## 8.21 Statistics Jeopardy.docx - Section 2: Statistics Jeopardy

# Statistics Jeopardy

Lesson 21 of 22

## Objective: SWBAT: • Review for statistics unit test.

## Big Idea: What do students understand? What gaps do they have in their understanding? Students play the Statistics Jeopardy review game.

*50 minutes*

#### Do Now

*10 min*

See my **Do Now** in my Strategy folder that explains my beginning of class routines.

Often, I create do nows that have problems that connect to the task that students will be working on that day. Today I want students to review finding the mean absolute deviation of a data set. I purposely did not include the grid that I gave students when they were first calculating MAD. I want to make sure that students can organize their information on their own.

I ask for students to share their thinking. Students are engaging in **MP3: Construct viable arguments and critique the reasoning of others**.

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#### Statistics Jeopardy

*35 min*

**Notes:**

- Before this lesson, I use students’ work from the previous lesson and quiz data to
**Create Homogeneous Groups.**Students work in groups of 3-4. - I have one laptop available for each group. I post the Statistics Jeopardy powerpoint on www.edmodo.com . This way each group can play at their own pace.
- I give each group a
**Group Work Rubric.**

I explain how groups will play Statistics Jeopardy. I show students how to access it from www.edmodo.com. I explain that they need to show their work and keep track of questions they get correct on the game board on their packet. I emphasize that they are working on honesty and integrity. They are only going to learn something if they acknowledge they do not know it and ask for help.

I have a few students model an example problem together in a group. If they do not have the work to show for it (if required) they do not get the question correct. The way I have students play Jeopardy is a bit different than the TV show. Everyone must show work. They need to wait a reasonable amount of time, so students have time to complete their answers. Once the time is up, students reveal their work to each other and then check the answer. Any student who gets the correct answer gets the points. I have found that students are more engaged when they play this way, since they always have an opportunity to earn points. I do not have students subtract points for an incorrect answer.

As students work I walk around to monitor student progress and behavior. Students are engaging in **MP1: Make sense of problems and persevere in solving them** and **MP6: Attend to precision.**

If students are struggling, I may ask them one or more of the following questions:

- What do you know? What are you trying to figure out?
- What does it mean when it says to calculate _________________ ?
- What strategies do you have for calculating ________________ ?
- Does your answer make sense?

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#### Closure & Homework

*5 min*

I ask students to share out any questions that they struggled with. I call on other classmates to help explain the how to solve it. Students are engaging in **MP3: Construct viable arguments and critique the reasoning of others. **

I pass out the **Homework. **

#### Resources

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- UNIT 1: Intro to 6th Grade Math & Number Characteristics
- UNIT 2: The College Project - Working with Decimals
- UNIT 3: Integers and Rational Numbers
- UNIT 4: Fraction Operations
- UNIT 5: Proportional Reasoning: Ratios and Rates
- UNIT 6: Expressions, Equations, & Inequalities
- UNIT 7: Geometry
- UNIT 8: Geometry
- UNIT 9: Statistics
- UNIT 10: Review Unit

- LESSON 1: 100 Students Project: What If The World Were 100 People?
- LESSON 2: 100 Students Project: What do we want to know about our students?
- LESSON 3: 100 Students Project: Revising Questions & Planning the Survey
- LESSON 4: 100 Students Project: Conducting the Survey
- LESSON 5: 100 Students Project: Tallying Data and Brainstorming about Presentations
- LESSON 6: 100 Students Project: Analyzing Survey Results
- LESSON 7: 100 Students Project: Presenting Your Findings
- LESSON 8: 100 Students Project: Project Reflection
- LESSON 9: Median, Mode, and Range
- LESSON 10: Mean
- LESSON 11: Playing with Measures of Central Tendency
- LESSON 12: Choosing the Best Measure of Center
- LESSON 13: Show what you know
- LESSON 14: Introduction to Box Plots
- LESSON 15: Box Plots and Interquartile Range
- LESSON 16: Arm Span Day 1
- LESSON 17: Arm Span Day 2
- LESSON 18: Mean Absolute Deviation
- LESSON 19: Comparing Mean Absolute Deviation
- LESSON 20: Selecting Measures of Center and Variability
- LESSON 21: Statistics Jeopardy
- LESSON 22: Unit Test