1. 2017 AP Statistics Exam
Question #2
Page 15

10. 4 E E E E EEEE 1-prop. z-interval Random Sampling Large Sample
(0.1883, ) E
Interpretation:
Population prop.
Context
We can be 95% Confident… E
141.25,
Work shown E 4
EEEE

11. 3 I E E E IEEE 1-prop. z-interval Random Sampling Large Sample
(0.1883, ) E
Interpretation:
Population prop.
Context
We can be 95% Confident… E
141.25,
Work shown E 3
IEEE

12. 2 I E I E I E I E 1-prop. z-interval Random Sampling Large Sample
(0.1883, ) E
Interpretation:
Population prop.
Context
We can be 95% Confident… I
141.25,
Work shown E 2
I E I E

13. 2 2½ P I E E PIEE 1-prop. z-interval Random Sampling Large Sample
(0.1883, ) I
Interpretation:
Population prop.
Context
We can be 95% Confident… E
141.25,
Work shown E 2
PIEE 2½

14. 2 I P P E IPPE 1-prop. z-interval Random Sampling Large Sample
(0.1883, ) P
Interpretation:
Population prop.
Context
We can be 95% Confident… P
141.25,
Work shown E 2
IPPE

15. 1 I I I E I I I E 1-prop. z-interval Random Sampling Large Sample
(0.1883, ) I
Interpretation:
Population prop.
Context
We can be 95% Confident… I
141.25,
Work shown E 1
I I I E

19. Based on your experience at the AP® Reading with student responses, what advice would you offer to teachers to help them improve the student performance on the exam?
In inference questions, ask students to identify the population and parameter of interest. Encourage students to use the language in the stem of the question when defining the parameter.
Discuss why each condition is being checked for an inference procedure and help students understand how to check the condition. Use applets and hands-on activities to demonstrate what happens when each condition isn’t met.
Insist on proper notation throughout the course and refer students to the formula sheet.
Emphasize the difference between interpreting a confidence interval and a confidence level. Use hands-on activities and applets involving repeated sampling to illustrate the idea of a confidence level interpretation.
Give students ample practice in distinguishing categorical variables/data (proportions) from quantitative variables/data (means).
Have students make a summary chart of inference procedures with the appropriate names, conditions, and formulas for each.

20. What resources would you recommend to teachers to better prepare their students for the content and skill(s) required on this question?
In general, review of previous Chief Reader reports will give teachers excellent insight into what constitutes strong statistical reasoning, as well as common student errors and how to address them in the classroom. Previously
released exam questions and participation in the Online Teacher Community are of high value for practice and for advice.

21. Exit Ticket (Friday only) -
 bit.ly/18FALLMATH