## Reflection: Lesson Planning Straight Walkin' With Statistics - Day #2 - Section 2: Why are we doing what we are doing?

After heading to the board to "sketch an overview idea of the confidence interval" - it hit me...

#1:  I don't want to run class this way!  I always prefer not to be the sole provider of knowledge for my students.  I want them to discover the confidence interval through inquiry and discovery - and through my scaffolding in the remainder of the unit...not because I just tell them what it is.

#2:  A trip to the whiteboard (where I was the only one talking) would have killed the positive momentum of our lesson.

For these reasons, I adapted my plan.  Instead of mathematically revealing the confidence interval, I simply wrote the words "CONFIDENCE INTERVAL" on the board and probed my students to define what it might mean.  The result was an outstanding discussion.  Through asking follow up questions like Can you give me an example of what we are talking about? the students were able to achieve a working definition of the concept without killing the momentum of the class.  After calling this "audible" to my game plan, I went ahead with my original plan of attack and illustrated how this might look on a graph.

Scrap the Picture - Hold a Discussion
Lesson Planning: Scrap the Picture - Hold a Discussion

# Straight Walkin' With Statistics - Day #2

Unit 4: Statistics: Something for Everyone
Lesson 12 of 21

## Big Idea: Students move from active PARTICIPANTS to active STATISTICIANS of their study!

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Standards:
Subject(s):
Math, Algebra II, master teacher project
45 minutes

### Jarod Hammel

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