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## Chapter 12 - Day 8

##### Questions to be Sure to Include
• A multiple choice question that asks students to decide which significance test is appropriate (the correct answer doesn’t have to be a chi-square test!).

• A multiple choice question where students have to identify the correct null hypothesis for a chi-square test (pick one of the three tests).

• A multiple choice question which gives a two-way table and asks for a test statistic and P-value only (students should use their calculator for this.)

• On the free response, you should have two questions. One question asking students to do a chi-square goodness of fit test, and one question asking students to do chi-square test with a two-way table (homogeneity or independence). Don’t give students a chi-square test with more than 6 components of the test statistic. Use old AP questions if possible.

• Consider having a follow up question part (b) for each chi-square test. Here are some options for your follow-up question:

• What is the biggest reason for such a large chi-square test statistic? (Follow up analysis)

• Given your conclusion in part (a), which kind of mistake—a Type I error or a Type II error—could you have made? Explain what this mistake would mean in context.

• Why do we check the (random, 10%, Large Counts) condition?

• Ask students if the significance test reveals a causal relationship. If the data comes from an observational study, then we cannot infer causation.

##### Tips to Give Your Students
• Close reading and careful writing are critical to your success this year.

• Be sure to answer all parts of each question.

• Remember the context used in class to introduce each type of chi-square test (M&Ms, gummy bears, favorite class). This will help you decide which test is appropriate when reading a question.

• For each type of chi-square test, know how many populations and how many variables are being measured.

• Always do a follow up analysis for test statistic that is significant!

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