Category Archives: APstats

Open Data Collection with Party Favors

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Yesterday was my last day with AP Statistics.  Most had presented their final projects last Friday.  We had extended periods due to other courses taking finals.  Once everyone had finished their presentations, we had a lot of time left.

I opened the cabinet and got these items out…placed them on a desk.  I told students to get one (or more) and play.  After a few minutes of kid-like laughter, I instructed them their last daily assignment was to create a data collection lab.

Basically, they were instructed to come up with a question addressing their toy, determine what they could measure that would allow them to answer their question, outline a lab to collect data and suggest a statistical test that would allow them analyze their data.

It was quite humorous watching them combine toys to develop their questions.  It truly was a time of play, but at the same time – thinking was happening!

I believe this will be a task I use the next time I get to teach Statistics.  However, it will focus on the type of data we collect…categorical vs. quantitative and what questions could be answered based on the collected data.

Once again, I am amazed/not amazed at some of the ideas they come up with.  And remind me – why do I not do more tasks like this?  #lakerproud #awesomestudents

 

Jelly Blubbers & End of Week Reflection #MTBoSBlaugust Post 20

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This is  my second round with AP Statistics.  My feet are at least on the ground – still much to learn but not that blinded feeling of last semester.

This week students read Chapter 12 on Sampling Techniques (BVD, 3rd ed.).  We began class by a quick survey of which technique you felt was going to be easiest to remember and which was most difficult.  Interesting results – they felt systematic sounded the most difficult.  I don’t have a picture of their tallies.

Not sure where Jelly Blubbers came from – but @druinok had shared them with me.  Its a great illustration to help students have a concrete model of each technique.  While leaving class, a student thank me for the activity because it helped them differentiate between them.

The stratified colony was a GREAT illustration for students to see how each strata was homogenuously grouped – it made sense when they saw it!  After going through the entire set of sampling techniques, the following day, I asked them to collect more samples, a couple using each method.  I felt it was important for them to run the collections on their own – me available when questions arose.  It was a quiet time, they were able to process “connect the dots” for each method.

Our discussion went back to our initial feelings of which one was most difficult/easy for them to remember.  Funny how most of them changed their minds with systematic and felt it was quite easy, once they “saw” how it worked.

Class ended Friday with a 2-minute reflection grid of their week.

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+ Something I’ve learned…

? Something I still have a question about…

! Something I don’t want to forget…

“lightbuld” – an A-HA moment…

No big surprises.  There are still questions about parameter vs. statistic, how to differentiate between cluster & stratified.  I plan to sit down this afternoon to find an efficient way of addressing their questions.

Its a small group of students.  Sadly, I lost several who took the class who were interested in Nursing because of scheduling conflicts with an MNA class.  But I love the mix of students I have – varied life experiences, varied interests, varied attitudes about their math abilities.  I look forward to this (ENTIRE) year with them.  My first round with stats was a semester block last spring – it felt rushed and cramming, but now I will have opportunity to let them develop their thinking and understanding of concepts.

It was a great week of school.