Mathematics 9 – Probability and Statistics Unit Test

Name:_____________________________________

Answer the following questions. SHOW YOUR WORK. Partial marks are available for
attempted work. Calculators are allowed. The marks for each question are listed.

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1. The mean of five numbers is 20. The median is 23. What might the numbers be? Find 2
different sets of data. (/2)

2. What does the term probability mean? (/1)

3. Define theoretical probability, experimental probability, and subjective judgement. Give

an example of each. (/6)

4. At the pet store, Jacob buys 100 biscuits for her dog, Rue. He buys 75 beef-flavoured
biscuits, 15 cheese-flavoured, and 10 chicken-flavoured. The store clerk puts them all in
one bag. When he gets home, Jacob shakes the bag and pulls out a biscuit. (/3)
a. What is the probability that Jacob pulls out a cheese-flavoured biscuit from the bag?
(/1)
 b. What is the probability that he pulls a beef-flavoured biscuit from the bag? (/1)

c. What is the probability that Jacob pulls a cheese-flavoured, then a beef-flavoured

biscuit out of the bag? (/1)

5. List the 3 other ways that 60% probability can be expressed. (/3)

6. One coin is tossed 3 times. What is the probability of each even? (/4)
a. 3 heads? (/1)

b. 3 tails? (/1)

c. Tails, then heads, then tails? (/2)

7. Kelsey and Jamie each have a standard deck of playing cards. Each of them turn over a
card, then they compare suits. What is the probability that: (/3)
a. Kelsey turns over a spade? (/1)
 b. Jamie turns over a heart? (/1)

c. Kelsey turns over a spade and Jamie turns over a heart? (/1)

8. Car insurance is more expensive for teenagers than adults because the probability of an
accident is higher for teenagers. What are the assumptions that insurance companies are
making when it charges teenagers more for insurance? List 2 assumptions. (/2)

9. What is the probability for each event? Write a ratio, fraction, and percent for each. (/2)
a. You roll a 3 or 5 on a die labelled 1 to 6. (/1)

b. You pick an orange out of a basket that contains 2 oranges, 6 apples, and 8 peaches.
(/1)

10. What are the 5 suggested steps to use when collecting data for statistical analysis projects
like we did in class? List them in order. (/5)
 11. Cassandra has a box that contains 3 red, 2 green, and 4 white candies. She picked one
candy out, saw it was white, and ate it. She picked a second candy out at random, saw it
was red, and ate it. Cassandra picked a third candy at random. (/2)
a. Which colour is the third candy most likely to be? (/1)

b. What is the probability that the candy will not be the colour named in part a? (/1)

12. Mr. Johnson wants to find out how much the average grade 9 students spends on clothes
each month. (/6)
a. What are some potential problems he may encounter when gathering his data?
Identify three and explain. (/3)

b. For each problem you listed in part a, explain how these problems could be avoided.
(/3)

13. Alex has a large collection of t-shirts and does not like folding them. He goes to take out
a t-shirt from his laundry basket to get dressed for school. Alex has 4 colours of t-shirts:
(/3)
Colour # of t-shirts

Red 5

Blue 4

Green 11

White 3

a. What type of probability would you use for this question? (/1)
 b. What is the probability that Alex will pull out a:
i. Red t-shirt? (/1)

ii. A blue or green t-shirt? (/1)

14. Identify whether a population or sample is the best way to collect data in each scenario.
Justify your answer. Describe who the population or sample is: (/8)
a. C95 radio station polls its listeners to find out the top 10 songs of the week. (/2)

b. A Saskatoon city planner wants to know which roads in Vancouver people think
need the most repair. (/2)

c. The school cafeteria wants to know the most popular soup flavor purchased by
students. (/2)

d. Miss Fast has a class of 30 students. 25 of them attended the day she asked
whether they would prefer to take their math test on a Friday or a Monday. (/2)

15. Imagine the spinner below is spun twice. (/3)

a. How many possible combinations are there? (/1)

 b. What is the probability that it will land on red twice? (/1)

c. What is the probability that it will land on red, then blue? (/1)

16. What are the 6 types of samples? Provide an example for 3. (/9)

17. Emanuel chooses a 3-letter password for his school computer account. He can use the
same letter more than once. What is the probability that someone can access his account
by randomly choosing 3 letters? (/2)

BONUS (2 Marks):

What is something you learned and/or found interesting from our statistical analysis project?
Explain what you learned and why you found it interesting.
 Reflection:

For my final assessment piece for my Mathematics 9 Probability and Statistics Unit, I

decided to assess my students’ knowledge by examining them with a unit test. I chose to use this

as my final summative assessment piece because it will give me insight into how much my

students understood the concepts discussed in class throughout the unit. This assessment piece

also covers two outcomes from the Saskatchewan curriculum that allow students to demonstrate

an understanding of the effect of bias, use of language, ethics, cost, time and timing, privacy,

cultural sensitivity, and population or sample in data collection (SP9.1), as well as demonstrate

an understanding of the role of probability in society (SP9.3), which build on my other

assessment pieces from the unit. Students will have homework assignments throughout the unit

which include worksheets and/or textbook questions. Their homework will not be graded, but

they will be formatively assessed. I will look over their homework assignments to determine if

they are understanding the concepts. There will be formative and summative assessment

incorporated into a statistical analysis project where students will create research projects based

on FNIM and treaty content and use the topics they learned in class. The students will also

perform a self-assessment for this project. As well, it includes inquiry-based learning as they will

create a research question, with the guidance of the teacher, and investigate it to find answers on

their own.

My students will also be involved in the discussion of what topics will be covered on the test.

Although the exam is already created, it is open for discussion in regards to which topics the

students think should be covered. If there is a concept that the students do not find familiar, the

questions can be adjusted. There are two days scheduled for unit review that will also involve

students creating cheat sheets with any formulas they want on it. On the test, the weight of each
question is laid out so students know the value of the assessment. The summative assessment for

this unit will be more heavily weighted on the statistical analysis project than the test and the

students will understand that the test is to analyze what knowledge they have retained from the

lessons.

In order for students to be successful in this assessment, they will need to attend the 14

preceding lessons to learn all the content on the exam. The test contains questions from topics

taught in each lesson. If a student misses a class, there are days scheduled to help them learn the

content, such as the mid-unit review day or the two days set aside for review of all the concepts.

In these lessons, students will review their prior statistical knowledge, discover probability in

society, analyze the potential problems with collecting data, learn to compare populations and

samples and how to select an appropriate sample, and determine how to design a project through

researching statistical analysis of the effects of treaties on Indigenous peoples in society.

When composing the unit test, I incorporated an assortment of number-based word problems

and literacy-based questions which are all covered in the lessons leading up to it. It is a multi-

disciplinary test and in order to be successful the students need to be able to explain concepts

using words to demonstrate that they truly understand the concepts instead of just memorizing

formulas. This also allows students with varying strengths to have success in this assessment. I

will incorporate adaptations such as giving students more time if needed to finish the exam. I

will arrange spaces for those students who need to work in a quiet space by themselves in order

to be more successful. I will also provide resources for EAL students or those who need

additional services. If available, I would provide scribes for students who need help with

translation or misunderstandings on questions, or allow them to perform the test orally. Students

will be able to assess their exam after it is marked to learn from their errors and see their areas of
strength and those that need more work. If a student performed poorly on the test, I would make

rewrites available to students on an alternative version of the exam. However, to make sure my

students are able to improve, I would offer extra work sessions where it would be mandatory for

students to attend a certain amount (two out of three for example) in order to be eligible to

rewrite the exam. There will be no formal self-assessment of the test, however, for the statistical

analysis project they will have an opportunity to assess their work.

To make the final assessment piece relevant to the students, I attempted to create questions

that were applicable to their own lives, such as the car insurance question (#8). The test will

make the information the students have obtained from lessons, homework assignments and the

statistical analysis project more concrete because they will be applying information they already

have learned.

For my own professional growth during the entire unit, I want to commit to social justice

and the capacity to nurture an inclusive and equitable environment for the empowerment of all

learners (PGP 1.3), provide knowledge of Canadian history, especially in reference to

Saskatchewan and Western Canada (PGP 2.1), knowledge of First Nations, Métis, and Inuit

culture and history (PGP 2.3), and incorporate First nations, Métis, and Inuit knowledge, content

and perspective into all teaching areas (PGP 4.2). I will do this through my statistical analysis

project on the effects of colonization and treaty on Indigenous culture. By including relevant

content, I want to make a commitment to service and the capacity to be a reflective, lifelong

learner and inquirer (PGP 1.4) and having the capacity to engage in program planning to shape

‘lived curriculum’ that brings learner needs, subject matter, and contextual variables together in

developmentally appropriate, culturally responsive and meaningful ways (PGP 4.3).