Mathematical Discourse

In this hands-on, real-world math activity, students take on the role of entrepreneurs creating a proposal for their own bungee jump company. Working in teams, they brainstorm a company name and business goals, then experiment by dropping a Barbie doll with increasing numbers of rubber bands to simulate a bungee jump. Students collect and analyze data, calculate averages, create scatterplots, and use technology to generate a line of best fit. Using linear regression, they make predictions to

Learning Goal: I can read, create, and interpret two-way frequency tables and relative frequency tables. Organize students into groups of 2-3 give each student a piece of construction paper, markers/colored pencils, and one-half sheet of paper with the instructions and specific example to their group. I have incorporated 4 different examples of two way-tables they will create for both frequency and relative frequency. They will need to find some missing values on the chart not given. And then

Empower students to be able to interpret relevant data and make informed decisions based upon that data.Activity Based Learning where students experience first and then formalize their thoughts later.Extremely relevantMath discourse- a lot of room for conversation and critical thinkingProblem solving, reasoning, representation, communication, and connections … Oh my!When and Whereo Pre-Algebra/Algebra 1/Algebra 2: Linear Functions and Equations o Data and Statistics: Analyzing Two-Variable Data

Empower students to be able to interpret relevant data and make informed decisions based upon that data.Activity Based Learning where students experience first and then formalize their thoughts later.Extremely relevantMath discourse- a lot of room for conversation and critical thinkingProblem solving, reasoning, representation, communication, and connections … Oh my!When and Whereo Pre-Algebra/Algebra 1/Algebra 2: Linear Functions and Equations o Data and Statistics: Analyzing Two-Variable Data

Empower students to be able to interpret relevant data and make informed decisions based upon that data.Activity Based Learning where students experience first and then formalize their thoughts later.Extremely relevantMath discourse- a lot of room for conversation and critical thinkingProblem solving, reasoning, representation, communication, and connections … Oh my!When and Whereo Pre-Algebra/Algebra 1/Algebra 2: Linear Functions and Equations o Data and Statistics: Analyzing Two-Variable Data

Empower students to be able to interpret relevant data and make informed decisions based upon that data.Activity Based Learning where students experience first and then formalize their thoughts later.Extremely relevantMath discourse- a lot of room for conversation and critical thinkingProblem solving, reasoning, representation, communication, and connections … Oh my!When and Whereo Pre-Algebra/Algebra 1/Algebra 2: Linear Functions and Equations o Data and Statistics: Analyzing Two-Variable Data

Empower students to be able to interpret relevant data and make informed decisions based upon that data.Activity Based Learning where students experience first and then formalize their thoughts later.Extremely relevantMath discourse- a lot of room for conversation and critical thinkingProblem solving, reasoning, representation, communication, and connections … Oh my!When and Whereo Pre-Algebra/Algebra 1/Algebra 2: Linear Functions and Equations o Data and Statistics: Analyzing Two-Variable Data

Students will engage in a gallery walk over creating dot plots and identifying outliers. This activity was used in the pre-algebra setting; however, the data can be altered for upper-level math classes when discussing data and statistics. The data can be slightly longer or even including decimals. I stuck each sheet in a sleeve that way students can write on top of it with expo marker. I assigned 4 students to a group using a deck of cards (jacks, queens, tens examples of groups). Each group had

Students will match formulas/concepts/definitions from Unit 7 Sampling Distributions taught in Introduction to Statistics. I have uploaded it in a word document that way it can be altered. I plan on printing these on colored paper and laminate once I am done. You can have students work in groups or individually. The table has the correct matches to the right of them, so you will need to cut and mix up prior to having students match them. Students have trouble distinguishing the difference betwee