Correlation and causation + mixed review

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Objective

SWBAT distinguish between correlation and causation.

Big Idea

Correlation or causation? Push kids' logical reasoning!

Lesson Author

Jeff Li MTP

New York, NY

Grade Level

Eighth grade

Subjects

Math

Statistics

Interpreting linear trends

Data Analysis and Probability

Interpretation of Data

Standards

8.SP.A.1

Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

8.SP.A.2

Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.

8.SP.A.3

Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.

8.SP.A.4

Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?

MP3

Construct viable arguments and critique the reasoning of others.

Warm Up

10 minutes

Today, when students walk into my classroom they will pick up a packet which starts with the Warm Up problems. WU121 includes two problems that ask students to reason abstractly about patterns in bivariate data.

Play of the Day

40 minutes

Huddle

10 minutes

Avoiding "Watch what I do..."

This section of the lesson reviews the notes, examples we work through as a class or in partners, and the independent practice. For the independent practice:

I give the kids ALL of the answers, ALL of the time. This way, they get instant feedback, and need to stop and check themselves the moment they find a mistake. Why did I make that mistake? If they do not understand, they ask a partner or me for assistance.
Sustained, consistent independent practice each day is critical to student mastery. I guard this time preciously.
I use a SMARTboard timer, and also play music (generally instrumental (no lyrics) versions of songs they love that I get from my DJ/classroom roommate, our history teacher Gerard Griffith, an amazing teacher).

9 - 4 POTD121 Causation-correlation + mixed review contains much of today's work, a sample of which is covered during the huddle.

In the space under the examples, I draw an overlapping Venn diagram, emphasizing the point that if something is causation, it must also be correlation (the entire causation circle fits inside the correlation circle).

For the independent practice, I allow the kids to work in pairs if they prefer, to debate correlation and causation.

For the mixed review section, it’s a nice time in the unit to do some consolidation and review, since the lesson is so short.

In this Huddle, we will review the first example, and I talk about where they think the average KIPP kid would fit on this graph.

Well… the average KIPP kid is an outlier…gets less sleep.

But then we talk about the fact that KIPP kids are outliers on another graph, too…. The graph that plots college graduation rate as a function of family income level. And we talk about why and how.,.. and I show them Ch 9 from Gladwell’s Outliers (which talks about KIPP)… and we sort of end on a rah-rah note. It’s nice.