Portfolio 1

There are different types of quadrilaterals, that is, shapes made up of four line
segments. Now, quadrilaterals consist of, but are not limited to, squares,
rectangles, rhombi, trapezoids, and parallelograms. Each have their own
definition. Quadrilaterals, by definition, are made up of four line segments. It does
not mention anything about congruent sides or congruent angles so it can be any
shape or size, as long as it has four sides. IE:

A square is a type of quadrilateral, that has all four congruent sides as well as 4
congruent angles.
A rectangle is defined by having 4 congruent angles.

A rhombus is defined as having 4 congruent sides.

A parallelogram is classified as having at least 2 of parallel lines.

A trapezoid is defined as a quadrilateral that has ONLY ONE pair of parallel lines.

When dealing with squares we can say that, All squares are rectangles, rhombi,
and parallelograms. We can say this because a Square has all congruent sides,
all congruent angles, and 2 pairs of parallel lines. It meets the requirements for
all rectangles, parallelograms, and rhombi.

When classifying rectangles we can say, Rectangles can be squares and

rhombi, if and only if those shapes meet the criteria of a rectangle. This means
that those shapes have to have 4 congruent angles. Rectangles are also always
classified as parallelograms because rectangles always have 2 pairs of parallel
lines.

We cannot say all rectangles are squares or rhombi, because not all rectangles
have 4 congruent lines. For example:
All angles are congruent,
but not all sides are
congruent.

Rhombi, by definition, have to have 4 congruent sides, which means they can be
classified as squares because squares must have 4 congruent sides. But we
cannot say that all rhombi are squares or rectangles. Although rhombi have 4
congruent sides, that doesnt necessarily mean the have congruent angles. We
can only classify the rhombus as a square and/or rectangle when the rhombus
has 4 congruent angles. For example:

All sides
are
congruent, but not all
angles are congruent

All rectangles, rhombi, and squares are parallelograms because they all have 2
pairs of parallel lines.

Rhombus
Square

Rectangle

However, not all quadrilaterals are parallelograms. For example, a trapezoid only
has one set of parallel lines.

Trapezoids are quadrilaterals but cannot be squares, parallelograms, rectangles,

or rhombi because a trapezoid will always have different angles and at least two
different sides. For example:

Portfolio 2: Explain the different ways that triangles can be

classified. When do the definitions overlap etc. Use examples
to clarify your thinking.
Triangles

Triangles can be equilateral, isosceles, or scalene.

o Equilateral Triangles are triangles that have three congruent
(equal) sides.

Isosceles Triangles are triangles with two congruent sides.

Scalene Triangles are triangles that have three different sides.

Triangles can also be obtuse, right, or acute triangles.

o Right Triangles are triangles that have a right (measures at 90 o)
angle.

Obtuse Triangles are

triangles that have an
angle greater than 90 o
and less than 180 o.

Acute Triangle are triangles that have each of their angles

measuring less than 90 degrees.

All equilateral triangles are isosceles. Because, by definition,

equilateral triangles have three congruent sides and an isosceles
triangle must have two congruent sides. A scalene triangle can
only be a scalene triangle because all three sides be different
lengths.

A triangle can only be obtuse, right, or acute since it

cannot be more than one or neither. All angles are
accounted for with these triangles.

Overlapping Triangles

On occasion, a triangle may be placed into more than one category of

triangle.
Examples:
o Equilateral Triangle
Because an
equilateral
triangle has
three
congruent
sides. It can
also be
considered an
isosceles
triangle.
An equilateral triangle can also be an acute triangle
because all three angles fall under 90 o degrees.
All angles on a triangle must be 180 o degrees,
because an equilateral triangle has three equal
sides it also has three congruent angles. 180 o
degrees divided by 3 means the angles are 60 o
degrees.

**This does not mean all isosceles are equilateral

triangles**
o

Isosceles Triangle
An isosceles triangle can also be an obtuse triangle.
Isosceles triangles have two congruent sides which
means two congruent angles. An obtuse triangle

needs one angle greater than 90 o degrees and it can

also be a right triangle.

.
An isosceles triangle can also be an acute triangle. An
acute triangle has all three angles each measuring less
than 90 degrees. An isosceles triangle needs to have
two congruent angles.

An isosceles triangle can also be a right triangle. A

right triangle needs to have one right angle. The other
two angles can be congruent.

Scalene Triangle
A scalene triangle is a triangle with three different
sides and angles which means it could be an acute
triangle. Because an acute triangle just needs to have
degrees less than 90 o, a scalene can fall under that
category.

A scalene triangle can also be an obtuse triangle.

Because an obtuse triangle must have one angle
greater than 90 o degrees, a scalene triangle with three
different angles can have an angle greater than 90 o
degrees.

To Sum it all Up:

A scalene triangle can also be a right triangle. A right

triangle is a triangle with a right angle; the definition
gives no mention as to the degrees of the other two
angles.

Portfolio #3
Definition: Altitude of a triangle
The altitude of a triangle is a segment that goes
from a vertex of the triangle, to a point on the line that contains the opposite side,
and is
perpendicular to that line. It is also the length of that segment
Right Triangle Altitude.
Segment AD would be the altitude of angle A, because AD is
perpendicular to the opposite side of angle A.
The altitude of Angle B would be line AB because
Ab is already perpendicular to the opposite side
(AC). Thus we can say that AC is the altitude of
Angle C because It connects with Line AB at a 90
degree angle making it perpendicular to its
opposite side.

Acute Triangles: The altitude of an acute triangle will land on the

opposite side of each angle. Because the angles are so small its easier
to find the perpendicular point on each opposite side.
Alt of Angle A: DA
Alt of Angle B: EB
Alt of Angle C: FC

Altitude of an obtuse triangle.

Obtuse triangles are quite tricky,
because we cant find the perpendicular
point on the opposite side of two angles,
we have to extend the sides to be able to find it.
Angle A: AD
Angle B:BE
Angle C:CF

Portfolio #4:
Translation: By definition, a translation moves every point of an object a fixed
distance in the same direction. IE: Translate the triangle to 4 units to the left and
5 units down (also known as a vector, (-4, -5)).
4

B (3, 4)

5
A (1, 1)
4

C (5, 1)

B1 (-1,
-1)
5
A1 (-3, -4)

As you can see, the green triangle,

the prime triangle, has shifted by the
vector, (-4, -5) which is the exact
same size and shape of the original
triangle. If you count out each point,
they have moved over and down
exactly the same amount of spaces.
The shape of the triangle does not
change at all.

C1 (-1, -4)
4

Rotation: A rotation of an object about a point P through an angle of an origin

will rotate the entire object as if it was on a wheel and point P is the center of that
wheel. It can be rotated by any degree and it could be rotated on a specific point.
IE: Rotate at 90 degrees clockwise at P (4, 1).
A1 (4, 5)

B (2, 4)

The original triangle has moved

from its original spot1 to the new
B (7, 3)
triangle, A1 B1 C1. The triangle
was rotated to the right at a 90
degree at point (4, 1).

90o at (4,1)

A
(0,1)

C1 (4, 5)
C (4,1)

IE: Rotate at P (-2, -1) counter clockwise at 90 degrees.

C1 (-4, 5)
B (2, 4)
B1 (7, 3)

A1 (-4, 1)

A (0, 1)

The new triangle, A1 B1 C1 was rotated

at point (-2, -1) counter clockwise at a
90 degree angle. The size of the
triangle has not changed.
C (4, 1)

Reflection: By definition, reflection is of an object across the line L in the plane is

done by moving every point in the object to the other side of the line so that each
reflected point is the same distance from line L as the original point.
IE: Reflect the image of the triangle ABC across the line x=0.
B (3,3)

A (0, 1)
A1 (0, 1)

C (0, 5)
C1 (0, 5)

The new triangle, A1B1C1 has been

reflected on the opposite side of
(0,0). As you can see, it is a mirror
image of the original triangle ABC. It
is the same size and shape. The only
thing that is different is that it is in a
different quadrant 4.

B1 (3, -4)

IE: Reflect the triangle ABC across the line x=-1

1

B (-7, 4)

A1 (-9, 1)

B (3, 4)

C1 (-5, 1)

C (5, 1)
A (1, 1)

The original triangle ABC

has been reflected across
the x=-1 line and is now
shown as A1B1C1. It is the
same size and shape as
the original one. Also, it is
the same distance from
x=-1 on both triangles.

IE: Reflect triangle ABC across y= -2

B (5, 1)
C (9, 1)
A (5, 1)

Scale: 3

The original triangle ABC has been

reflected across the y=-2 line and
is now shown as A1B1C1. It is the
same size and shape as the
original one. Also, it is the same
distance from y=-2 on both
triangles.

C1 (2, 3)
A1 (5,
-5)

C1 (9, -5)

(5, -7)
Dilations: A dilation transforms the B
original
triangle by its size from a specific
point on the graph. It can either shrink the triangle or make it larger.

IE: Dilate the triangle ABC from the point (-4, 3) using a scale factor of 3.
Scale: 3
D (-4, 3)

C (-2, 3)

C (2, 3)

2.24

2.83

B (-1, 1)

A (-4, 1)
6.71

8.49
9
A1 (-4,
-3)

B1 (5, -3)

The original triangle ABC has been

dilated at a scale of 3 at point (-4,
3). Now as seen by the green
triangle, A1B1C1, it has been
increased by 3 times. If you look at
the sides of the blue triangle and
their lengths, if you times them by
3, youll have the measurement of
the green triangle. The distance
from point D and the blue triangle,
is 3 and the distance from point D
and the green triangle is 3 times
as much as the blue.

IE: Dilate the triangle ABC from the point (4, 4) using a scale factor of -.5.
Scale: -0.5

A (-2, 6)
D (4, 4)
6.4

B1 (7,
5.5)
2
3.2
2.5

C1 (9,
5.5)

5
A1 (7, 3)
4

C (-6, 1)

B (-2, 1)

The original triangle ABC has been dilated at a scale of -0.5 at point (4, 4). Now
as seen by the green triangle, A1B1C1, it has been reduced by 0.5. Since it was a
negative scale, the triangle flips upside down. If you look at the sides of the blue
triangle and their lengths, and if you times them by .5, youll have the
measurement of the green triangle. The distance from point D and the blue
triangle, is 6 and the distance from point D and the green triangle is 3 which is
half as much as the blue.

Portfolio 5: The Pythagorean Theorem

The definition of the Pythagorean Theorem Given a right triangle ABC
with the right angle at C. If a and b are the legs (the sides that form
the right angle) and c
is the hypotenuse then a 2+b2=c2 or if a 2+b2=c2 where a, b and c
are the sides of a triangle then that triangle is a right triangle and c is
opposite the right angle (the hypotenuse).
To prove the Pythagorean Theorem, we will use 2 squares and divide
them into smaller parts.
Square G (Left) and Square W (right)

As you can see, inside of square W there is another square labeled c2.
Each side of c2 is congruent to the sides of the right triangles created
in square G. In each Square (G & W) you will notice that they both have
four right triangles. Because the two squares are congruent that means
that the white area left in both Squares is determined as a2+b2=c2

Portfolio #6: Explain the connection between the Pythagorean

Theorem and the distance formula.
A right triangle, we are able to figure out the distance between for two
of the legs, but not the hypotenuse. IE:
A (5, 3)

B (5, 1)

C (9, 1)

We can see that the distance

between point B and point C is 4
and we can see that between point
A and point B is 2. We cannot tell
what the distance is between AC
though.

The Pythagorean Theorem is a2 + b2=c2. A is the length of the

horizontal leg, B is the length of the vertical leg and C is the length of
the hypotenuse. Here, we are figuring out the length of C typically, but
this can be applied to finding any of the points of a triangle.
The Distance Formula is D= (X2-X1)2+ (Y2-Y1)2 . D is the distance
between two points, (X2-X1) is the horizontal distance between the two
points, and (Y2-Y1) is the vertical distance between the two points.
The connection between the Pythagorean Theorem and the Distance
Formula is that the sum of (X2-X1)2+ (Y2-Y1)2 is equivalent to the length
of the hypotenuse (which is the distance between the two points, A
and C). Since we are taking the square root of the hypotenuse in the
Pythagorean Theorem, we also have to take the square root of (X2X1)2+ (Y2-Y1)2. This is the Distance Formula.
Both are figuring out the distance, length, of two points.
So, using the Pythagorean Theorem in this example is:
22+42=C2
4+16=C2
20= C2
4.47 = C
The Distance Formula in this example is:
(X2-X1)2+ (Y2-Y1)2
(9-5) 2 + (1-3) 2
42+22
16+4 = 20
20= 4.47

Portfolio #7
The metric system is based on factors of 10, which is why it is used in almost every
country except, in the United States. The standard unit of length is the meter. Given
this information we know 1 meter is equal to 100 centimeters, which is also equal to
1000 millimeters. We also know that 1000 meters is equal to 1 kilometer. In the
English system of measurement, we use miles, yards, feet, and inches to measure
length. So, 1 mile is equal to 5280f feet, one yard is equal to 3 feet, and 12 inches
are in one foot. We also know that one inch is appx. 2.54 centimeters.
Given the information above, we can solve the following problem.
It is appx. 400 miles from Los Angeles to San Francisco. How far is this in
kilometers? If it takes you 6 hours and 40 minutes to drive there, what is you
average speed in miles per hour? In meters per second?
Step 1.
First we need to convert miles to kilometers, but before we can do that we have to
convert miles to feet, then feet to inches, and inches to centimeters. We are not
given how many miles are in one kilometer, so we have to convert everything until
we get to the metric system. so lets begin with miles to feet:
To convert miles to feet,/we have to multiply the amount of miles by the the amount
of feet there are in one mile (1mile= 5280 feet)
So,
400 miles 5280 feet

=2,112,000 feet
1
1 mile
Now that we have feet, we can convert the feet into inches. We know there are 12
inches in one foot, so we multiply 12 by every foot we have ( 2,112,000 feet).

2,112,000 ft 12 inches

=25,344,000 inches
1
1 ft
Now that we have our inches, we can finally convert to centimeters, because we
know that 1inch is appx. 2.54 centimeters.

25,344,000 inches 2.54 cm

=64,373,760cm
1
1 inch
Since, we now have centimeters, we can easily begin our transition from miles to
kilometers, because we have metric system units.
we know 400 miles = 2,112,000 ft = 25,344,00 inches = 64,373,760cm

So, lets continue to convert centimeters to meters, then meters to kilometers.

Centimeters to meters:

64,373,760 cm 1 meter

=643,737.6 meters
1
100 cm
As you can see, this time we are not multiplying, but in fact dividing by 100
centimeters. Since there are 100 cm in one meter we are dividing 64,373,760cm by
100 centimeters to get the amount of meters that makes up 64,373,760. We are
going to get smaller numbers, but we are increasing in units of measure.
Now that we have meters, we can convert meters to kilometers.
643,737.6meters / 1000meters (We are dividing the larger number by the amount
of meters in one kilometer to get the amount of kilometers)

64,3737.6 meters
1km

=643.7376 km
1
1000 meters
So, to answer the first question we can conclude that 400 miles is equivalent to
643.7376 kilometers because...
400 miles = 2,112,000 feet = 25,344,000 inches = 64,373,760 cm= 643,737.6
meters = 643.7376 km.

Step 2:
The second part of the question being asked, is to find the rate ini miles per hour
given that we drove 400 miles in 6 hours and 40 minutes.
First we need to convert the 40 minutes into hours.
We can do this by dividing 40 minutes by the amount of minutes there are in one
hour
40 minutes

60 minutes = appx .67 hours

So in total we have 6.67 hours. (which is equivalent to 6 hours and 40 minutes)

Now, we can divide the amount of miles driven by how many hours it took to drive.
400 miles

6.67 hours= 59.970015 or appx 60 miles per hour.

Thus we can conclude the average speed was about 60 miles per hour. That is how
fast you have to drive to be able to drive 400 miles in 6 hours and 40 minutes.

Step 3:
The last part of the question is what is the rate in meters per second.
We know that there are 60 seconds in one minute and 60 minutes in one hour.
In the last step, we discovered that the rate in which they were driving is appx 60
miles per hour, we have to find out how many seconds there are in one hour. So lets
convert:
We have to multiple the amount of seconds in a minute by the amount of minutes
in an hour.

60 seconds x 60 minutes = 3600 seconds

Now that we have our seconds, we can convert 60 miles to meters, using the same
method of conversion we used in step 1:

60 miles 5280 ft 12 inches 2.54 cm 1 meter

=
1
1 mile
1 ft
1inch
100 cm

96,560.64meters

Finally, now that we have our seconds and our meters, we can divide the amount of
meters by the amount of seconds to find how many meters were driven per second

96,560.64 3600 seconds=26.8224 meters per second

Right Triangle: To find the area of this right triangle, we first

complete the rectangle. Since a right triangle is half a
rectangle, it will help us figure out the area. Now, when we find
the area of a rectangle, we do length times width. So, this
rectangle is 5 x 4 = 20. Since the triangle is half the rectangle,
we divide 20 by 2. 20 % 2 = 10. So the area of the triangle is

Acute Triangle: To find the area of this acute triangle, we first

complete the rectangle. Since this triangle is not an isosceles
acute triangle, we will need to have two separate rectangles:
one for each part of the triangle. There is a green rectangle and
a blue one. Now, when we find the area of the green rectangle,
we do length times width. So, this rectangle is 3 x 4 = 12. But
that is the entire green rectangle and we do not want that so
we need to divide 12 by 2 to get the triangle. 12 % 2 = 6. Next
is the blue rectangle which is 2 x 4 = 8. Again, we must divide
8 by 2 to get the triangle within the rectangle. 8 % 2 = 4. Now
to find the entire triangle, we add 6 + 4 = 10. The area of the
entire triangle is 10.

10
6

20
1

Obtuse Triangle: To find the area of this obtuse

triangle, we first complete the rectangle. There is a
green rectangle and a blue one since we need to find
the area. Now, when we find the area of the green
rectangle, we do length times width. So, this
rectangle is 10 x 4 = 40. But that is the entire green
rectangle and we do not want that so we need to
divide 40 by 2 to get the triangle. 40 % 2 = 20. Next
is the blue rectangle which is 5 x 4 = 20. Again, we
must divide 20 by 2 to get the triangle within the
rectangle. 20 % 2 is 10. Now to find the entire
triangle, we take the total of the entire green
rectangle, 40 and we minus the total of the blue and
green triangles. 40 30 = 10. The area of the entire

Portfolio #9
Volume
Volume is the amount of space located inside an object, or in other words how much
can be placed inside an object.
The formula for finding the volume of a rectangular box is L x W x H.
But why?
First off, lets create an imaginary box with the length of 4 feet, a width of 3 feet, and
a height of 2 feet.

Now we want to know how much 1 x 1 cubes can we fit inside the box.
Lets start by filling the bottom with cubes.
As you can see the bottom portion of the box
has 3 rows and 4 columns of cubes holding 12
cubes.
(Length times width)

Now that we have the bottom full of cubes, we

now need to fill the box all the way to the top.
From this view we can see that the cube
will hold 2 layers high
(Length times height)

Our finished box, clearly can fit 24 cubes inside of the box without overlapping.
(Length times width times height)

The Volume of a box states that length times the width times the height equals the
volume. Just like with the cubes, we are trying to find out how much can fit inside.
(3ft)(4ft)(2ft) = 24 ft
Surface Area
The surface area can be seen as the amount of space an item has all over its body.
Surface area can be looked at
like how much material it will
take to cover every side of the
object.
If we use our rectangular box
again we can see that this
particular box has 6 sides.
We will need to find the area of
each side of the rectangular
box.

A =LW

The Back side and the front side are

equivalent

A= (4 feet) (2 feet)

A = 8 feet

A= 8 feet

A = LW
A = (3 feet) (2 feet)
A = 6 feet

The right side and the left side are

equivalent.
A = 6 feet

A = LW

The top and bottom are equivalent.

A = (4 feet) (3 feet)

A = 12 feet

A = 12 feet

Now that weve found all 6 areas for each side we can find the surface area of the
rectangular box.
8 feet + 8 feet + 6 feet + 6 feet +12 feet +12 feet = 52 feet
Thus:
The formula for finding the surface area: 2ab +2ac+2bc
2(4 feet) (3 feet) + 2(4 feet) (2 feet) + 2(3 feet) (2 feet) = 52 feet
Conclusion: Either by doing the formula 2ab +2ac+2bc or by breaking it down by all
six sides and adding their sum up, both result in the same answer.

The volume of a cylinder is r2h. The volume is the

measurement of what that shape can hold. Just like with a
box, we need to find out how many cubes can fit within a
cylinder. We first need to find out how much the base can
hold (first level). To find the area of the base, it is r2 (the
area of a circle). Now, we need to see how many rows will
fill up to reach the top of the cylinder (how high the object
is): r2h.

To find the surface area of a cylinder, we need to break it down.

r

2r

Take, for example:

The formula for the surface area is: 2rh +

2r2. A cylinder has three parts to it: two
circles (top and base) and a rectangle. We
need to find the circumference of the circles so
hthat will help find us the length of the
rectangle. To find the area of the rectangle, we
times the length times the width (2rh). The
reason it is a circumference of a circle is
because the outside of the cylinder only goes
around the outside of the circle. Next, we find
the area of the two circles: 2r2. That is how
we get the formula for the surface area of a
cylinder.

To find the volume of this cylinder, it is:

225
4(5)
20
62.8 in3
To find the surface area, it is:
22(5) + 2 22
2(10) + 24
62.8 + 25.12 = 87.92 in2

5i
n
2

Portfolio 11:
1.

Thoroughly explain how to get the probability of a simple event. Use

examples to clarify.
Probability is the measure of how likely an event will occur.
Probability of an event: number of ways it can happen
number of outcomes
Example #1: There are 12 bracelets in a treasure box (4 are pink, 2 are
yellow, 3 are purple and 3 are blue). What is the probability of the child
getting a pink bracelet?

Therefore, there are 12 bracelets total and of those bracelets, 4 are

pink. The probability of the child getting a pink bracelet is 4/12 or 1/3.
Example #2: You have a six-sided fair dice, numbered 1 through 6.
There is an equal chance of the dice landing on any number on the
dice. What is the probability the dice will land on a 2 or 4?
Because there are a total of six possibilities (1, 2, 3, 4, 5, or 6),
the probability would be out of 6 possible outcomes.
The numbers 2 or 4, are only 2 possible outcomes on the dice.
So the probability would be 2/6, or 1/3.

Portfolio 12: Thoroughly explain the fundamental counting principle.

Use examples to clarify your thinking.
Fundamental Counting Principle is a way to find the number of
combinations that can occur.
Example 1: If Nancy wants to buy four different shirts and three
different jean jackets, how many different combinations will she have?
Making a tree, you can see the different combinations that are
possible.
Shirt #1

Jean Jacket # 1

Shirt #2
Shirt #3
Shirt #4

Shirt #1

Jean Jacket # 2

Shirt #2
Shirt #3
Shirt #4

Shirt #1

Jean Jacket # 3

Shirt #2
Shirt #3
Shirt #4

There are 12 different combinations Nancy will have if she buys 4 shirts
and 3 jean jackets.
Or, instead of drawing out a tree, you can get the number of
combinations by multiplying 4 Shirts x 3 Jean Jackets and the outcome
would be 12 combinations.

Portfolio 13
Explain the difference between a permutation and a combination. Give
at least two examples of each and work out each example.
A permutation is a situation in which the order of arrangement matters
whereas a combination is a situation in which the order of arrangement
doesnt matter. Taking into account of the arrangements order is the
distinguishing factor between permutation and combination.
Examples of permutations:
Example one: 40 children are entering the spelling bee, how many
different ways can first, second and third place be awarded?
40 first place
39 second place
38 third place
If the first child won 1st place, that child cant win 2nd or 3rd place.
Therefore, there are 39 children left to win second place and 38 to get
third place.
40 x 39 x 38 - In this case you would multiply the number of students
and will have 59,280 ways the awards can be awarded.
Example two: 10 students line up to go outside, how many ways can
the line be arranged?
When the 1st student gets in line, there are ten choices for the first
place, the amount of options for the next place in line goes down with
each student. 2nd student there are only 9 possible students, 3rd there
are 8, until there is only one student to arrange at the end of the line.
10 x 9 x 8 x 7 x 6 x 5 x 4 x 3 x 2 x 1 = 3,628,800 line ups
Examples of Combinations:
Because combination lacks order, the way to solve a combination
becomes a bit trickier. The total arrangements are taken into account
but are divided by the total amount of outcomes. For example:

1. 40 children are entering the spelling bee, there will be groups of

5 children, how many groups can you create?
a. This example, the order doesnt matter on which kid goes
where as long as there are 5 kids per group.
b. To begin we must take the total number ways students can
be grouped. There are 5 spots so the first kid, there are 40
possible students, the 2nd kid, there are then 39, the 3rd kid,
there are then 38, the 4th kid, there are then 37 and the 5th
kid, there are then only 36 kids left.
a. 40(39)(38)(37)(36)= 78,960,960 possible groups.
c. Because order doesnt matter we have to solve for the
fact that we probably will have duplicate groups,
because having student 5 as the first picked or the
last picked is the same group.
a. 5! Or 5(4)(3)(2)(1) = 120 ways

d. To solve for the problem we must take the total number of

events and divide by the total number of outcomes.
a. 78,960,960/120 = 658,008 ways to group the children.
b. 40C5 = 658,008 ways to group the children.
2. 10 students line up to go inside, how many ways can the line be
arranged if they are let inside in groups of 5 students?
a. In this example the order of the students doesnt matter,
they will go inside in no particular order but in two groups.
b. To begin the amount of possible groups must be found.
a. (10)(9)(8)(7)(6) = 30,240 groups
c. Solve for the possible ways a 5 students can be grouped
a. (5)(4)(3)(3)(1) = 120 ways
d. Now taking the amount of groups from the 10 students and
divided by the amount of ways 5 students can be grouped.
a. 30,240/120 = 252 possible groups of children
b. 10C5=252 possible groups of children

Portfolio 14
Three common measures of center used are "mean", "median" and "mode". Explain
the difference between these measures of center and give at least two examples of
situations where each of them would be appropriate and explain why you feel that
measure is appropriate.
Mean: The mean is used in a data when you are trying to find what is known as the
average. You add all the numbers and divide them by how many numbers are
available.
For example, if your numbers are 6, 4, 4, 5, 5, 5.
In order to get your mean add them together and divide by 6 (thats how many
numbers you are dealing with).
6+4+4+5+5+5 divided by 6, equals 4.83. Your average being 4.83
An example of using the mean can be when used to describe the average speed of
a long distance road trip.
Mary and Catherine are traveling 500 miles for vacation. They document
the speed of every 100 miles [50 mph, 85 mph, 30 mph, 70 mph, 100
mph] using the data we can add each variable together 50+85+30+70+100
= 335, now divide 335 by 5. We can find that for their 500 mile trip they
traveled at an average speed of 67 mph (335 divide by 5).
Another example to best use mean could be the rainfall in a certain city has per
year. Because the amount of rainfall can vary, using the mean to understand what
the average rainfall that city has yearly is better adaptable. Using the actual mean
of the data will show the best representation of the average data.

Median: In order to get the median, first you arrange your numbers from the data in
numerical order from lowest to highest and the number in the middle is typically
called the median.
To find your median you would put your numbers in order:
4, 4, 5,5,5,6 and the number in between them all would be your median; in this
case it would be (5+5) 2, making the median 5. Because there are an even
amount of data (numbers), the median would be between the two middle
variables. Taking the two middle numbers we get 4, 4 on one side and 5, 6 on the
left, leaving the two 5s in the middle. By dividing the two middle numbers by 2,
because there are 2 numbers in the middle, we can get the median, which is 5.

Now, lets say that the data is an odd number meaning there is a middle number.
IE: 4 4 5 6 6. You would look at the number in the middle: 5 to find the median.
The median for this example is 5.
The median can be used in situations in which there might be a larger range but in
the data table, the majority of the variables are relatively closer together, minus
the few that are significantly smaller or larger. For example, you can use the
median when looking at real estate in a neighborhood.
There are five homes 225,000, 475,000, 600,000,625,000, and 1,000,000.
First the range of numbers is quite large; the range is the distance from
225,000 to 1,000,000. Because the range is so large the best average for
this data would be the median, 600,000.
The median can also be used when trying to find an average on a set of data like
grades from a test. Because grades on a test can have outliers finding the middle
number is the best representation of median.
Mode: The number that appears more frequently on the data.
The mode: The mode is the variable that is the most common in the set of data.
Meaning it is the variable that appears the most times in the data set.
Example: Finding the mode 6, 4, 4,5,5,5
When you look at the data there are 3 different variables a 6, 4, and 5. The 6
appears once, the 4 appears twice, and the five appears 3 times. Because the 5 is
the most common variable in the set, it becomes the mode.
The mode can be used in situations in which there are a large amount of common
variables in the data set for example, heights of one-hundred, 21 year old men.
Instead of finding the most common variable or the mode is a good example of the
average for the data.
For example, if you are going to by buying shoes for 10 kids all the same age, the
different sizes would be relatively small in range that the mode would be a good
approximation of the average shoe size.
You have 10, 2 year olds and you want to get each a pair of shoes. The
shoe sizes for each child are 5, 5, 5.5, 5.5, 6, 6.5, 6.5, 6.5, 7, 7. Because
the range is small the average shoe size would work with using the mode.
The mean would be 5+5+5.5+5.5+6+6.5+6.5+6.5+7+7 = 60.5 divided by
the amount of variables (10), making the shoe size average for the data
6.3. Because the mean doesnt make sense, using the mode of 6.5 would
be the best average.

Another example of using mode to determine the average would be a survey. In a

survey, you are given options usually on the basis of yes, no, not applicable, or
even number scaling from 0-5. Each option has a numerical value. Because each
answer is given a value, using the mean could result in an answer that is not
appropriate, using the mode would give you the best representation of average
because it would show the most common answer to the question in a numerical
result that makes sense for the data.

Portfolio 15
Explain what we mean by an "outlier". Which measure or center is more sensitive to
an "outlier", the "mean" or the "median"? Why? Illustrate with an example.
An outlier is a number on a graph or survey for example, and it is out of the norm. It
doesnt quite relate to the rest of the data (out of the range), therefore it doesnt
affect the data if the number is removed.
The mean is mostly affected by an outlier, in order to get the average of a data
you need to include all the numbers and by leaving an outlier out you wont
receive accurate information.
Example:
You are looking into purchasing a home in an up and coming neighborhood, luckily
for you there are 5 houses on the market in this neighborhood, their prices at
225,000; 300,000; 450,000; 90,000; and 1,750,000. If we used the median it would
illustrate that the average cost for a home was 300,000. But if we used the mean our
average would be:
225,000+300,000+450,000+90,000+1750000= 2,815,000
2,815,000/5=563,000
If you notice in the data only one home is more than 563,000 so the average home
cost isnt even close to 563,000. The outliers skewed the data giving it a higher
average which would definitely help you decide whether or not you wanted to
purchase this house. This neighborhood may be too costly for you, whereas using
the median may prove to have more houses available in your price range.