Mariah Smith
Video Critique 2
Reflections
on “Statistics-Frequency Tables, Histograms, and Polygons” on April 21st
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 21st
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
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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