Mathematics 514

Carrousel Mathematics 514: Chapter 2

Introduction
This document is a tool designed to help give teachers a clear description of what should be
covered in Chapter 2 of the Carrousel Mathematics 514 textbook. The textbook offers more
material than can be covered in most regular classes. However, this summary should be seen
as a guide only; the amount of time available as well as the students' interests and
capabilities will determine the material which is covered. Further information about the
material is found in the Teacher's Guide.

Objectives Covered in Chapter 2

This chapter covers Terminal Objective 2.1: To solve problems using the concept of
correlation. Students will be able to determine if two given variables are related and will be
able to describe that relationship.

It is important to refer to the MEQ Curriculum document for more details on the
objectives of the program (pp. 21 - 23).

Time 12% of the year.

Comments

1. Prior Knowledge: In their continuing study of statistics, students have learned to display
and interpret data in tables and graphs (Math 116), to determine and interpret
measures of central tendency as well as work with grouped data (Math 314), and to look
at the concept of dispersion of data as well as measures of position (Math 416 & 436).

2. In Secondary 3 and 4, the situations students worked with involved dependence. At the
Secondary 5 level, students will check to see if dependence exists.

3. In verifying whether a relationship exists, they will explore 3 important characteristics:

1) the form (linear or not), 2) the intensity (weak, strong, etc.), 3) the direction (positive
or negative).

4. It is important to explore the notion that correlation does not necessarily imply a cause-
and-effect relationship.

5. It is also important to note that the degree of correlation (eg. 0.4) might be considered
weak in one instance but strong in another.

6. Students should be aware that with the use of technology it is possible to draw the line
of best fit (regression line or curve). However, this is enrichment material.

This document has been prepared by Carolyn Gould, Resource Person for MAPCO.
It is available on the MAPCO website: www.qesn.meq.gouv.qc.ca/mapco/
Feedback would be greatly appreciated and may be sent to Carolyn at cgould@rsb.qc.ca
 Mathematics 514

Carrousel 514: Chapter 2

Topic Time Priority 1 Optional Omit

Class Homework
1. Two-Variable 3% √ Statistical Variables Investment 1: 7,
Distribution Relating Statistical 10, 14, 15
(pp. 78 - 88) Variables
Contingency Tables
Investment 1: 1-6,
8, 9, 11-13
Think Tank p. 88

2. Relationship 3% √ Statistical Investment 2: 6, 9,

between Relationships 12
Variables Scatter Plots Think Tank p. 97 b
(pp. 89 - 97) Characteristics of a
Scatter Plot
Investment 2: 1-5,
7, 8, 10, 11
Think Tank p. 97 a

3. Degree of 2% √ Correlation Investment 3: 11 Regression

Correlation Coefficient Think Tank p. 107 Line*
(pp. 98 - 120) Investment 3: 1-10, Investment 4: 8 Investment 5
12 Think Tank p.
Estimating the 120
Correlation
Investment 4: 1-7
Think Tank p. 113

4. Interpreting 4% √ Types of Investment 6: 5, 6

Correlation Relationships Think Tank p. 128
(p. 121 - 146) Interpreting the Workout 3: 9, 10,
Correlation 14, 20, 22-24,
Coefficient 26-34
Investment 6: 1-4,
7-10
Workout 3: 1-8, 11-
13, 15-19, 21, 25,
35-37
Pop Quiz 3

* Although determining the regression line is not part of the objective, the use of a graphing
calculator makes this topic relatively accessible and pertinent.

This document has been prepared by Carolyn Gould, Resource Person for MAPCO.
It is available on the MAPCO website: www.qesn.meq.gouv.qc.ca/mapco/
Feedback would be greatly appreciated and may be sent to Carolyn at cgould@rsb.qc.ca