Video Tape Critique 2

Mariah Smith

Video Critique 2

Reflections on “Statistics-Frequency Tables, Histograms, and Polygons” on April 21^st

            The class began with some technical difficulties therefore I had to be quick on my feet and start the class out a bit differently. I decided to go over one question from the test. I could tell that none of the students were focused but this is mainly because they love to talk about their tests and compare with other students. To be more prepared, I could have had a copy of the test with me but this could be avoided if I had a desk in the classroom. Instead of asking the student to come to me after class when he said that he did the problem differently, it would have been better if I asked him to explain his way of completing the problem. Then I went over what would be needed for the students’ investigation on Friday. I struggled with explaining fully the purpose, materials needed, and how to prepare for it. To help myself in the future when explaining a project or assignment, I should write down an outline of the explanation that follows a sensible order. Also I can anticipate the confusion by writing down questions and answers that are likely to come up.

            After going over the problem and Investigation we began with talking about where have we seen statistics such as sports, business, economics, graphs, etc. This gave students the opportunity to relate to real-world situations and/or relate to what they are doing in other classes. This shows that I am able to create an interdisciplinary feel for the class. I was definitely taking this opportunity to integrate learning from various disciplines. To begin showing the different ways to represent a set of data, I used the computer and overhead projector to show the table.

            Knowing that most of the information that was to be covered is review, I mostly asked the students which each part of the table meant. This helps me assess if the students will understand the topic quicker than planned, which usually happens with this class. Because most of the students are ESL students, I make sure that the students understand all of the words. For my formative assessment, I asked questions such as which class has the most scores in it and what is the total amount of students in the data. This gives students the chance to answer my questions especially the ones who are shyer during class.

            By giving the students a concrete way to remember what a Frequency Histogram is (bar graph) helps the student store information in long-term memory. I notice that my board work has improved a lot since my first videotape. It is more organized and I use different colors to my advantage of teaching the subject. The open-ended question that I asked of what are some differences and similarities between the frequency histogram and the cumulative frequency histogram gave the students the chance to compare and contrast the two graphs. I really focused on asking students to ask why there are differences between the two. This means that they will understand in a deeper way and hopefully be asking the questions on a daily basis.

            To teach the students about some bigger problems in society, I brought in information of DUI. We talked about why driving under the influence is bad and predicted the age group of the highest amount of people who received DUIs. To cut down on the time of creating a table, I made sure to have a table already created so we could fill it in as a class without wasting time. We took the information found on the website and put it in the table. I think it is very important for students to see a problem before they do it themselves. This is the perfect example that can be used for a range of topics that we are discussing in Statistics. To prepare for future lessons, I asked students to guess what factors would help explain why which age group would have a higher probability to get a DUI or not.

            The class finished smoothly and I did not feel rushed at all. In all, my goals from the beginning of the year to now have been accomplished for the most part. I have related the topic to real life situations and asked more open-ended questions. Some goals that I still have for future classes that I teach are to communicate clearly more often and create a more comfortable learning environment for my students.

LESSON PLAN

Statistics-Frequency Tables, Histograms, and Polygons

Date: Monday, Day 3, Period 4, April 21^st

Grade/Class: Grade 10, Advanced Mathematics, MYP Year 5

Duration: 45 minutes

Background Information: The students just took a test on probability and set theory. We are beginning a new chapter of statistics, which will be the last in the semester.

Goals for Teaching: I would like to use real-life data to practice making frequency charts and the various graphs. I also want to learn on how to lead a discussion that might have its difficulties such as talking about drugs and how it effects driving. As a teacher, I continually want to learn how to convince students that writing notes in class is important.

Objectives:

·      Students will be able to know the difference between a frequency histogram and a cumulative histogram.

·      Students will be able to create a frequency distribution table from given data and also be able to draw a frequency histogram and polygons.

Materials:

·      Textbook-International Mathematics for the Middle Years 5

·      Graph Paper

·      Rulers

·      Data from Missoulian.com

 Procedure:

7 minutes

·      Hand out Chapter 16 tests; students will probably compare their tests

·      Talk about the upcoming Investigation on Friday

3 minutes

·      Talk about what comes to mind when I say statistics such as activities, places, graphs, sports, etc

15 minutes

·      Look at what a frequency distribution table with the given example in the book

·      Also, look at frequency histogram and polygons graphs.

·      Ask questions such as in which class is there the most amount of scores, by looking at the graphs what can you tell me that you know

·      In the cumulative frequency histogram, point out that the amount of students in a class is not on the y-axis but really the height difference between the bar and the bar before it

5 minutes

·      Talk briefly about what a DUI is and why it is illegal to drink and drive. What effects does drugs have over someone is driving?

·      Predict which age group will have the most DUI’s

10 minutes

·      Collect data from the website of ages the people who got a DUI in a two week expanse.

·      From this collected data, make a frequency distribution table.

·      All students need to write down the data and the table.

5 minutes

·      Lastly, we will finish with interpreting the data that we found.

·      Ask various questions of interpretation.

·      Tell students we will be make the graphs of the data tomorrow.

Evaluation:

·      Formative/Ongoing Assessment: The whole time I will be asking questions to verify that students understand the concepts being learned.

·      Summative/End of Lesson Assessment: The final questions at the end of class will let me know if the students understood on how to interpret data given in a distribution table.

Extra Class Work:

·      If we are moving ahead of schedule, we will begin drawing the graphs of the data.



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