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* *Reflection: Routines and Procedures
Introduction to bivariate data - Section 1: Warm Up

I feel that a key to my approach to Warm Ups is that one of the problems is selected so that that nearly every student can be successful at. Then, I include 1-2 problems that push my students' thinking to illuminate something new. The first task allows kids to feel immediate success at the lesson’s outset. The second task pushes kids to think more deeply about mathematics.

It is incredibly important that warm-ups do NOT take up more than 10 minutes. OK, maybe 11 minutes. But that’s it. Seriously… an opening routine that goes long is the Achilles heel of many lessons, and being smart about how much time to spend here is critical.

*Key to Effective Warmups*

*Routines and Procedures: Key to Effective Warmups*

# Introduction to bivariate data

Lesson 1 of 7

## Objective: SWBAT to understand bivariate data by constructing and interpreting scatter plots.

*75 minutes*

#### Warm Up

*10 min*

Each day, students walk into my classroom, pick up a classwork packet (that has the warm-up as well as the classwork for the day in one easy to pick up packet), and work on 2-3 problems. At different parts of the year, this may look different. Most often, it takes two possibilities:

a) Reviewing the previous day’s work, which prepares kids to tackle today’s aim.

b) Spiraling previous content, particularly from major standards from the Common Core

Today’s Warm Up is a bit different, in that it was the first day back from a break. In that case, we reviewed the break packet.

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#### Huddle

*10 min*

During this time, I work with my students as a group to consolidate the day’s learning by choosing 1-2 problems to review. I NEVER skip this part of the lesson – it’s critical to really “bake in” the learning the kids just experienced.

A few thoughts here:

- I generally do one problem that is very straightforward, to increase their confidence that they learned what we set out to learn in our objective.
- I then choose 1-2 problems that required more sophisticated thinking, and often let kids present their own reasoning, and then open it up to others to critique their reasoning. This is a key part of the Common Core Mathematical Practice Standards (MP3).

#### Resources

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#### Homework

*15 min*

Tonight's assignment (HW118 Introduction to bivariate data) is to be completed at home and should take students approximately 15 minutes.

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Thank you very much. We are winding down and I was trying to find a fun way to introduce 8.SP.1-3. This looks great. Look for more feedback in the coming weeks. ;)

| one year ago | Reply##### Similar Lessons

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- UNIT 1: FLUENCIES AND THE LANGUAGE OF ALGEBRA
- UNIT 2: SOLVING LINEAR EQUATIONS
- UNIT 3: INTRODUCTION TO FUNCTIONS
- UNIT 4: INTERPRETING AND COMPARING LINEAR FUNCTIONS
- UNIT 5: SYSTEMS OF LINEAR EQUATIONS
- UNIT 6: EXPONENTS AND SCIENTIFIC NOTATION
- UNIT 7: PARALLEL LINES, TRANSVERSALS, AND TRIANGLES
- UNIT 8: CONGRUENCE AND SIMILARITY THROUGH TRANSFORMATIONS
- UNIT 9: PATTERNS OF ASSOCIATION IN BIVARIATE DATA
- UNIT 10: SLOPE REVISITED
- UNIT 11: VOLUME OF CYLINDERS, CONES, AND SPHERES
- UNIT 12: POLYNOMIALS AND FACTORING
- UNIT 13: QUADRATIC FUNCTIONS