Comparing Box Plots and Making Predictions
Lesson 7 of 20
Objective: SWBAT use center and spread to make a prediction about a new data set, based on the practice in which they've been engaged.
Class follows a soft start today. In some classes, students need to put the finishing touches on yesterday's work of creating three different histograms for the same data. On the board, I write
Sit with someone who has a different histogram than you.
Who has the most accurate histogram?
This is enough to get kids back to that work and to allow me to start a few conversations about bin width. I don't want to hit them with a definition of shape all at once; they need a few examples on which to hang this knowledge before we get there. So I circulate and lay some scaffolding for this. I ask about the shape (in an informal sense, not Statistical Shape) of different histograms and try to get kids talking about the story each graph tells.
For kids who need to finish creating the histograms, they have time for that now, and most are eager to finish up.
After a few minutes, and as students complete the tasks they've found for themselves, I return Linear Practice #2, which students tried at the end of last week. This gives everyone a chance to see their results, and if they're otherwise unoccupied, identify a few growth areas and ask questions. At the ten minute mark, I'll ask for everyone's attention, and we'll turn our full attention to solving linear equations.
Linear Equation Gallery Walk
I tell the class that I've seen a few common errors on Linear Practice #1 and Linear Practice #2, and that I'd like for everyone to improve their scores on Linear Practice #3 - which is coming up at the end of class today - by focusing their attention on a few of these common errors.
Around the room, I have posted a series of examples and practice problems, based on the common errors I'm talking about. You can see what I've put up around my room in each of the photo resources for this section.
Gallery Walks are great because they give students the chance to get up, vote with their feet on what they'd like to learn, and to have the informal conversations that can happen when they find themselves standing next to a colleague who is working on the same thing.
I want to give students approximately ten minutes to go to each poster and try an example from each one. It's important to be flexible here. If this goes really well, I'm happy to give students a little more than ten minutes. Some classes really embrace this structure, and when they do, I let them run with it.
Linear Practice #3
Unlike the first one, I count this one for a grade on Mathematical Practice #1. Here is how I grade it: LP3 Grading Strategy. I don't show students this slide until I return their work in an upcoming class. For now, I just say that I expect everyone to try to solve as many equations as they can, and for everyone to better than they did last time.