Reflection: Diverse Entry Points Where Does My Stuff Come From? Part 3: Two Way Frequency Tables - Section 3: Class Data Collection & Rolling Debrief


I love this project, and as I reflected in yesterday's lesson, I believe that it's a powerful experience for kids to gather and analyze their own data about their own "stuff" on the first three parts of this project.

This year, in one of my classes, these first three parts of the project fell really flat, and just didn't happen.  Kids had trouble collecting their own data on Part 1, and then when it came to Parts 2 and 3, we just couldn't get going as a class.  Out of 26 students, I had just 7 who completed Part 1 and I had to scramble to come up with a back-up plan for the others.

For the kids who didn't bring data to class, I used Kuta's Infinite Algebra software to create a review worksheet of percentage exercises.  I used it for a few students in my other classes too.  So as some students parsed out their data on Parts 2 and 3, other students got better at solving percent and percent change problems.  It worked well enough, but I was disappointed to see my students missing out on the experience of dealing with the data.

I worried about what would happen for the next two parts of the project, but then was excited to find that my worries were unfounded.  When we debriefed and looked at the results of data collection for all classes, even the students who didn't complete the first parts of the project had a lot of questions and observations.  It turned out that the data was engaging enough, and when I told everyone that next week we'll compare our data to some world-wide trade data, even the students who missed out on the first parts expressed their excitement about seeing how "right" or "wrong" our data might be.

So it wasn't ideal, but the engagement factor that I rely on in teaching this project was still there, and I'm looking forward to seeing what happens on Monday when we all push the reset button and embark on Part 4.

  When Parts 1, 2, and 3 Don't Go as Planned
  Diverse Entry Points: When Parts 1, 2, and 3 Don't Go as Planned
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Where Does My Stuff Come From? Part 3: Two Way Frequency Tables

Unit 5: Statistics
Lesson 14 of 20

Objective: SWBAT use a two-way frequency table to organize categorical data in two categories.

Big Idea: Sometimes, we have to get our hands dirty if we want to learn to use a new tool. Today, students dig into their data in order to come up with a neat two-way frequency table.

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