Reflection: Lesson Planning Categorically Quantified - Section 1: Set the Stage

 

The main thing I noticed about this introduction was that we didn't have enough data and I had to add a significant amount, which took time away from the lesson.  Next time, if my class is less than ten students, I will begin with at least ten additional "people" already posted on the data table on the board when class starts.  It's easy enough to collect more data myself or, if this is the first class of the day again, to have other students post their information before class begins.  That way I can focus more on the teaching part of the lesson.  If you have small classes, I strongly recommend this strategy for any data collection that needs a larger data set than your class alone.

  for a very small class
  Lesson Planning: for a very small class
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Categorically Quantified

Unit 11: Statistics
Lesson 2 of 17

Objective: SWBAT represent and interpret data for quantitative or qualitative (categorical or measurement) variables

Big Idea: What kind of data do I have and what can I do with it? Figure out how to work with both qualitative and quantitative data sets.

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Subject(s):
Math, Statistics, Algebra II, master teacher project, 11th Grade
  60 minutes
categorically quantified
 
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