## Reflection: Student Grouping Comparing Distributions - Section 2: Class Notes + Guided Practice

In order to allow room for better student discussions, I altered the notes this year by labeling the dot plots provided at the beginning of the notes with the appropriate “SUV” and “small car” labels. Students then had to explain which vehicle was more efficient. Efficiency was defined as stated in the narrative, a car’s ability to travel longer distances on a certain number of gallons of gasoline. The questions included in the narrative were also displayed on the board for students to use to build their responses. They were given 5 minutes to discuss and 3 minutes to write independently. I collected these responses and reviewed them while students completed the rest of the “guided practice” worksheet included in the original lesson. Students were selected during an earlier study hall period to lead the rest of this notes section, giving me the opportunity to check each response.

I used their responses to group them in pairs for the partner review section of class. When checking their responses, I looked out especially for students’ ability to explain how the variability informs efficiency. When the data is clustered around the smaller numbers it indicates less efficiency. Each pair included a student who showed understanding in his response and a student who gave no response or a lacked understanding in this topic.

The written response is a great way to promote the usage of vocabulary and math language in class. Students need to be pushed to talk and write about math so that they can continue building understanding of these complex statistical concepts.

Creating Strategic Pairs
Student Grouping: Creating Strategic Pairs

# Comparing Distributions

Unit 7: Statistics and Probability
Lesson 2 of 11

## Big Idea: students discuss random samples and compare data using measures of center in line plots and stem and leaf plots

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55 minutes

### Yazmin Chavira MTP

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