I wrote a blog post for NCTM about the lesson used. I also have an idea about how to score the assignment using a rubric and already want to label the columns independent variable and the rows dependent variable so students know why they are totalling the columns for the relative frequencies.

This post will have my reflection notes, the scoring rubric that I'd love feedback to improve, and some interesting student work samples of varying levels of understanding.

I have improved the survey assignment template with the following: each question is labeled. The independent and dependent variable are labeled on the table and in the hypothesis example sentence. I also added to the conclusion by adding "Therefore if ________________________, you are more likely to ___________________.

My hypothesis was...correct or incorrect? conclusive or inconclusive?"

I also discussed this lesson with some colleagues from my FAME program and one had a great suggestion! An alternative to calling out students name for yes yes, no no, yes, no, or no yes votes you could ask the class who play a musical instrument? If yes, line up in a column on left side of room. If no in a column on the other side of the room, parallel to the rest of the class in the other line.

Then when you ask the next question, do you play a sport? Those groups separate into different corners of the room. For example yes can step forward, no can step back. You now have the four quadrants of the 2 way table and you can visually see how much bigger the group of students may be that play an instrument and a sport, compared to the students who play an instrument and no sport. I want to try this next time.

To help me make a rubric, I looked at each classes results and separated them into piles: 1 pile if they didn't finish the survey or filling out the two way table (only 2 or 3 students per class), another pile if they got the hypothesis, conclusion, and relative frequency percents. Then a middle pile if they were missing the fractions & percents and/or their conclusion.

My rough rubric was students earned a 4, or A if they had their column totals, fractions, percents, hypothesis stated, questions clear, and a conclusion using the data as evidence. Students got a 3 if they were missing the percents or conclusions. A 2 was earned by not stating their hypothesis and hypothesis. A 1 was given to students who completed the survey and filled out the table, a 0.5 if they attempted, and a 0 if I didn't receive the assignment.

Some students did not complete the fractions or relative percents because they were reading the wrong row or column or didn't understand how to do it in general.

Note to self, I need to put that rubric as a small footer to the assignment sheet so students know what I am looking for and could make it easier to grade by marking the grade with comments on the rubric.

Above is my reflection notes with items I wanted to mention in this blog post.

This student nailed the concept and even had time to decorate it a bit. Her hypothesis was correct, if you watch cartoons you have an 88% chance of watching Spongebob.

This student mixed up their conclusion a bit. Great survey idea. His hypothesis was correct. What he meant to say I believe is of the 20 people who are 49ers fans, 17 are also giants fans. I also see that his joint frequencies don't add up properly to his marginal frequencies, so there's some type of miscalculation going on here.

Good work and conclusion, just missing the percents to support the conclusion.

This was interesting... The above picture is 2 students who had one of their questions be do you like to read? What's shocking is the results are different. To me, this means either some kids changed their answers as the class progressed, or they answered the question differently based on who was asking them the question. I am not sure.

A socioeconomic question that had no surprises. Stellar work. Actually, just noticed that they made a mistake with the top right joint frequency of 7, which should have been 7/7 for 100%.

Good work here.

This was interesting. 31 students were asked if they liked school. 20/31 said they didn't like school. Of those 20, 1 of those kids wanted to be a teacher!! Shocking! I'm very curious who this student is. What was surprising also was that of the 11 kids who liked school, none wanted to be a teacher.

This student had a great hypothesis and survey. Just made a mistake when calculating the relative frequencies. They used the total student surveyed as the denominator rather than the total students who were born in the U.S. of 26.

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