-
Notifications
You must be signed in to change notification settings - Fork 6
-
Notifications
You must be signed in to change notification settings - Fork 6
New issue
Have a question about this project? Sign up for a free GitHub account to open an issue and contact its maintainers and the community.
By clicking “Sign up for GitHub”, you agree to our terms of service and privacy statement. We’ll occasionally send you account related emails.
Already on GitHub? Sign in to your account
add section or worksheet on "variability" to "visualizing the shape of the data" #2085
Comments
@schanzer Noticing that this 6th grade cc standard explains statistical questions using variability:
Our curriculum references statistical questions in all of the following places. Any reason not to work variability into all of those?
|
By all means, definitely integrate this! And as always, if it affects the workbooks, do it on a branch. |
* teach about how to make a box plot, introduce comparing box plots and histograms, incorporate variability into all lesson references to statistical questions, add a page for practicing making a box plot by hand (see #2129, #2111, #2104, #2085) * [DS] add more box-plot contracts to our langtable * [DS] use @ifsoln to show the word 'teacher', rather than @teacher (closes #2140) * finalize box plots lesson in response to pull request updates (see #2139, #2129)
just throwing this here for future reference: A framework for teaching and assessing reasoning about variability |
In her review of Kathi's DS diagnostic, Flannery wrote this: "I'm not convinced that our work with histograms would help teachers to answer the scores / frequency question. The only place I see the term variability referenced in our histogram lesson is in the standards alignment to C.SP.A"
While working on the histograms formative assessment, I just arrived at the same conclusion. Our stuff discuss SHAPE but never variability. We definitely have students think about variability (like on that awesome matching page!), but I think the connection needs to be more explicit, given that both the standards and the literature use the term VARIABILITY often. I know this I was poking around in the literature to see what the common misconceptions were around histograms, in order to write the formative assessment. Here's a nice summary that I encountered:
In a similar vein: lots of good higher order thinking can happen when students are asked to consider mean, median, and mode with respect to histograms. I propose a section or lesson called "tying it all together: measures of center and histograms" where students compute mean, median, and mode from histograms and think about statements like "the median of a histogram is always in the center bar" (which about half of our respondants so far have indicated is true). I'll screenshot some nice Qs below (from here).
and check out the Q on page 24 - for sixth grade! on a CC-aligned Smarter Balanced practice test: https://portal.smarterbalanced.org/library/en/grade-6-math-practice-test-scoring-guide.pdf
Curious about your thoughts on this, @flannery-denny and @schanzer .
The text was updated successfully, but these errors were encountered: