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    1.1: Displaying and Describing Categorical Data: Number of Class Periods: Essential Questions

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    api-261949370
    This document outlines the lesson plan for two class periods on displaying and describing categorical data. The goals are to identify variables, classify them, make bar graphs for categorical variables, and calculate relative frequencies from two-way tables. Students will read about distributions, engage with an example, explore textbook and video resources, and collaborate on an activity comparing AP stats classes. Homework includes practice problems and preparing for the next lesson.

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    1.1: Displaying and Describing Categorical Data: Number of Class Periods: Essential Questions

    Uploaded by

    api-261949370
    33 views4 pages
    This document outlines the lesson plan for two class periods on displaying and describing categorical data. The goals are to identify variables, classify them, make bar graphs for categorical variables, and calculate relative frequencies from two-way tables. Students will read about distributions, engage with an example, explore textbook and video resources, and collaborate on an activity comparing AP stats classes. Homework includes practice problems and preparing for the next lesson.

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    This document outlines the lesson plan for two class periods on displaying and describing categorical data. The goals are to identify variables, classify them, make bar graphs for categorical variables, and calculate relative frequencies from two-way tables. Students will read about distributions, engage with an example, explore textbook and video resources, and collaborate on an activity comparing AP stats classes. Homework includes practice problems and preparing for the next lesson.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    33 views4 pages

    1.1: Displaying and Describing Categorical Data: Number of Class Periods: Essential Questions

    Uploaded by

    api-261949370
    This document outlines the lesson plan for two class periods on displaying and describing categorical data. The goals are to identify variables, classify them, make bar graphs for categorical variables, and calculate relative frequencies from two-way tables. Students will read about distributions, engage with an example, explore textbook and video resources, and collaborate on an activity comparing AP stats classes. Homework includes practice problems and preparing for the next lesson.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    1.

    1: Displaying and Describing Categorical Data


    This section introduces you to the idea of a ​distribution​ of categorical data. We also 
    introduce the idea of drawing conclusions from the distribution of data.  
     
    Number of Class Periods:​ 2 
     
    Essential Questions: 
    How can you display the distribution of a categorical variable? How can you display the 
    conditional distribution of a variable, broken down by another categorical variable? 
     
    Learning Goals for this Section:  
    ● Identify the individuals and variables in a set of data. 
    ● Classify variables as categorical or quantitative. 
    ● Make and interpret segmented bar graphs for categorical data. 
    ● Calculate marginal relative frequencies from a two-way table. 
    ● Calculate conditional relative frequencies from a two-way table. 
    ● Describe the nature of the association between two categorical variables. 

       
    BEFORE THE LESSON HW:  
    Asynchronous activities to be done b
    ​ efore ​class on Wednesday, 8/26 
     
      Relevant past topic: 
    ORIENT  ● Bar graphs and pie charts (from previous math classes) 
    Before Lesson 
    (1 min)
    Secondary Learning objective: 
    ● Basic use of online applets with data from spreadsheets to create data 
    displays and make calculations  

     
     

    ENGAGE  How do the AP Stats classes  What type of graph would you refer to in order to 
    Before Lesson  offered this semester compare in  answer this question?  
    (4 min)   
    terms of students’ interest in 
    What would that graph look like if there was n
    ​ o 
    pastimes?  difference between the classes? 
     
       
     
    On your own learning b​ efore class begins​. Complete parts 1 ​and​ 2. Submit 
    work for these assignments on Google Classroom where posted.  
    1. Formal Instruction. Choose option a ​or​ b (or both): 
    EXPLORE  a. Textbook: 
    Before Lesson  i. READ: ​Textbook (Intro and section 1.1)​ t​ extbook pg 2-19 
    (45-60 min) 
    (NOT pdf pages) 
    ii. DO: 1​ .1 Reading Guide  
    b. Video Lectures: 
      i. WATCH: K ​ han Academy Videos 
    ii. DO: Complete exercises, Quizzes and “Unit Test” on the 
    Khan Academy page 
    2. Mr. Keenan Video: Watch the Titanic Survivor Data Analysis video and 
    complete the corresponding worksheet ***needed 
     
       
    LESSON Day 1:  
    Synchronous (“live”) activities to be done d
    ​ uring c
    ​ lass on Wednesday, 8/26: 
     
    WELCOME  Log onto our class’ Google Classroom page. 
    Begin Class  ● Open the Google Meet video chat to join class. 
    (5 min) 
    ● Follow the prompt you see for today’s class opening.  

     
     
    With your group, complete the Comparing AP Stats Classes activity. This is an 
    COLLABORATE 
    Lesson Day 1  application and extension of the learning from this section.  
    (30 min)

     
    REFLECT  HERE​ is a model response. Compare your work to this answer.  
    Lesson Day 1 
    (10 min)  Fix, edit and add to collaborative notes product based on the feedback this 
    activity has provided. 

    AFTER THE LESSON HW: A


    ​ synchronous activities to be done a ​ lass on Wednesday, 8/26: 
    ​ fter c
    EXTEND  1. 1.1 Textbook Practice Problems 
    After Lesson 
    (30-45min) 

       
    LESSON Day 2:  
    Synchronous (“live”) activities to be done d
    ​ uring c
    ​ lass on Thursday, 8/27: 
     
    WELCOME  Log onto our class’ Google Classroom page. 
    Begin Class  ● Open the Google Meet video chat to join class. 
    (5 min) 
    ● Follow the prompt you see for today’s class opening.  

     
     

    APPLY  Chp 1 Textbook FRAPPY  What about this question was challenging to 
    Lesson Day 2  you?  
    (10 min)     

     
     
    REFLECT  Score and Review FRAPPY  When is a conditional distribution more useful 
    Lesson Day 2  than a marginal distribution when drawing 
    (10 min)  conclusions? 
     
    Why is providing distributions as relative 
    frequencies potentially so important? 
       
     
     
    AFTER THE LESSON Day 2 HW: ​ Asynchronous activities to be done a
    ​ fter ​class on Thursday, 8/27: 
     
    Complete the “Before the Lesson 1.2” homework assignment. 

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