# Blog Archives

## Day 14: Makin’ It Real

AP Statistics is a great course to use data that matters to my students.  I asked one of my football player students to get the stats from the last couple of games.  Here is the opener I put together using these stats:

It was a nice way to use z-scores in a meaningful way!  How have you used kid-stats to help your curriculum come alive?

## Day 7: Frog Bands Data

I found these adorable little frog rubber bands this summer and knew I needed to have them to use with my AP stats kids. Although they are an elementary school manipulative, they seemed so fun for my high school kids! However, I didn’t anticipate the “brute force” of my HS students’ finger flinging, so a few of frog bands broke under the stress of being launched across the room. But the fun was well worth the tragedies.

I adjusted an Algebra 2 activity I found called Rubber Band Launch to use the Frog-bands. This is a fun 15-minute data collection activity required 10 datum.  The data is then used to develop the formula for the standard deviation.  It was really interesting to see how the students set up the data collection so the trials were as consistent as possible.  Prior to starting the activity, we talked about unintended bias and lurking variables that affect the consistency of the data values.

How do you take a dry topic and spice it up with some quirky fun?

## Day 5: Frog Flippin’ Fun

I really am hoping to use more engaging activities for data collection this year in my AP Statistics course.  I found this activity at Stat.Teacher.Blog and thought what a great idea for a fun way to collect quantitative data.  But where was I going to find the actual frogs and pond? This summer I was shopping at my local dollar store (I always check out the toys since I’m a kid at heart!) and lo and behold I squealed with delight…there was the whole Jump Frogs for a \$1 each.  Whoot-whoot!! (insert near cartwheels down the aisles).  So today was the day for data collection.  We talked about how far away from the pond frogs were to leap (experimental design seeds were planted) and the fun began.  Analyzing the results tomorrow.

## Day 2: In Stats, It’s All About the Chocolate

My goal this year is to use a lot more activities to engage my students in conversations about what we’re trying to learn. But I want those activities to have long-term impact and yet enjoyable – so they must include toys or food!  So I have been blatantly “stealing” ideas that other selfless teachers have shared over the years in their blogs and on Pinterest.  I found a perfect introduction activity around data collection and displaying data that includes using M & M’s at Teaching Statistics blog.  I was so impressed with my APS students!  They collected and displayed the data in record time, yet still enjoyed the activity while offering awesome observations about the resulting data displays including “typical” values and the idea of “variability” when two data sets had approximately the same center.  I plan to use this image to recap how to “CUSS and BS” about data displays next week.  Maybe when we talk about measures of spread, we’ll revisit these displays.  How do you use previous activity results to connect to new learning?