Beatles versus Zeppelin: An Intro to 2-Sample T-tests HyperDoc

With the revamping of the AP Stats curriculum from College Board, I have revamped most of my activities and all of my lesson plans. It has been exhausting to say the least. So when one of my friends (Paul Buckley) shared a spreadsheet of all Beatles song lengths I thought, "How could I use this with my students without reinventing the wheel?" Of course, I always end up reinventing the wheel anyway 😆

This idea occurred to me over Christmas break, so I did have a little time on my hands. When we returned to school from break we were set to begin 2-sample T-tests and I wanted to use the Beatles data for that lesson plan. This meant, I needed another population. I thought about other bands that have created many songs and I went with Led Zeppelin (I listened to them A LOT in high school- but I'm not THAT old).

Well, I googled "Led Zeppelin songs in spreadsheet" and hoped for the best. That did not work out for me. Therefore, I copied a list of their songs from the Wikipedia site and just added the song lengths manually. It wasn't as bad as it seems. But if you want to use this activity with other bands, be prepared to do the same!

Before you think: this is ridiculous, there is no need to perform an inference test! I did address this issue in the hyperdoc. But I really wanted to incorporate this data in this lesson, so onward we go!

While the students have been doing tests (1 and 2 proportion z tests and 1 sample t tests), I used this as an opening activity with no instruction, so... a discovery lesson. It took a little over an hour (I was not anticipating spending this much time), but the students were very engaged!

Feel free to check it out. There is a link on the hyperdoc to the spreadsheet and the above GIF is the answer key that I snipped from student work. The presentation created by the GIF is here.

And as a bonus... I created a pretty nice playlist for this lesson.

Rock on!
~ssb
Bitmoji Image

Comments

AP Calculus Hunger Games Review

I created this a couple of years ago when Hunger Games was really popular. However, I thought that I would share with all of you in case you wanted to use or revamp to something newer. I created 12 groups for the 12 districts. They decided what their name would be as a district. They had tasks each day to accomplish. The tasks were just multiple choice questions centered around the major topics of Calculus AB. This took a lot longer than I thought - about 4 days. I was forced to give them more than 15 minutes for each task (which did not make me happy since the AP exam is timed - Oh well.) I had the time, and it worked out. You can decide how you want to the points to work, I gave them 2 points for each correct answer. It was very easy to grade as this is the student worksheet. They placed the letter of the answer in each spot. I made them show all work on another student sheet so that I could see what we needed to review. Each day, I would post the new rankin

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

Adding & Subtracting Rational Expressions Drag & Drop

Because Math 3 now has drag & drop on the final exam, students need the practice. So, I created one using Google Slides. It went over really well! While this only took the students about 40-45 minutes to complete, it took me about 2 days to create this activity. Oh well, at least it is cute! :) I used Google Drawings to create the scene and took a screenshot of the drawing to post as the background in Google Slides. This worked so that students could only move the answers. I created this for an Honors class and one of the problems (#5 - the one pictured) really stumped the kiddos. I loved it! They kept thinking that x - 1 was not part of the common denominator...they didn't realize that they needed to simplify after subtracting. It really made them think! When they were finished, they shared it with me! I really think that this helped the kids get more practice on drag & drop while working on adding and subtracting rational expressions! Here is the ac

Girl Math

Search This Blog