276 Patton Lane Harriman, TN 37748-5011

(865) 354-3000 Fax (865) 882-4562

www.roanestate.edu
Monday, April 8, 2019

Greetings MATH 0530/1530 Faculty,

I hope this letter and accompanying textbook find you well! As the new course
coordinator for MATH 1530, I wanted to send an update on the course and make you aware
of some things that are changing as well as dispel some rumors that are floating around!
There are some changes that will be made to MATH 0530 and MATH 1530 for the Fall 2019
semester, but many things will remain the same. I have included a separate sheet with
details about those things that are and are not changing.
I am also including the basic course calendar for MATH 1530. We will be working on
the pairings for the 0530 course this summer and a more detailed calendar will be provided
at a later date. The biggest change of note is that we will start the course with basic
probability. The goal is to take an intuitive approach to this topic rather than a formulaic
approach. The course revitalization team—Anna Davis, Stefanie Holmes, Jillian Miller, and
myself—hope this change will start students off with an idea of likely/unlikely before
starting into the basic vocabulary of statistics; this change will also remove the disconnect
many of us saw as students moved from descriptive statistics to probability and then back
to statistics.
If you have any questions, comments, or concerns regarding MATH 0530 or MATH
1530, please do not hesitate to contact me directly! I will be sending an email with links to
instructor resources, login information for you to preview the MyLabsPlus homework, and a
more detailed common calendar for Fall 2019.

Best regards,

Elizabeth A. Weaver
Assistant Professor of Mathematics

Enclosures:
Statistics: Informed Decisions Using Data, 5e by Sullivan
Constants and Variables
Tentative Calendar for Fall 2019
Sections and Objectives

Serving the counties of

Roane  Anderson  Campbell  Cumberland  Fentress  Loudon  Morgan  Scott
(Knox and Blount for Health Sciences)
 Constants and Variables
The New Look of Introductory Statistics
Things that are changing:
⬧ Textbook. We have reached the end of our time being able to use our current textbook.
Several faculty have made comments about disliking the Triola text. In an attempt to make
the transition to a new author as smooth as possible, a committee of four instructors of
MATH 0530/1530—Anna Davis, Stefanie Holmes, Jillian Miller, and myself—reviewed a
selection of possible Pearson titles and settled on Interactive Statistics: Informed Decisions
Using Data by Sullivan and Woodbury. The accompanying textbook is the basis for this
interactive MyLabs textbook.
⬧ Content Covered. There will be some changes to the content covered. We will be cutting
some topics completely, changing the required depth of coverage of some others, and
possibly adding more hypothesis testing. The goal will be to tie everything we teach into
hypothesis testing. I will get a more detailed list of sections and objectives to cover to you
soon.
⬧ Order of Content. We are going to change the order of some content so that the students
can more easily connect the concepts of descriptive statistics and the empirical rule with
discrete and continuous random variables.
⬧ Online Homework. The online homework will have an option for interactive assignments
that allow your students to work with data in a new way. This will be an optional change,
but a very exciting one, I believe.
⬧ MATH 0530 Additions. We will be working on adding (a) reading comprehension
activities geared toward statistics word problems, (b) lessons and activities concerning
growth mindset vs. fixed mindset, and (c) basic computations (including those with
fractions) by hand as well as the calculator.
⬧ MATH 0530 Assessments. MATH 0530 will include content specific quizzes and test to
assess the proficiency of the learning support content.
Things that are NOT changing:
⬧ Common Calendar. All sections in which MATH 0530 students are enrolled must adhere to
the common calendar.
⬧ Calculator Use. The TI-84 (or TI-83) calculator must be used for most calculations (details
will be included with the sections to be covered).
⬧ Common Final. There will be a common final given to all MATH 1530 students and must
represent some weight towards the overall course grade.
⬧ Academic Freedom. You will still have the freedom to teach the material covered as you
see fit within the guidelines of the common calendar and the required use of the calculator.
⬧ Online Homework. We will continue to use MyLabsPlus with direct billing. Suggested
assignments will be set in your courses, but you are free to use, edit, or ignore these as you
see fit.
⬧ Mini Lectures. MATH 0530 will be updating the mini lectures, but they are invaluable and
we will continue to use them as part of the corequisite model. If you have suggestions for
changes or additions to the mini lectures, please contact Anna Davis or Stefanie Holmes.
Future Changes
⬧ Course Revitalization. We have a team working on possible TBR Course Revitalization
Grants for both MATH 0530 and MATH 1530. The revitalization aims to create several
(optional) informal group activities that will be made available to all faculty members.
These activities will be created for both MATH 0530 and MATH 1530. We hope to have
these available for use by Spring 2020.
⬧ Alternate Assessments. As we continue to work on in-class projects and activities, we
would like to have options for alternate assessments to be done on the two-day period
reserved for reviewing and testing. If you have suggestions for these projects, please let one
of the revitalization team members know!
⬧ Training and Appreciation Dinner. It is our hope to have a dinner for all MATH 0530 and
MATH 1530 instructors. We will demonstrate several of the activities the revitalization
team creates, have sessions for using technology (TI-84 calculators, StatCrunch, Microsoft
Excel, etc.), feed you, and hopefully have a few more surprises for attendees!
 Tentative Calendar for Fall 2019
Common Calendar for MATH 1530
MW Schedule TR Schedule
8/26 8/28 8/27 8/29

Syllabus 5.1-5.2 Syllabus 5.1-5.2

9/2 9/4 9/3 9/5

Labor Day 5.3-5.4 5.3-5.4 1.1-1.2

9/9 9/11 9/10 9/12

1.1-1.2 1.3-1.4 1.3-1.4 1.5-1.6

9/16 9/18 9/17 9/19

1.5-1.6 Review Review Test 1

9/23 9/25 9/24 9/26

Test 1 2.1-2.3 2.1-2.3 3.1-3.2

9/30 10/2 10/1 10/3

3.1-3.2 3.4-3.5 3.4-3.5 6.1

10/7 10/9 10/8 10/10

6.1 7.1 7.1 7.2

10/14 10/16 10/15 10/17

Fall Break 7.2 Fall Break Review

10/21 10/23 10/22 10/24

Review Test 2 Test 2 8.1

10/28 10/30 10/29 10/31

8.1 9.1 9.1 9.2

11/4 11/6 11/5 11/7

9.2 10.1 10.1 10.2

11/11 11/13 11/12 11/14

10.2 10.3 10.3 Review

11/18 11/20 11/19 11/21

Review Test 3 Test 3 11.1

11/25 11/27 11/26 11/28

11.1 Thanksgiving 11.2-11.3 Thanksgiving

12/2 12/4 12/3 12/5

11.2-11.3 4.1-4.2 4.1-4.2 Review

12/9 12/11 12/10 12/12

Review Final Exam Final Exam

 Sections and Objectives
Content for MATH 1530
Chapter 5: Probability
5.1—Probability Rules (cover all objectives)
5.2—The Addition Rule and Complements
 Define “disjoint”
 Use an intuitive approach to solving “or” probabilities rather than a formula
 Cover “complements”
5.3—Independence and the Multiplication Rule
 Define “independent”
 Use an intuitive approach to solving “and” probabilities rather than a formula
 Cover the basic idea of “at least” probabilities
5.4—Conditional Probability and the General Multiplication Rule
 Use an intuitive approach to conditional probabilities rather than using a
formula
 Add to the intuitive approach for solving “and” probabilities for dependent
events
5.5—Counting Techniques
 Find the number of possible outcomes using the Multiplication Rule
 Other counting techniques do not need to be covered (optional if desired and
time permits)

Chapter 1: Data Collection

1.1—Introduction to the Practice of Statistics
 Cover all EXCEPT levels of measurement
1.2—Observational Studies vs. Designed Experiments
 Distinguish between an observational study and an experiment (more detail
about experiments in §1.6)
 Types of Observational Studies (optional)
1.3—Simple Random Sampling
 Define Simple Random Sample (SRS)
 Use technology to get a random sample (Google random number generator, TI-
83/84 randInt function, Excel, StatCrunch, etc.); table of random numbers is
optional
1.4—Other Effective Sampling Methods
 Define and distinguish between stratified, systematic, and cluster samples
 Discuss convenience sampling and multistate sampling
1.5—Bias in Sampling
 Briefly overview the three sources of bias in sampling
1.6—The Design of Experiments
 Cover the characteristics of an experiment
 Overview of experimental design
Chapter 2: Organizing and Summarizing Data
2.1—Organizing Qualitative Data
 Cover creating and reading pie charts and bar graphs
2.2—Organizing Quantitative Data: The Popular Displays
 Cover frequency tables, histograms, and shape of distributions
 Brief overview of reading and making stem-and-leaf plots and dot plots
2.3—Additional Displays of Quantitative Data
 Cover cumulative frequency and relative frequency tables
 Other graphs in this section are completely optional
2.4—Graphical Misrepresentations of Data
 Cover the basics of misleading or deceptive graphs

Chapter 3: Numerically Summarizing Data

3.1—Measures of Central Tendency
 Cover mean, median, and mode
 Define “resistant” measure
 Be sure to use 1-Var Stats for calculations rather than formulas (or in addition to
formulas; you can also use Excel or StatCrunch)
3.2—Measures of Dispersion
 Cover range, standard deviation, variance
 Be sure to use 1-Var Stats for calculations rather than formulas (or in addition to
formulas; you can also use Excel or StatCrunch)
 Cover Empirical Rule
 Omit Chebyshev’s Inequality
3.3—Measures for Grouped Data (omitted)
 Cover the idea of weighted averages with discrete random variables (§ 6.1)
3.4—Measures of Position and Outliers
 Brief look at z-scores as the number of standard deviations from the mean; used
for comparison between different data (like ACT vs. SAT scores, etc.)
 Cover percentiles and quartiles
 Cover the interquartile range
 Checking for Outliers by the 1.5 × 𝐼𝑄𝑅 Criterion (optional; you can use the graph
of a modified boxplot on the TI-84 to determine outliers as well)
3.5—The Five Number Summary and Boxplots
 Compute the 5-number summary
 Draw and read boxplots and modified boxplots

Chapter 6: Discrete Probability Distributions

6.1—Discrete Random Variables
 Cover all 6 objectives listed in this section
 Be sure to use technology (1-Var Stats with L1 and L2) for the mean and
standard deviation (technology required, formulas optional)
 Cover weighted averages (including calculating GPA, etc.)
6.2—Binomial Probability Distribution (optional if time permits, otherwise omitted)
6.3—The Poisson Probability Distribution (omitted)
Chapter 7: The Normal Probability Distribution
7.1—Properties of the Normal Distribution
 Cover the uniform probability distribution as needed to connect the idea of area
under the curve and probability
 Of the 7 properties listed (pp. 359-360), #3 is optional. The other properties are
important to cover at some level
 We no longer use tables for the normal distribution
7.2—Applications of the Normal Distribution
 Standard normal curve and z-scores (optional; if you intend to have students
calculate the required sample size by hand, you will want to cover this part)
 Find probability under the normal curve with technology (TI-83/84 normalcdf,
or Microsoft Excel, StatCrunch, etc.)
 Find the value for a given area with technology (TI-83/84 invNorm, or others)
7.3—Assessing Normality (omitted)
7.4—The Normal Approximation to the Binomial Probability Distribution (omitted)

Chapter 8: Sampling Distributions

8.1—Distribution of the Sample Mean
 Define sampling distribution
 Cover the mean and standard deviation for sampling distributions
 Cover the Central Limit Theorem for non-normal populations
8.2—Distribution of the Sample Proportion (omitted)

Chapter 9: Estimating the Value of a Parameter

9.1—Estimating a Population Proportion
 Cover all three objectives
 Be sure to use technology for constructing confidence interval (on the TI-83/84
use 1-PropZInt)
 Determine the needed sample size for a given margin of error (using formula or
SSPROP program on TI-83/84; if students need the program, send them to the
learning center in Harriman or Oak Ridge to get them)
9.2—Estimating a Population Mean
 Reminder that the sample mean is the best point estimate for the population
mean
 Basic concepts of t-distribution (calculating t-values only needed if you are using
the formula for sample size)
 Be sure to use technology for constructing confidence interval (on the TI-83/84
use TInterval)
 Determine the needed sample size for a given margin of error (using formula or
SSMEAN program on TI-83/84; if students need the program, send them to the
learning center in Harriman or Oak Ridge to get them)
9.3—Estimating a Population Standard Deviation (omitted)
9.4—Putting it Together: Which Procedure Do I Use? (optional summary)
9.5—Estimating with Bootstrapping (omitted)
Chapter 10: Hypothesis Tests Regarding a Parameter
10.1—The Language of Hypothesis Testing
 Determine the null and alternative hypotheses
 Type I and Type II Errors (the extent of how deeply you cover this is up to you)
 State conclusions to hypothesis tests
10.2—Hypothesis Tests for a Population Proportion
 Test a hypothesis using technology (on the TI-83/83, using 1-PropZTest)
 Connecting hypothesis tests with confidence intervals
10.3—Hypothesis Tests for a Population Mean
 Testing a hypothesis using technology (on the TI-83/83 using T-Test)
 Statistical vs. practical significance
10.4—Hypothesis Tests for a Population Standard Deviation (omitted)
10.5—Putting It Together: Which Method Do I Use? (optional summary)
10.6—The Probability of a Type II Error and the Power of the Test (omitted)

Chapter 11: Inferences on Two Samples

11.1—Inference about Two Population Proportions
 Distinguish between independent and dependent sampling
 Hypothesis testing using technology (on the TI-83/83 using 2-PropZTest)
 Confidence intervals (optional)
 Sample size (optional)
11.2—Inference about Two Means: Dependent Samples
 Hypothesis testing using technology (on the TI-83/84 using T-Test for the
difference in means)
 Confidence intervals (optional)
11.3—Inference about Two Means: Independent Samples
 Hypothesis testing using technology (on the TI-83/84 using 2-SampTTest)
 Confidence intervals (optional)
11.4—Inference about Two Population Standard Deviations (omitted)
11.5—Putting it Together: Which Method Do I Use? (optional summary)

Chapter 4: Describe the Relation between Two Variables

4.1—Scatter Diagrams and Correlation
 Create and read scatter diagrams
 Properties of the linear correlation coefficient
 Compute (with technology) the linear correlation coefficient and interpret (on
the TI-83/84 using LinRegTTest or LinReg ax+b or LinReg a+bx)
 Determine if there is a linear correlation between two variables
 Explain the difference between correlation and causation
4.2—Least-Squares Regression
 Find the LSRL (using technology) and use it to make predictions (on the TI-
83/84 using LinRegTTest or LinReg ax+b or LinReg a+bx)
 Interpret the slope and 𝑦-intercept of the LSRL
4.3—Diagnostics on Least-Squares Regression Line (omitted)
4.4—Contingency Tables and Association (omitted)