# Friday, June 16

*Oops* had this in drafts all weekend. Here is an update on last week's classes.

In class: The last three days we have had about half the class gone on the Ashland field trip. On Wednesday we investigated the properties of s-curves and paper clips [see here]. On Thursday we played grudge ball and battled over questions like

What is the sum of the mean, median, and mode of the numbers 2, 3, 0 , 3, 1, 4, 0, 3? [answer: 7.5]

Everyday at school, Jo climbs a flight of stairs. Jo can take the stairs , , or at a time. For example, Jo could climb , then , then . In how many ways can Jo climb the stairs?  [can you figure out the answer? it is less than 30…]

# Friday, June 16

Hi All —

In class this week students have been working on their statistics project. The project asks them to analyze a question in statistics — either a question which I created from a data set of student height and gender in CPMS advisory classes or a question of their choosing with data they find or generate. Here is the project task sheets and rubric.

Statistics project is due on Tuesday.

# Thursday, June 8 + Facial Tissue Request 😤

It would be a great help if you can send any donations of facial tissue! Many students have runny noses this time of the year and our previous classroom stockpile of facial tissue has run out completely. If you can send a box to school with your student that would be a great help! Thank you!

Upcoming: Trigonometry Test on Tuesday, June 13th.

In class: Problem solving with trigonometry. In order to be Highly Proficient in trigonometry students need to be able to solve a variety of problems involving right and non-right triangles. They should be able to write and solve equations involving \$sin, cos\$ and \$tan\$ as well as their inverses, recognize how to construct right triangles and use them to find missing measurements in non-right triangles. Recognize and explain how S-S-A information about a triangle may be ambiguous and measure both cases. Also, HP students will understand and be able to prove the Law of Sines and Cosines for acute triangles.

Assignment: For Monday students should complete

Problem Set #1 ("June 7")

Problem Set #2 ("Trigonometry p-set #6")

Notes: I made a trig review worksheet (here)

# Thursday, June 8

Assignment 9.4 Task + RSG. In class notes on standard deviation

Note: The formula for standard deviation involves $\dpi{300}\inline \Sigma$ (Greek, "Sigma") or "sum" notation. $\dpi{300}\inline x_i$ refers to the ith element in the data set, $\dpi{300}\inline \overline{x}$ is the mean x-value.

$\dpi{300}\inline SD = \sqrt{\dfrac{\sum_{i=1}^{N}(x_i - \overline{x})^2}{N}}$

1. Find the difference between each value and the mean

$\dpi{300}\inline (x_i - \overline{x})$

2. Square those differences

$\dpi{300}\inline (x_i - \overline{x})^2$

3. Find the sum of all of the squares

$\dpi{300}\inline \sum_{i=1}^{N}(x_i - \overline{x})^2$

4. Divide that value by N (the number of data elements in the set)

$\dpi{300}\inline \dfrac{\sum_{i=1}^{N}(x_i - \overline{x})^2}{N}$

5. The Standard Deviation is the square root of the result

$\dpi{300}\inline SD = \sqrt{\dfrac{\sum_{i=1}^{N}(x_i - \overline{x})^2}{N}}$

One way to understand the standard deviation is that it is kind of like the average distance from the mean in the data set.

# Wednesday, June 7 + Facial Tissue request :)

In class we have started Module 9 which is about data and statistics. Today students are completing 9.3 Task and Ready Set Go. We have completed 9.1 and 9.2 as well as a "3 Chips" Problem write-up that was turned in today at the start of class.

The class has run out of facial tissue but there are still plenty of sniffles. So, if you would like to donate some facial tissue to the class that would be much appreciated and put to good use, keeping kids in class instead of heading to the restroom. Thank you thank you thank you!