEO LESSON FOR EXAMPLE
SEE VIDEO LESSON FOR EXAMPLE
Teacher Notes
The expected value of a roll based on the diagram from this slide is calculated as follows:
(0)(1/6) + (0)(1/6) + (0)(1/6) + (0)(1/6) + (10)(1/6) + (20)(1/6) = 5
Each term represents the money that will be won if a particular number is rolled and the probability of rolling that number. We would expect, on average, to win $5 per roll.
SEE VIDEO LESSON FOR EXAMPLE
Teacher Notes
The expected value of a roll based on the diagram from this slide is calculated as follows:
(0)(1/6) + (0)(1/6) + (0)(1/6) + (0)(1/6) + (10)(1/6) + (20)(1/6) = 5
Each term represents the money that will be won if a particular number is rolled and the probability of rolling that number. We would expect, on average, to win $5 per roll.
SEE VIDEO LESSON FOR EXAMPLE
Teacher Notes
The expected value of a roll based on the diagram from this slide is calculated as follows:
(0)(1/6) + (0)(1/6) + (0)(1/6) + (0)(1/6) + (10)(1/6) + (20)(1/6) = 5
Each term represents the money that will be won if a particular number is rolled and the probability of rolling that number. We would expect, on average, to win $5 per roll.