##
* *Reflection: Intrinsic Motivation
Generating Data and Stats Practice - Section 1: Opener: Survey

When students get to the second question on the Stats Survey:

**There is a lion running down the hall of North High School. It's coming right at you. What do you do?**

They all stop and say, "Wait, what's up with this question?" Then they start to laugh and wonder why they're answering such a bizarre question. Next, they're asked questions about their texting habits, their families, their shoe sizes, and to guess the ages of some of their teachers. Again, laughter, and then engagement.

I always notice a shift in the vibe of my classes after students take this survey. In the days that follow, as we look at some of the results, students are highly engaged, because the data is about them. They remember their own answer to each question, and they're excited to see how everyone else answered. (I make a big deal about the anonymity of this data -- I'm not trying to expose anyone personally with their answers to these questions - so we're only looking at class and grade-level sets of data.)

Fun, and joy, and opportunities to think very locally characterize the work we do for the first few weeks of this stats unit. I'm proud that I'm able to incorporate laughter into a pretty rigorous study of these introductory stats standards. But even without the connections to the curriculum, it's so valuable to have some fun, and the experience makes it that much easier for kids to participate in everything that follows.

*Getting (a Little) Weird*

*Intrinsic Motivation: Getting (a Little) Weird*

# Generating Data and Stats Practice

Lesson 8 of 20

## Objective: Students will complete a survey that generates some great data for upcoming lessons. They will also practice solving equations, interpreting box plots, creating histograms, and developing a conceptual understanding of mean.

#### Opener: Survey

*10 min*

For today's class we're back in the computer lab, and the first task is for everyone to complete a survey. The purpose of the survey is to generate data that we'll use over the next couple weeks as the statistics unit proceeds. You can see the survey by clicking here. Feel free to enter your answers so you can scroll through it.

In this video narrative, I provide a tour of the survey and I share my thinking behind it. What's most important to consider is the distinction between *real-world* data and *relevant* data. Over the course of my teaching career, I've often been inclined to stress the real-world application of mathematics because I'd assumed that such application would show students the relevance of math and therefore increase engagement. The problem is that a great deal of the real world is irrelevant to a high school freshman. Plenty of what I find fascinating can lay an egg with my kids. But *relevance*, whether *real-world relevance* or otherwise, can be a powerful motivator. That's why I'm collecting this data today. In the next few lessons, we'll take a look at the results of these survey questions and use them to learn practice some stats concepts. Because the data belongs to the kids, it's immediately relevant.

Some of the questions are silly and others really pique the curiosity of my students, which further serves to build some anticipation for checking out these survey results.

*expand content*

When students are done with the survey, they can return to Delta Math, where I've posted four assignments. Students can choose between:

- Practice solving linear equations
- Practice working with box plots
- Practice creating frequency tables and histograms
- Exploring a nifty way to think about mean

For a description of Delta Math, take a look at my introductory lesson from last week.

I love teaching with this tool because it allows me to be useful where the students need me. Kids don't need me to just tell them if they're right or wrong, because the computer takes care of that. They don't need me to show them how to do a problem, at least no at first, because they see a work-out solution to every problem they try. On the other hand, students do need to me to explain how or why a solution strategy works, or why a particular answer was wrong, and these are a particularly useful sort of conversation to have.

*expand content*

With a few minutes left in class, I ask for everyone's attention and I make the sales pitch. There are many reasons that homework can be hit or miss with my kids. I work steadily to get them to see its value. Delta Math provides an alternative to paper-and-pencil homework, and I want kids to think about what would happen if they put in some practice time every day, online or not.

"Raise your hand if you feel like you learned something today," I say, and as hands shoot up I ask for kids to shout out what they've learned. A week ago, a lot kids were frustrated by this site. Today, they love it.

"Just imagine what would happen if you could spend 20 minutes working on Delta Math every day," I say. I don't want to sound like an infomercial, but I don't mind if I do, either. I say that I know it can be difficult to access a computer, but there are steps that everyone can take. The school library is open before and after school, and city libraries are open afternoons and weekends. There are computers available in some study halls, and different arrangements can be made with me and resource teachers after school.

"And remember, I'm not asking you to live and breathe math 24/7," I say. "But just think about what 20 minutes of this sort of practice could do!"

*expand content*

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- UNIT 1: Number Tricks, Patterns, and Abstractions
- UNIT 2: The Number Line Project
- UNIT 3: Solving Linear Equations
- UNIT 4: Creating Linear Equations
- UNIT 5: Statistics
- UNIT 6: Mini Unit: Patterns, Programs, and Math Without Words
- UNIT 7: Lines
- UNIT 8: Linear and Exponential Functions
- UNIT 9: Systems of Equations
- UNIT 10: Quadratic Functions
- UNIT 11: Functions and Modeling

- LESSON 1: The Game of Greed and an Intro to Statistics
- LESSON 2: Creating Box Plots and Generating Data
- LESSON 3: Introducing Delta Math and Getting Better at Solving Equations
- LESSON 4: Data and Plots on the Number Line
- LESSON 5: Making Data to Fit a Representation
- LESSON 6: Jigsaw: Histograms With Differently Sized Bins
- LESSON 7: Comparing Box Plots and Making Predictions
- LESSON 8: Generating Data and Stats Practice
- LESSON 9: Analyzing Linear Practice Data with Center and Spread
- LESSON 10: Group Quiz: Plots on the Real Number Line
- LESSON 11: Problem Set: Texting vs. Social Media
- LESSON 12: Background Knowledge: Percentages and Practice
- LESSON 13: Where Does My Stuff Come From? Part 2: Organizing Data
- LESSON 14: Where Does My Stuff Come From? Part 3: Two Way Frequency Tables
- LESSON 15: Social Media Problem Set #2
- LESSON 16: Where Does My Stuff Come From? Part 4: U.S. Trade Data
- LESSON 17: Where Does My Stuff Come From? Part 5
- LESSON 18: Where Does My Stuff Come From? Part 5, Day 2
- LESSON 19: Writing Prompt Assessment: Which Basketball Player Would You Choose?
- LESSON 20: Unit 2 Exam