Reflection: Relevance Comparing Distributions Part II - Section 1: Do Now


This is yet another example of an irrelevant Do Now that tries to do too much. The reason you see material that is not relevant to comparing distributions is that I was scrambling for time to review topics before the state test. The draw back from this scramble is that students are not reviewing relevant prior skills to address the day’s lesson. On this particular lesson I needed to return to the topic of comparing distributions because my checks for understanding indicated the first lesson did not go well. A better use of time for this Do Now would be to gauge what students were able to remember from the first lesson, rather than spiraling irrelevant material. With 90 minute blocks, it was best to infuse the last 30 minutes of class with spiral material. This is where I moved the original Do Now. The Do Now I used for this lesson this year is attached. It gauges the following skills:

  • identifying the median on a dot plot
  • comparing/understanding variability
  • justifying/defending answer about variability

I used the information from this Do Now to group students strategically for the next “Task” section. If I don’t want to have a part III review of this lesson then I have to find ways to use students as teachers. The more they discuss with each other, the better the understanding they will build. Keeping this in mind, I grouped students with range levels of understanding that made sense. In other words, I did not place students who seemed to fully understand the topic (or were close to it) with students who did NOT understand the topic (or very little of it). I don’t want students to have the opportunity to opt out and let the student who understands more do the bulk of the work/thinking. By pairing students who are closer in their level of understanding, I hope to push everyone’s thinking. 

  Relevance: Another Switch
Loading resource...

Comparing Distributions Part II

Unit 7: Statistics and Probability
Lesson 4 of 11

Objective: SWBAT compare two sets of data by describing the center or variability.

Big Idea: students work in groups to compare sets of data in the form of line plots, describing measures of center and variability

  Print Lesson
3 teachers like this lesson
day 124 comparing measures
Similar Lessons
Mean Absolute Deviation - Why be MAD?
7th Grade Math » Statistics
Big Idea: Mean absolute what?! Students will use MAD to look at variation in sets of data.
Elon, NC
Environment: Suburban
Heather Stephan
Something went wrong. See details for more info
Nothing to upload