What’s Going On in This Graph

Today the New York Times Learning Network dropped the first “What’s Going On in This Graph?” (WGOITG) of the new school year. This feature started last year as a monthly piece, but now expands to a weekly release. In WGOITG, an infographic from a previous NYT article is shown with the title, and perhaps some other salient details, stripped away – like this week’s graph…

12GraphLN4-jumbo

Challenge your students to list some things they notice and wonder about the graph, and visit the NYT August post to discover how teachers use WGOITG in their classrooms. Here are some ideas I have used before with my 9th graders:

  • Have groups work in pairs to write a title and lede (brief introduction) to accompany the graph.
  • Ask tables to develop a short list of bullet points facts which are supported by the graph, and share out on note cards.
  • Have students consider how color, sizing, scaling are used in effective ways to support the story (note how the size of the arrows play a role in the graph shown here). This is a wonderful opportunity to think of statistics beyond traditional graphs and measures.

Invite your students to join in the moderated conversation, which drops on Thursday. Have your own favorite way to use WGOITG? Share it in the comments!

 

 

TMC Desmos Day – Stats Session

Today I am in Cleveland for 2018 Twitter Math Camp! It’s the Desmos Pre-Conference Day, and I am facilitating a session on using Desmos in Statistics classes. Below are many of the links and resources I plan to use – even if you are not in Cleveland with us, feel free to borrow from these resources.

Baseball Data Set

Comparing Data Sets and Summary Statistics

Regression Facts (Mean/mean point and slope)

Teaching the meaning of r-squared

“Release the Hounds” – my first attempt at random sampling

Participate as a student, Steal and Share

“Backpack Weights” – thinking about scatterplots (AP Stats)

Participate as a student, Steal and Share

Assembling the Model Solution

I use College Board released AP items often in my Statistics course. The problems are aligned to clearly-stated goals, and the solutions provide insight not only into the grading of AP questions but also allow students to study well-articulated explanations. You can visit the College Board Statistics website and explore. Jason Molesky’s website provides helpful guidance on using FRAPPY’s (Free-Response AP Practice…Yay!) as a formative assessment tool in AP Stats.

Each free-response solution begins with the “model solution” – the ideal explanation a student would provide for full question credit. It is not unusual for Statistics students to struggle with clear communication, and having students read and dissect the model solution can be helpful in strengthening statistical arguments. A few times this year, I have used the model solution as a formative assessment tool with an activity I call “Assembling the Model Solution”.

Here’s how it works – start with an AP Free-Response question with a narrative aspect. Today, I chose a problem which requires students to interpret a P-value, from 2009:

2009problem

The model solution contains a number of non-negotiable elements: a conditional probability, a reference to smple results, and the “extremeness” of results.

2009sol

Next, I took the model solution as broke it into small, strategic “bites”. At the same time, I added some parallel distractors and a junk phrase or two.

slips

Then, use a paper cutter and slice the Word document into phrase slices, and paper clip together. All students then received the problem and the slips of paper, with the challenge to assemble the model solution for part a of the problem.

 

The conversation were rich, and the teams mostly debated the salient aspects of the problem apprpriately. The biggest points of debate and incorrect solutions came from:

  • The difference between “sample” and “population” proportions.
  • The assumption of sameness in the treatments as the conditional aspect of P-value.

I have used this strategy a few times now, and continue to tweak how I provide the slips of paper. I’m also looking at digital options, but I like the social aspect of moving the slips of paper. The method is not ideal for everything in AP Stats, but there are a few areas in our curriculum where this fits in nicely:

  • Sampling and experimental design
  • Conclusions for inference procedures
  • Describing distribuitions.

You can download my file for this activity here.  Enjoy!

  • Credit to Jon Osters and the AP Stats glitterati who rightfully pointed out that my original post spelled “Yay!” incorrectly.