I remember learning about probability in one of my high school math classes. I don’t remember much about it except for the fact that I didn’t understand it. The one class activity we did where we rolled two dice with a partner and recorded the number we rolled and 18 times and recorded how many times the dice added up to a number 1-10. We came back as a team and exchanged our results with everyone to calculate the overall quantitative data. Before we did that, my partner and I calculated the the mean, median, and mode for just our data. Back together as team, with the calculated results we did math for, we made graphs to show those calculations. One graph is of the collective data from our team. Calculating the whole groups results ended up with the bar graph looking like an umbrella. That graph was almost perfect to represent probability because it is more probable to get middle numbers between 1-12 then lower and higher numbers.
In the regression worksheet we did, we had to calculate a lot of different categories of quantitative data to make the final graphs. Some of the calculations we had to do was calculate how many miles from home we are, here in Chico. Everyone had to look up on their phones or laptops the mileage from their home towns and some even went so far to type in their home address and get the exact miles to Chico. Another category we had to calculate how much money we spend on food weekly. We had to calculate our age in terms of months. We also had to calculate how many hours we spend weekly in class. To get the calculations for all these, we used simple math skills like multiplication and addition. We took all the calculations we made, and turned them into scatter plots, comparing each category with another, giving us four scatter plots.
Another assignment we did in class that was somewhat similar to the regression one, was the group spreadsheet assignment. In this activity, we had to ask some of our fellow classmates their height in feet and then calculate that into inches. We used addition and multiplication to achieve the results we needed to graph it out. Looking back, it required a lot more math than I expected and at first it was a little confusing, but once I got used to computing math, it was a piece of cake! My group and I was able to input the data and turn it in to a graph that visually showed the calculations we made as a group.