But I "regress"...

There are some specific mathematics courses that I have enjoyed teaching. To provide some background, I have taught the following in the last 6 years:

• ESL Algebra 1 - 1 year
• ESL Geometry - 2 years
• On-Level Geometry - 1 year
• PreAP Geometry - 2 years
• PreAP Algebra 2 - 3 years
• AP Statistics - 2 years

As you can determine, I taught multiple preps in various years. My ultimate favorite class has been AP Statistics. It's a branch of math that is similar to geometry in that there isn't anything like it! For my second post, I want to share out a theme in Statistics and how I have digitized it for a 1:1 classroom environment.

The lessons below are ways that I've allowed students to discover concepts in Statistics that have allowed them to process it in their own way and through the use of collaboration. AP Statistics is a unique course in that their AP exam emphasizes reasoning and communication beyond computation. They're graded on their explanations, whaaaa?!?!

99 percent of all statistics only tell 49 percent of the story.

In my course, I encouraged students to always keep in mind the "why" of the data. What's the story? What is the data trying to tell you, and are you interpreting it in the best way? How can you manipulate it? And even more importantly, how can people misuse this? In one of my units, I expand on their current knowledge of Best-Fit Lines (Least Squared Residual Lines). Students have seen scatterplots in previous courses, but do they really understand how to use them and what can affect their story, like those pesky outliers. 

Essential Question: How can I make predictions using a linear regression model, and how can outliers affect those predictions?

Digital Materials: 

• Activity: Influential Points - link
• Students compare types of outliers and discover what makes them influential. This activity requires a TI-84 Calculator or you could use Desmos.
• There are extra instructions for students located in the "Speaker Notes" on each slide at the bottom.
• Activity: Matching Scatterplots to Descriptions - link
• Students determine the relationship between the strength and direction of a scatterplot and how it affects the correlation coefficient (r).
• There are extra instructions for students located in the "Speaker Notes" on each slide at the bottom.
• Various Activities (through Desmos) - link
• Polygraph: Students partner up for quick 20-Questions style game. Encourages the use of statistical vocabulary.
• Non-Linear: Students use Skittles to discover how to linearize a non-linear relationship. 
• MUCH MORE!

I hope you enjoy the materials and that they find a place in your mathematical world. Follow me to learn more and reach out if I can help.