## 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

# Making Relevant Comparisons: Comparing Populations

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

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

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Standards:
Subject(s):
Math, Algebra, Statistics, measures of central tendency, Measurement and Methods, standard deviation, median, mean, interquartile range, 9th grade
85 minutes

### Jason Colombino

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