## Reflection: Connection to Prior Knowledge What's this table saying? - Section 2: Direct Instruction

When I first watch the video in preparation of showing it in class, I make note of timestamps when I would like to stop the video to ask a question.  I also make it explicit to students why I am stopping the video at that point in time.  This helps them to realize how they should be watching instructional videos on their own (a skill that will become more important with the advent of flipped learning).  I also ask students to try to make connections with things that they already know when I stop the video.  This metacognitive skill of reacting the video with either a statement or a question helps students delve more deeply into the content.

How to Watch and Instructional Video
Connection to Prior Knowledge: How to Watch and Instructional Video

# What's this table saying?

Unit 5: Modeling With Statistics
Lesson 10 of 19

## Big Idea: In this lesson students make conjectures about the meaning of a two-way frequency table, test their conjectures, and support their findings mathematically.

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Standards:
Subject(s):
Math, Statistics, joint frequencies, marginal frequencies, conditional relative frequencies, modeling, two way frequency table, categorical data, 9th grade
55 minutes

### James Bialasik

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