Skip to main content

Mislabeled Variables

Last year, I participated in a FREE online PD offered by NCSU for teachers of statistics.  This was an amazing opportunity and I highly suggest checking it out if you're not familiar with what this institute offers.  There are courses for all levels of educators and they promote collaboration and best practices.  And as an added bonus, you receive CEUs!

I'm guessing (hoping) my intro leads you to believe that I found this gem of an activity through the above-mentioned PD.  While I have the original PDF from the MOOC-Ed, as always, I re-create activities that I have stolen borrowed from other educators.  However, here is the copyright info from the original.  I did try the link at the bottom, and it no long works.  So instead of a hyperlink, you get a snip...

Here's the breakdown of the activity... I have students fill out a survey on Google Forms with the questions located on the Student and Teacher Mislabeled Variables activity sheet.  

I typically have this form on my website or just email the class with it hyperlinked in the Student Directions' document.  Trust me, I really try to save paper and copies as much as humanly possible!  Once the students have completed the form, I open the responses in a spreadsheet, make sure there are no answers that stand out, and rearrange the columns in a random order (and yes, I truly use a random number generator in Google Sheets - it's an add-on and needed for the stat teacher in all of us!)

Original Responses: 

Meanwhile, my little angels are working on a FRAPPY (I will be sharing my take on these shortly) which I give about 12 minutes to complete - perfect for rearranging the columns in random order.  Once I have the new spreadsheet, I email my students the link to copy to their Google drive, at which point they begin discussing which variables they were assigned.  Once they have moved through their student sheet/instructions, they share their end product with me and we do a brief whole-class discussion on thoughts about the variables and appropriateness of graphs. 

Random Order: 

What could possibly go wrong with this fun activity?  Well, let me tell you.  One of the original questions on the write-up asked to pick a gender - 1 male and 0 female (or something to this effect).  Of course a discussion broke out about those who don't identify as one or the other.  Easy, I changed the question!  It now reads "Does your home have more than one level?".  I'm thinking that couldn't at all be controversial... right?

~SSB



Comments

Popular posts from this blog

Exponential Growth & Decay Scavenger Hunt

Scavenger Hunts are always fun (and easy to grade). This particular one is all about applications of exponential growth & decay. My students seem to understand this topic really well, but I still wanted to provide more practice.  When I did this hunt originally, I created the cards with the answer on the front and the question on the back. Once I figured out how to copy and make it work, it was great because I could use the cards over and over again. However, they started looking old, and I lost some of the cards. So t his year, I placed the answer and question on the front. It made it so much easier to copy!  If you would like to try this in your class, here is a copy ! I included the solutions as well.  UPDATE: I created this activity and transformed into a remote version.  Remote Version: SE Scavenger Hunt               TE Scavenger Hunt ~RJ

Modeling Exponential Growth (M&M Activity)

I could present an application problem on the board, have the students plug into their calculator and find the exponential regression equation. However, I think that visualizing the growth is more effective, and allows students to see how fast something like cancer cells can grow. This activity provides a hands on experience with M&Ms while modeling real world concepts.  I found this activity here , but created my own (slightly different) version. I only had enough time for exponential growth, so I eliminated the decay portion.  I really like how students compare the equation that they found to the calculator's regression model. This activity also causes students to discuss each component of the equation, which I think is very important in AFM. Additionally, this brings up a great discussion regarding cancer cells. Do all cancer cells grow exponentially? If time allows, I like for students to do some research (using their phones) to aid with this conversation....

Limit Project

Well...we just got back into school after being out for almost 3 weeks because of hurricane Florence. Our school is okay, but there are many people out there suffering from losing so much. :(  I had planned on a project for Calculus before the storm but will have to put that aside until next year! We have just lost too much time. However, I wanted to still share the project with you guys in case you would like to try it or something similar to it.   I like to make projects a unique experience. I hate when all students do the same thing. #1 - students can and WILL copy. #2 - It's boring to grade!  The idea of this project is floating somewhere on the web. I honestly can't remember where I got the idea. But I have altered it over the years to meet the needs of my students. It has gone through many alterations, and I will continue to change things.  So it is not perfect!  The gist - students find a recipe that has at least 5 ingredients. (The recipe ...