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
Loading resource...

Straight Walkin' With Statistics - Day #2

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

Objective: The students will dig deeper into yesterday's data, apply previous learning, and explore the concepts of a confidence interval.

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

  Print Lesson
Math, Algebra II, master teacher project
  45 minutes
copy of blindfold
Similar Lessons
Describing Data - Day 1 of 2
Algebra I » Data and Statistics
Big Idea: How would you describe these numbers without just writing a list? Students work together to describe data both in words and in visual representations.
Boston, MA
Environment: Urban
Amanda Hathaway
The Game of Greed
12th Grade Math » Statistics: Data in One Variable
Big Idea: Sticky notes make this data set a manipulative that can be rearranged as student understandings of statistical representations evolve.
Worcester, MA
Environment: Urban
James Dunseith
Our City Statistics Project and Assessment
Algebra I » Our City Statistics: Who We Are and Where We are Going
Big Idea: Students demonstrate interpersonal and data literacy skills as use statistics to learn about their community.
Salem, MA
Environment: Urban
Jason Colombino
Something went wrong. See details for more info
Nothing to upload