1

PORTFOLIO #1 Discuss the different types of quadrilaterals.

A quadrilateral is a shape made up of four lines, of any length, that touch each other at their
endpoints. Quadrilaterals can be categorized as squares, rectangles, rhombi, parallelograms,
trapezoids, or none of the above. Some examples of a quadrilateral is:

A square is a quadrilateral that has all four sides at the same length and all four angles are the
same (congruent). If all angles are congruent this means that every angle will have angle of 90.
The dashes on each line segment show that the lines are congruent, and the boxes in the corners
show that the angles are congruent as well. An example of a square is:

A rectangle is a quadrilateral that has four congruent angles. Again, if all angles on a
quadrilateral are congruent, they must each be 90. An example of a rectangle is:

A rhombus is a quadrilateral that has four sides congruent. An example of a rhombus is:

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To understand the similarities and differences between a parallelogram and a trapezoid, one must
understand parallel lines. Parallel lines are two lines that are never end and never touch, which
means they dont intersect, ever. Parallel lines can be shown parallel by labeling each line with
an arrowhead. An example of parallel lines:

A parallelogram is a quadrilateral with two pairs of opposite sides being parallel. A

parallelogram does not require congruent sides or angles. An example of a parallelogram is:

A trapezoid, unlike the parallelogram, is a quadrilateral that only requires exactly one pair of
parallel lines. An example of a trapezoid is:

Where do the definitions overlap etc.

Squares are always rectangles because both have congruent angles (def. of a rectangle), and the
congruent sides from the square. An example of a square that is a rectangle is:

Squares are always rhombi because both have congruent sides (def. of a rhombus), and the
congruent angles from the square. An example of a square that is a rhombus is:

Squares are only sometimes parallelograms if and only if it has congruent sides and angles,
which make it have opposite sides that will be parallel. An example of a square that is sometimes
a parallelogram is and an example of a square that is not a parallelogram is:

Squares are never trapezoids because if it has congruent angles it would make the quadrilateral a
parallelogram and not a trapezoid.
Rectangles are sometimes squares if only if the angles and sides are congruent. An example of a
rectangle that is a square and an example of a rectangle that is not a square is:

Rectangles are sometimes rhombi if and only if it had congruent angles (rectangle) and
congruent sides (rhombi). An example of a rectangle that is a rhombi and an example of a
rectangle that is not a rhombi is:

Rectangles are always parallelograms if and only if they have congruent angles (rectangle) and
two sets of parallel lines (parallelograms). An example of a rectangle that is a parallelogram is
and an example of a rectangle that is not a parallelogram is:

Rectangles are never trapezoids because if you have a rectangle with only one set of parallel
lines it wouldnt be a rectangle.
Rhombi are sometimes squares if and only if it has congruent sides (rhombi) and congruent
angles (square). An example of a rhombus that is a square is and an example of a rhombus that is
not a square is:

Rhombi are sometimes rectangles if and only if it has congruent sides (rhombi) and congruent
angles (rectangle). An example of a rhombus that is a rectangle is and an example of a rhombus
that is not a rectangle is:

Rhombi are always parallelograms because a rhombus requires all four sides being congruent,
which makes the opposite pairs of lines parallel. An example of a rhombus that is a
parallelogram is:

Rhombi are never trapezoids because if rhombi are parallelograms then by definition it cant be a
trapezoid because of the extra set of parallel lines.

Parallelograms are sometimes squares if and only if it has congruent angles and sides. An
example of a parallelogram that is a square is and an example of a parallelogram that is not a
square is:

Parallelograms are sometimes rectangles if and only the angles are congruent (90). An example
of a parallelogram that is a rectangle is and an example of a parallelogram that is not a rectangle
is:

Parallelograms are sometimes rhombi if and only if it has congruent sides. An example of a
parallelogram that is a rhombus is and an example of a parallelogram that is not a rhombus is:

Parallelograms are never trapezoids because parallelograms have two sets of opposite parallel
lines, while the trapezoids can only have exactly one set of parallel lines.
Trapezoids are never squares because a trapezoid can only have one set of parallel lines while the
square has two sets of parallel lines (see square is always a parallelogram).
Trapezoids are never rectangles because a trapezoid can only have one set of parallel lines while
the rectangle has two sets of parallel lines (see rectangle is sometimes a parallelogram).
Trapezoids are never rhombi because a trapezoid can only have one set of parallel lines while the
rhombus had two sets of parallel lines (see rhombus is parallelogram).
Trapezoids are never parallelograms because a trapezoid requires only one set of parallel lines,
which does not satisfy the rules for a parallelogram.

Portfolio #2: Explain the different ways that triangles can be classified. When do the
definitions overlap, etc. Use examples to clarify your thinking.

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PORTFOLIO #3: Draw, using a straight edge, an acute triangle, an obtuse triangle and a
right triangle. With each of the three triangles carefully draw all three altitudes and explain
how you drew each altitude.
Altitude of a triangle: The altitude of a triangle is a segment that goes from the 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.
Things you need:
- Angle
- Opposite line
- Corner of a sheet of paper (label one side of the corner angle and the other opposite line)
Steps to get the altitude of an angle:
1. Line the opposite line side of the paper with the opposite line of the angle youre suppose
to find the altitude for. HINT: the opposite line is the line that is not touching the angle you
are working with.
2. Slide the paper along the line until the angle side of the paper and the point of the angle
(vertex of triangle) touch. NOTE: sometimes you will have to extend the lines of a triangle to
make sure that the segment is perpendicular to that line.
3. Using your pencil trace the edge of the paper so that there is a segment from the angle to the
opposite line.
4. To make sure the segment is correct, use a protractor to measure the angle you just made (the
opposite line with the segment) it should have an angle of 90. Which would make that
segment and the opposite line perpendicular.

PORTFOLIO #4: Using examples, carefully explain the four different transformations

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(translation, reflection, rotation & dilations) and how they effect the objects they are applied
to.
Translation: A translation means moving a figure. Every point (A, B, C) on the original figure
must be the same distance to its matching points (A, B, C) on the second figure. The second
figure has to move the same distance and in the same direction. In order to start you need to have
a polygon to translate and the vector that tells you how and where you have to translate.
Ex. Use triangle ABC, A (1, 2), B (3, 5), C (2, 1). Translate using vector (3, -4).
Steps to translation:
1. Map triangle ABC, A (1, 2), B (3, 5), C (2, 1)
2. X-axis in vector is 3, so we shift 3 points right (because its positive)
3. Y-axis in vector is -4, so we shift 4 points down (because its negative)
4. Repeat steps 2 and 3 for every point on triangle ABC, label new points ABC

Reflection: A reflection 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

14
line L as the original point. In order to start you need to have a polygon to reflect and the axis
that tells you where the reflection should be done.
Ex. Use triangle ABC, A (1, 2), B (3, 5), C (2, 1) to perform the following reflections:
1. Reflect the triangle across the x-axis.
2. Reflect the triangle across the y-axis.
3. Reflect the triangle across the line y=-1.
4. Reflect the triangle across the line x=5.
Steps to reflection:
1. Map triangle ABC, A (1, 2), B (3, 5), C (2, 1)
2. Find the axis youre suppose to reflect from, easiest to draw a dashed line there so you wont
forget.
3. Find the distance point A is away from the dashed line and find the same distance on the
opposite side of the dashed line. Mark that point A.
4. Repeat for point B and C.
5. To double check if the reflection is true, you can fold your paper along the dashed line and if
the two triangles fit perfectly together you have successfully done a reflection, which is also
known as a mirror image.

Reflection on x-axis is blue

Reflection on y-axis is pink

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Reflection where y=-1 is blue

Reflection where x=5 is pink
Rotation: A rotation of an object about a point P through an angle of a will rotate the entire
object as if the object were on a wheel and point P was at the center of the wheel was rotated
through an angle a. In order to start you need to have a polygon to rotate and the point origin.
Note: the origin is not always (0, 0) as that is the origin of a graph. Also, patty paper helps with
the rotations.
Ex. Use triangle ABC, A (1, 2), B (3, 5), C (2, 1) to perform the following rotations:
1. Rotate the triangle -90 degrees (clockwise) around the origin. Note: since no specific origin
was given, assume origin means (0, 0).
2. Rotate the triangle 90 degrees (counter clockwise) around the point (2, -1). Note: If the
instructions do not specify whether to rotate clockwise or counter clockwise, go counter
clockwise.
Steps to rotation:
1. Map triangle ABC, A (1, 2), B (3, 5), C (2, 1)
2. Put patty paper over drawing and put a line where the y-axis line and x-axis line are, they
should be in the middle of the sides away from the triangle. Also, trace the triangle.
3. Put your pencil on the origin according to the problem.
4. Turn patty paper according to directions.

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5. Carefully lift patty paper from corners and put dots where the new triangle is going to be at,
redraw the triangle in new position. Label new positions A, B, C

Graph for problem 1 (clockwise)

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Graph for problem 2 (counter clockwise)

Dilation: Dilation means resizing, bigger or smaller, from a certain point, which is the point of
dilation. In order to start you need to have a polygon to dilate, a point of dilation, and scale
factor. The scale factor determines how much bigger or smaller the new polygon is going to be.
Ex. Dilate triangle ABC, A (1, 2), B (3, 5), C (2, 1) from point (-2, 0) using a scale factor of 2.
Steps to reflection:
1. Map triangle ABC, A (1, 2), B (3, 5), C (2, 1) and point of dilation
2. Count how many points away (horizontally and vertically) point A is from the point of
dilation.
3. The scale factor determines how much bigger or smaller the distance from the point of
dilation to the points of the triangle ABC. In this case, point A is 3 points to right and 2 up
from the point of dilation, so using the scale factor of 2 we know it has to be twice the
distance: double the distances (6 points left, 4 up) to find the new point A.
4. Repeat for points B and C.

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PORTFOLIO #5 Give a general statement of the Pythagorean Theorem in terms of the

lengths of the sides of a triangle. (Not a2 + b2 = c2).
The Pythagorean Theorem in terms of the lengths of the sides of a triangle means that the sum of
the two smaller squares formed from the lengths of the two smaller sides is equal to the area of
the square formed from the side of the longest side in a right triangle.

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Remember:
Area sum of smaller squares = big square
a2 + b2 = c2Explain the proof of the Pythagorean Theorem as it was done in class.
By using two square papers (preferably patty paper) of equal size, we:
a. Put a point along one edge of the patty paper part way, but not half way. The position isnt
important as long as it isnt in the middle or too close to the corner.
b. Put a point at the same place on the other piece of patty paper.
c. With the first piece of patty paper put a point along each edge at the same relative position as
you go clockwise around the square. Then using a straight edge, connect these points as you
move clockwise around the square. You should see four right triangles with a square in the
middle whose edge is the hypotenuse of the right triangle.
d. With the second piece of patty paper, put a mark the same distance from the corner as the
original mark along the adjacent edge of the patty paper. Then using your straight edge draw
lines through those points parallel to the edges of the square which will form a small square
in the corner, a larger square in the corner diagonally opposite and two rectangles.
e. On the piece of patty paper with the right triangles in each corner, label the legs of each
triangle a and b and label the hypotenuse c. Label the segments on the other piece of patty
paper labeling congruent segments with corresponding labels.
Observations:
On square 1 the right angles on the corners match the right triangles on square 2
All the A sides from square 1 make a2 on the square 2, the same with all the B sides in square
1 together make b2 in square 2. All the C sides in square 1 can be seen in square 1 making c2.

PORTFOLIO #6: Explain the connection between the Pythagorean Theorem and the distance
formula.

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The Pythagorean Theorem occurs only in 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
a2 + b2 = c2. To put another way, if a2 + 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 so it is the
hypotenuse. The distance formula is derived from the Pythagorean Theorem.
One way to determine the distance from point A to point B is to use the Pythagorean
Theorem. The point A is at (0, 0) and point B is at (4, 4). Drawing lines to create a right triangle
is:

___
___

The length of hypotenuse AB is the distance from point A to point B. The length of AC is
___

the difference in the y-coordinates of the points, or 4 0 = 4. The length of BC is the difference
in the x-coordinates of the points, or 4 0 = 4. By using the Pythagorean Theorem, we can
calculate the length of the hypotenuse.
a2 + b2 = c2
42 + 42 = c2
16 + 16 = c2
___

___

The length of AB 5.66 units.

___

32 = c2
c 5.66

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To generalize the process for any two points, point A will be (x1, y1) and point B will be
(x2, y2). Since points A and B are generalized, the legs of the right angle are the changes in the
coordinates by x2 x1 for the horizontal length and y2 y1 for the vertical length.

B = (x2, y2)

y2 y1
A = (x1, y1)
x2 x1

Since the points in the plane are provided, then the distance between them can be found
_________________

using the formula: d = (x2-x1)2 + (y2-y1)2

___

By using the point A = (0, 0) and point B = (4, 4), we can calculate the distance between AB.
_________________

d = (x2-x1)2 + (y2-y1)2

_______________

d = (4 - 0)2 + (4 - 0)2
__________

d = (4)2 + (4)2
_______

d = 16 + 16
___

d = 32
d 5.66
Therefore, the Pythagorean Theorem and the distance formula can calculate the amount
of units between two points on the plane.

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PORTFOLIO #7: It is approximately 400 miles from Los Angeles to San Francisco. How far
is this in kilometers? Justify. If it takes you 6 hours and 40 minutes to drive there, what is your
average speed in miles-per-hour? In meters-per-second? Justify.
It is approximately 400 miles from Los Angeles to San Francisco, the distance in kilometers is:
400 miles
1
*

5280 ft
1 mile

12 in
1 ft *

2.54 cm
1 in

1m
100 cm

1 km
1000 m

643.74 kilometers
Justification:
It is approximately 400 miles from Los Angeles to San Francisco. The distance in
kilometers is about 643.74. The above problem shows how to solve the problem from working
from miles to get the units into kilometers. You start with 400 miles so it is on the numerator of
the fraction. By putting miles on the denominator of the next fraction, then one is able to cross
out that unit. Going on, one may know that feet go into miles so you can put feet on the
numerator. Continuing on, one can go from feet to inches, inches to centimeters, centimeters to
meters, then meters into kilometers. One can see that the fractions are equal to 1; so we are
multiplying by one across the whole problem. When the units are on the numerator then one can
put the same units in the denominator of another fraction in order to cross out those units since
the fractions are being multiplied. The problem above shows the units being crossed out by
different colors. To solve the problem, one must multiply all the numbers on the numerators then
divide it by all the numbers in the denominator to figure out the answer.
Average speed in miles-per-hour if it takes you 6 hours and 40 minutes to drive there:
First, one has to change 6 hours and 40 minutes into just one unit. I will change the time
into minutes to begin with. We know that 60 minutes are in an hour and since we have 6 hours,
we multiply 6 by 60.
6 * 60 = 360 minutes
Then the drive continues for another 40 minutes, so we have to add it to 360 minutes.
360 + 40 = 400 minutes
Now we can solve the problem by setting up fractions of one to find out the average speed in
miles-per-hour.
400 miles
1
*

60 min
1 hr

1
400 min

= 60 miles-per-hour

Justification:
Looking at all the fractions in the problem, one can see that they are each equal to 1.
Since the fractions are being multiplied, the units can be crossed out as long as it is in the
numerator of one fraction and on the denominator of another fraction.
By starting with miles, there is no need to change that unit since the problem is asking for
the answer in miles. One can start the problem by writing 400 miles over 1 as the first fraction.
The problem is also asking for hours, so one can know that there is 60 minutes in 1 hour, which

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can be written down as the next fraction. Being given 6 hours and 40 minutes in the problem, one
can change the time into just minutes, which came out to 400 minutes. Then we put 400 minutes
in the denominator of the next fraction so that we can cross out those units. Then we can multiply
the numbers in the numerator by the numbers in the denominator to get the answer in miles-perhour.
Average speed in meters-per-second if it takes you 6 hours and 40 minutes to drive there:
In the previous problem, we calculated that 6 hours and 40 minutes is equal to 400
minutes. So we can use the 400 minutes in the problem to calculate it into seconds below.
400 miles
1
*

5280 ft
1 mile

12 in
1 ft *

2.54 cm
1 in

1m
100 cm

1 min
1___
60 sec * 400 min

= 26.82 meters-per-second
Justification:
By looking at all the fractions above, one can see that each one is equal to 1. Since the
problem shows to multiply the fractions, then one can put the units in the numerator of a fraction
and putting the units in the denominator of another fraction, then one can cross out the units. It is
shown in the problem above by using different colored lines.
We can use the calculation from the previous problem of using the time 400 minutes and
changing it into the units of seconds to solve for this problem. Deciding to start with the distance
units, one can calculate miles into meters by working his or her way across. Since we know that
1 minute equals 60 seconds, then we can multiply it by 400 minutes in order to get the time units
into just seconds. Then by multiplying all the numbers in the numerator then dividing it by the
numbers in the denominator, then we are able to calculate the answer in meters-per-second.

PORTFOLIO #8 On dot paper draw three triangles with a base of 5 units and a height of 4
units (one right triangle, one acute triangle and one obtuse triangle and explain how to find
the area of each without using the formula for the area of a triangle.

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By making the triangles into rectangles we can find the area of the rectangle and then divide

and/or subtract to find the aria of the triangle.

How to find the area of the right triangle:
1. Make the triangle into a rectangle
2. Find the area of rectangle either count all the squares inside the rectangle or multiply the
length times width
3. Divide by two (the hypotenuse of the triangle doubles as a transversal that cuts the rectangle
in half) and that is the area of the right triangle
How to find the area of an acute triangle:
1. Make the triangle into a rectangle
2. Using the A vertex of the triangle make a straight line down to form 2 rectangles
3. Find the area of rectangle 1 and divide by 2 (gives you the area of the bottom right triangle
within rectangle 1), find the area of rectangle 2 and divide by 2 (fives you the area of the
bottom left right triangle within rectangle 2)
4. Add the two numbers you are left with and you get the area of the acute triangle
How to find the area of an obtuse triangle:
1. Make the triangle into a rectangle
2. Find the area of the rectangle
3. Divide by 2 to get the top right
4. Using the C vertex of the triangle make a straight line up to form 2 rectangles and find the
area of rectangle 2, divide by 2 to find the area of the bottom right triangle
5. Lastly, add the two area of the right triangles and subtract that from the area of the entire
rectangle, the number you get is the area of the obtuse triangle

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PORTFOLIO #9: Explain why the volume of a rectangular box is found by multiplying the
length times the width times the height. Justify the formula for the surface area of a rectangle
box.

Arearectangular box = length width height

Ex. You have a room that is 15 feet long, 12 feet wide, and 8 feet tall (the size of an average
bedroom). 1.) If you had to 1 foot cubes (1 foot long, 1 foot wide, and 1 foot tall), how many
cubes would you it take to fill the entire bedroom?
Solution: If we start at the floor of the bedroom we can tell that it is 15 feet long and 12 feet
wide. Using that information we figure out we need 15 rows of 12 to cover the entire floor. If we
add all the cubes that are on the floor we have 180 cubes covering the entirety of the floor (this
is length times width). All we need now is repeat until we hit the roof (height). We can easily
figure this out by multiplying how many feet the height is times the area we found out from the
floor (length time width). Since the height is 8 feet tall, we multiply 8 feet times 180 feet cubed.
Note: the final answer must be units cubed since we multiplied the same unit three times.

Surface Arearectangular box = 2 (length width) + 2 (length height) + 2 (width

height)
Note: a rectangular box had 3 pairs of sides or faces. Every pair has the same dimensions.
Ex. Using the same example of above, how much paper would you need to fill the entire room
walls?
Solution: To find the area of one face or wall of the room we have to find out how many feet
there are in said wall. If we are standing in the middle of the room with our front facing the
longer wall (15 feet), the front and back walls are the length times the height (15 feet 8 feet =
120 squared feet), but because we have two walls (front and back) we multiply that by 2 (120
squared feet 2 = 240 squared feet). Moving on the 12 foot width of the room, we multiply that
wall which will be the width times the height (12 feet 8 feet = 96 squared feet) which is
multiplied by 2 because there are 2 walls (96 squared feet 2 = 192 squared feet). All we have
left are the roof and floor which would be the length times the width (15 feet 12 feet = 180
squared feet), and multiply that by 2 for the two walls (15 feet 12 feet = 360 squared feet).
Last step: add up all the areas you found and it will be the surface area (240 square feet + 192
square feet + 360 square feet = 792 square feet).

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PORTFOLIO #10: Justify the formulas for the surface area and volume of a right circular
cylinder.
Given the area of a circle is A= r 2 , one can find the surface area and the volume of a
right circular cylinder.
The volume of a right circular cylinder is V = Areabase x height. Since the picture below
shows what a cylinder looks like, one can see that the base of the cylinder is a circle. Therefore,
anyone can plug the area of a circle into the equation. By multiplying it by the height it allows
the equation to get all the inside (also known as the volume) of the right circular cylinder.

The diameter is the length from one end of a circle to the opposite end; and, the radius (r) is a
line from the middle of the circle to a point on the end of the circle. Therefore, the radius is half
the line segment of a diameter.
For example, if the height (h) is 10cm and the diameter (d) 4cm, one can calculate the
volume of a right circular cylinder.
V = Areabase x height
V = r 2 x 10 cm
V = (2)2 x 10 cm
V = 4 x 10 cm
V = 12.57 x 10 cm
V = 125.66 cm3
The surface area of a right circular cylinder can be more effectively seen if one can
imagine the cylinder unfolded into two circles and a rectangle. It would look like this:

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As previously given, one knows that the area of a circle is A= r 2 . In the picture
above, it shows that there are two circles in a right circular cylinder, a top and a bottom.
Therefore, the area of a circle is multiplied by two. Moving on, it leaves the rectangle left to
calculate; so, the area the rectangle is added on to the area of the circles.
The surface area of a right circular cylinder is SA = 2(Abase) + Arectangle.
From the problem calculating the volume of a right circular cylinder, one finds out that
the Area of the base is equal to 4 and the height is 10 cm. Therefore, one can calculate the
surface area of a right circular cylinder.
SA = 2(Abase) + Arectangle
SA = 4 + 4 (10 cm)
SA = 12.57 + 12.57(10 cm)
SA = 12.57 + 125.7
SA = 138.27 cm2
PORTFOLIO #11: Thoroughly explain how to get the probabilities of a simple event. Use
examples to clarify.
The probability of a simple event A is the number of ways event A can occur divided by
the total number of possible outcomes.
That is, P(A) = Number of times the event A can occur
The total number of outcomes
This assumes that each outcome is equally likely. Everything falls back on this basic
definition. So, if we can develop methods for counting the number of ways something happens,
we can figure out the probability of an event occurring.
Example: In a bag are 3 red, 4 blue, and 5 white marbles. If you reach into the bag and randomly
select one marble without looking, what is the probability that the marble is:
The total number of marbles in the bag is 3+4+5=12.
a. Red?
It states that there are 3 red marbles in the bag, so the probability of grabbing a
red marble is: 3/12 or simplified to .
b. Blue?
It states that there are 4 blue marbles in the bag, so the probability of grabbing a
blue marble is: 4/12 or simplified to 1/3.
c. White?
It states that there are 5 white marbles in the bag, so the probability of grabbing
a white marble is: 5/12.
d. Orange?
Orange is not listed as one of the colors of the marbles inside the bag. So, the
probability of pulling an orange out of the bag is 0.
e. A color that appears on the American flag?

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The colors on the American flag are red, white, and blue. The probability of red
is 3/12, blue is 4/12, and 5/12. By adding them all together, we get the probability
of pulling a red, white, or blue marble as 12/12 or 100%.

PORTFOLIO #12: Thoroughly explain the fundamental counting principle. Use examples
to clarify your thinking.
The fundamental counting principle is not simply counting from one to seven, but it will
be a more complex scenario and ask to count how many ways can such-and-such happen. This is
one big idea in which there is a lot of room in solving the problems.
If option one has P alternatives and option two has Q alternatives, then the total number
of different pairs we can form is P*Q. For example, Shakespeare wrote fifteen comedies and ten
histories. For selecting one comedy and one history, the total number of possible pairs is
15*10=150.
The fundamental counting principle extends from two choices to three or anything higher.
However many choices of alternatives there are, you simply multiple the number of alternatives
in each set to produce the total number of combinations.
For example: Shakespeare wrote fifteen comedies, ten histories, and twelve tragedies. If
we are going to pick one of each kind, and ask how many different trios of plays can we create,
the total number is 15*10*12=1800.

PORTFOLIO #13: Explain the difference between a permutation and a combination. Give at
least two examples of each and work out each example.
Permutation: requires order (as seen with 3-scoop ice cream cones)

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Example: when trying to pick a 3-number combination for a lock, the numbers have to be in
order every time when you try to open it. If the numbers are not, the lock will not open. If you
pick the combination to be 5, 32, 15 the numbers have to always be in that order, putting in 32,
15, 5 or 15, 5, 32 will not open the lock.
nPr
n= items; P= permutation; r= number in arrangement
Combination: random, no order required (as seen with 3-scoop ice cream bowls)
Example: when trying to get a 3-fruit fruit salad cup, the order in which the fruits go into the cup
doesnt matter because you will be able to pick any fruit at anytime.
nCr
n= items; C= combination; r= number in arrangement
Bowls Scoops! = Cones
Total number
of bowl
combinations
or b=

Total number
of cone
combinations
c
f!

Ex. You open an ice cream store and you have 12 flavors. How many different 3-scoop cones can
you make? Bowls?
2nd flavor
possibilities
1st flavor
possibilities

3rd flavor
possibilities

12 11 10 = 1320 3-scoop cones

Bowls = cones / scoops!
B = 1320 / 3!
B = 220 3-scoop bowls

Note: the 2nd and 3rd flavor

possibilities reduce by
one, as they go down more
and more because order
counts the first
possibility cannot be
repeated

Ex. How many different 4-scoop cones can you make if you have 10 different flavors? Bowls?
10 9 8 7 = 5040 4-scoop cones
B = cones / scoops!
B = 5040 / 4!
B = 210 4-scoop bowls

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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.
Mode:
The mode is the value that occurs most frequently in the data set. If there is a tie, we say
the data set is bi-modal and list both modes, etc.
Example 1:
The number of points scored in a series of football games is listed below. Which score occurred
most often?
7, 13, 18, 24, 9, 3, 18
It may be easier to read the numbers if you order them from least to greatest.
3, 7, 9, 13, 18, 18, 24
The answer is that the mode is 18.
This measure is appropriate because out of all the football games played with the total
number of points scored, 18 is the mode because the team scored that many points in two
different games.
Example 2:
In a crash test, 11 cars were tested to determine what impact speed was required to obtain
minimal bumper damage. Find the mode of the speeds given in miles per hour below.
24, 15, 18, 20, 18, 22, 24, 26, 18, 26, 24
Order the data from least to greatest, we get:
15, 18, 18, 18, 20, 22, 24, 24, 24, 26, 26
Since both 18 and 24 occur three times, the modes are 18 and 24 miles per hour. This example is
a set that is bimodal.
Mode is appropriate for determining the impact speed with minimal bumper damage in a
crash test of 11 cars because it allows one to see what speed or speeds occurred the most within
this data set.
Mean:
_
The mean (abbreviated x) is the result you get if you take the sum of all of the data values and
divide that sum by the number of data values. This is commonly called the average, although the
word average sometimes has other meanings.
Example 1:
Find the mean driving speed of 6 different cars on the same highway.
66 mph, 57 mph, 71 mph, 54 mph, 69 mph, 58 mph
Solution: 66 + 57 + 71 + 54 + 69 + 58 = 375

The mean of the driving speed of 6 different cars on the same highways is 62.5 mph.
Mean is appropriate for calculating the driving speed of different cars on the highway
because it calculates the average of all the speeds of the 6 different cars.
Example 2:
Scott took 7 math tests in one marking period. What is the mean test score?

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89%, 73%, 84%, 91%, 87%, 77%, 94%
Solution: 89 + 73 + 84 + 91 + 87 + 77 + 94 = 595

The mean of his test score is 85%.

Mean is appropriate for calculating Scotts math test scores because it gives the average
of how he did on all of the tests.
Median:
The median (abbreviate M) is the value in the middle of the data set when the values are
arranged in ascending order. If there are an odd number of data values, 2n + 1, it is the value in
the position n + 1. (i.e. if there were 11 values it would be number 6 so there would be 5 values
before it and 5 values after it). If there are an even number of values, 2n, then it is the average of
the values in position n and position n + 1. (i.e. if there were 10 values it would be the average of
the values in position 5 and 6, so there would be 5 values before the median and 5 values after
the median.
Example 1:
The Jameson family drove through 7 states on their summer vacation. Gasoline prices varied
from state to state. What is the median gasoline price?
$1.79, $1.61, $1.96, $2.09, $1.84, $1.75, $2.11
Solution: Ordering the data from least to greatest:
$1.61, $1.75, $1.79, $1.84, $1.96, $2.09, $2.11
Answer: The median gasoline price is $1.84. There were 3 states with higher gasoline prices and
3 with lower prices.
Median is appropriate for calculating the gas prices to get a quick look at what the middle
price was since there was no outlier number.
Example 2:
The Doran family has 5 children, ages 9, 12, 7, 16, and 13. What is the age of the middle child?
Solution: Ordering the children ages from least to greatest:
7, 9, 12, 13, 16
Answer: The age of the middle child is the middlemost number in the data set, which is 12.
Median is appropriate for finding the age of the middle child because it arranges all the
children from youngest to oldest and allows one to find the median number.

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.
There is no agreed definition to what an outlier is but the best definition is a data value that is
seen as an extreme value when compared to the whole data set.
Outlier(s) skew data by pulling the data mean (x) towards it. The outlier does not really affect the
median because the median will always be in the center of an ordered set of data, the only

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difference an outlier might make to the median of a data set was whether the median was a value
found in the set or if the median would have to be found by finding the average between two
values of the data set.
To figure out if a value is an outlier you have to multiply 1.5 and the IQR (which is found by
subtracting the Q1 from the Q3). By adding that product to the Q3 and subtracting that product to
the Q1, these two points mark the lowest value an outlier can be.
Ex. In a mock test for a study group the students get the scores 24, 40, 55, 73, 75, 76, 76, 76, 77,
79, 80, 80, 83, 83, 85, 88, 89, 90, 100, and 100. What, if any would be the outlier? Find the mean
and median with and without the outlier. Draw a plot-and-whisker plot to help you. (Notice if
and how the median and the means differ with and without the outliers.)
WITH OUTLIER
Min: 24
Max: 100
Median: 79.5
Q1: 75.5
Q3: 86.5
Mean: 76.45

WITHOUT OUTLIER (24, 40, 55)

Min: 73
Max: 100
Median: 80
Q1: 76
Q3: 88.5
Mean: 82.9