Reflection: Discourse and Questioning 100 Students Project: What do we want to know about our students? - Section 2: What makes a question a statistical question?

 

When I taught this lesson the Learn Zillion video was being revised and not available on the website.  Instead, I used a version of the video that was posted on youtube:  https://www.youtube.com/watch?v=H10rwoozHTk   

At 2:50 in the video there is a graph that displays data from a question, “What is your favorite sport on TV?”   The problem with the graph is that they sum of the percentages is more than 100%.  I used this as an opportunity to pause the video and ask students, “What do you notice about this graph?”  Students participated in a Think Pair Share.  Students were able to notice that since the x-axis said “percentage of viewers” it didn’t make sense that the sum of the bar graphs exceeded 100%.  Students engaged in MP1: Construct viable arguments and critique the reasoning of others.  

  Analzying a Graph in the Video
  Discourse and Questioning: Analzying a Graph in the Video
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100 Students Project: What do we want to know about our students?

Unit 9: Statistics
Lesson 2 of 22

Objective: I will be able to: • Define and identify statistical and non-statistical questions. • Define variability in my own words. • Write 3 statistical questions that my group thinks should be part of the survey. • Write at least 3 procedures about how the survey should be given.

Big Idea: What makes a question a statistical question? Students learn about statistical and non-statistical questions and then use that knowledge to brainstorm survey questions for their classmates. Students also start to think about what specific procedures they

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Math, 6th grade, master teacher project, learn zillion
  60 minutes
100 students project what do we want to know about students image
 
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