IN-CLASS FORMAT: • highly interactive. • goal: clarify and simplify the big ideas of the week’s material. • purposeful repetition of big ideas and ideas that the class is demonstrating weakness. ADMINISTRATIVE FORMAT: • generally, two sections from the textbook per week. Before Class: • You read the sections before class. (usually two sections per week) • You take short online quiz over reading material before class. During Class: • We highlight, clarify, and explain the BIG IDEAS from each section interactively during class. • We demonstrate how to solve exercises during class. After Class: • You attack exercises/questions/problems (i.e., homework assignment) after class. • You take short online test over the material after class. (usually two sections per week) CONTENT (second semester = 1B = the stuff essential for doing college statistics): • How to use mean and standard deviation in order to answer questions like: (1) does this vaccine help reduce incidence of such and such an infection? (2) Is there any significant difference in high school students’ math skills (or whatever) – between Indiana & Colorado? – between high school A and high school B? – between Mr Kring’s class using textbook X and Mrs Louden’s class using textbook Y? • What must you know in order to answer these questions? • Is your sample size large enough to make valid conclusions? ————— Both semesters, together, give a solid foundation for citizenship and for college study! I gear the class to typical, inquisitive high school students who are good but not particularly great at math. Weaker math students will thrive because of the interactive nature of the class. Excellent math students will thrive because of the inquisitive nature of statistics as a academic discipline. High school statistics and undergraduate statistics are not dependent on high-level-math. So this class is more conceptual than mathematical, particularly the first semester. An INQUISITIVE MIND is the fundamental requirement. Algebra 1 is the prescribed prerequisite.