Reflection: Coherence Making Relevant Comparisons: Comparing Populations - Section 4: Our City Statistics Project : Calculating Measures of Center and Spread


When reflecting on teaching this lesson, I can't help but go back to the idea of coherence. As a teacher, I have ideas on how the lessons in any particular unit are connected, as well as how the units in the course are connected. However, I have found that those connections need to be made explicitly AND repeated multiple times so that students can also make those connections. 

In teaching the Our City Statistics unit, the Performance Task/group project ended up being the glue for the unit. Having a cohesive project, where students had to grapple with and apply their understanding of the unit concepts really helped them make connections between ideas in the unit.

I would venture that without the performance task, students would not see the connections between, say, residuals and scatterplots. The performance task, which ran throughout the unit, was a consistent space for students to have those higher level conversations and have time to figure out, "okay I think I know what a correlation coefficient is all about, but how does it apply to my group's research question?"

  Performance Tasks as an Instructional Tool to Increase Coherence
  Coherence: Performance Tasks as an Instructional Tool to Increase Coherence
Loading resource...

Making Relevant Comparisons: Comparing Populations

Unit 8: Our City Statistics: Who We Are and Where We are Going
Lesson 5 of 10

Objective: SWBAT correctly choose appropriate measures of center and spread depending on the type of data distribution. SWBAT compare measures of center and spread for two or more data sets.

Big Idea: Students will compare two or more data sets by using appropriate measures of center (median, mean) and spread (interquartile range, standard deviation).

  Print Lesson
3 teachers like this lesson
Math, Algebra, Statistics, measures of central tendency, Measurement and Methods, standard deviation, median, mean, interquartile range, 9th grade
  85 minutes
img 5171
Similar Lessons
Spread Out
Algebra I » Data and Statistics
Big Idea: How would you determine how spread out a data set is? Students put data sets in order from least to most spread out based on their own intuition and reasoning.
Boston, MA
Environment: Urban
Amanda Hathaway
The Stroop Effect
12th Grade Math » Statistics: Data in One Variable
Big Idea: Students are active participants in John Ridley Stroop's famous experiment, which provides them with tangible reasons for the shape, center, and spread of a data set to change.
Worcester, MA
Environment: Urban
James Dunseith
Straight Walkin' With Statistics - Day #1
Algebra II » Statistics: Something for Everyone
Big Idea: Students will be active participants in their own study. Today will focus on data collection and looking at the initial characteristics of the data.
Huntington, IN
Environment: Suburban
Jarod Hammel
Something went wrong. See details for more info
Nothing to upload