Question

how do you write a lesson plan on information you don't know?

Answer 1

Specifically, an interesting one on standard deviation and normal distributions. I know how to do it, but I don't know it well enough to come up with my own questions.

Answer 2

@mathmale

Answer 3

You'd need to do some research and learning of your own first, to be honest.

Normal distributions are a whole class of probability distributions in themselves.

You'll need to identify descriptors commonly used to discuss a normal distribution, such as mean and standard deviation. Extending that, you'd need to learn what z-scores are and how they relate to mean and standard deviation.

There are rules of thumb regarding the area under the standard normal curve between z=-1 and z=1, or, in other words, within 1 std. dev. of the mean. Then extned this to "within 2 std. dev of the mean" and "within 3 std. dev. of the mean."

You wouldn't want to "teach" students a subject you don't know yourself, would you? In this case, there really are no shortcuts that would benefit either you or your students in the long run.

Thanks for your honesty in stating "I don't know it well enough to come up with my own questions."

Answer 4

So, the issue is, this topic was thrown on me and I have no choice but to teach it. I can do the mechanics as z-scores and p-values are above the level of the class. This is a basic intro into normal distributions that includes standard deviation(68, 95,99.7) and creating a normal distribution from data.
I am just having issues making the material interesting, since I don't know enough about it. Since you were a teacher, do you have any recommendations on how to make this more interesting? Or any good activities?

Answer 5

@Loser66 Any ideas on how to make statistics interesting?

Answer 6

Hi friend, I am struggling with my statistics course also. hehehe...
Let tag @Zarkon

Answer 7

Making some material interesting can be a challenge even if you DO know a lot about it. My sympathies.

You'll have only so much time to teach your topic, so pick whatever part or parts most interests you that you also understand best.

A standard normal curve marked with data from a specific question shows how data is distributed around the mean. You could cook up a real life example involving the heights of your male (or female) friends, find the average height and demo how the greatest number of these heights are within 1 standard deviation of the mean. That's the 68-95-99.7 rule. Think of more real-life examples. Think of things that just might interest your students as well as illustrate concepts of statistics.

Answer 8

the more relevant your approach is to the real life experiences and interests of your students, the better your material will likely catch their attention.

Relevance is the key, not just dull definitions.

You could share your draft with me, whereupon I'd be in a better postion to give you meaningful feedback.

Answer 9

Do you have smart notebook software? I do have the "lesson plan" that is the basis for the notebook, but it is really dry for the first hour.

Answer 10

100% agree, statistics is dry as brick hehehe...

Answer 11

Briefly outlined, the lesson starts with a set of data being put into a histogram. Then connecting the midpoints to create a normal curve. Defining normal curve, and then showing the formula for SD. Blowing their mind with the formula, finding the SD for like 5 points, and then showing the how to do it in a calculator. Then 68, 95,99.7. Ending with an activity

Answer 12

Stat s NOT dry as brick! It can be fun once y ou understand it, and I hope you'll keep this in mind as you prepare lesson plans.

Answer 13

These are 9th graders who just finished solving systems of equations last week and have no flow into this. We started with frequency tables where the average score on the exam was a 50% or so. These are not honors students nor mathematically inclined, so the brunt of keeping the students interested falls on me.

Answer 14

I did a fantasy draft for the previous lesson. But I have nothing fun for this one

Answer 15

I have an idea. As a not good student, I am interesting with the "curve" on my credits and my grade, you can start on it. Let's start like "suppose your scores are....." and then "if the median is......and the mean is....." ,then how to make the mean lower so that everybody can get a B and up
hahahaa.... I am...crazy.

Answer 16

"Briefly outlined, the lesson starts with a set of data being put into a histogram. Then connecting the midpoints to create a normal curve. Defining normal curve, and then showing the formula for SD. Blowing their mind with the formula, finding the SD for like 5 points, and then showing the how to do it in a calculator. Then 68, 95,99.7. Ending with an activity" You're off to a good start. Analyze y our facts and make certain to present topics in a logical order of presentation: this builds on that, which in turn built on some other that.

You could vary the number of data points. 5 points would barely hint at a normal curve, whereas 15 or 20 would hint at a normal curve, and 100 would give you a might nice normal curve.

So n, the number of data points, is important as you discuss normal probability distributions.

Some of your students may have heard about "percentiles" if they're gonna take the SAT or ACT. If you have time, you might want to do a ltitle research on perc entiles and how they're calculated and how they translate into specific numerical scores that mark, say, the 50th percentile, the 75th, the 90th, etc. What does it mean if your score is at the 90th percentile?

Answer 17

@mathmale I understood what I was taught in my statistics course and I bombed my midterm also. hehehe....

Answer 18

I like that. They did just take the PSAT recently. That may be of interest.
(Loser, I took stats 10 years ago. I didn't have to study, take notes, or really do anything other than show up and I got nearly 100% in the course. It was one of my first college level courses to boot. I just don't remember squat and never found it interesting)

Answer 19

I think I'll use that to try and make it more interesting math male. Thank you. If any fun activities strike you, I would not be adverse to hearing them though.

Answer 20

I show up every single day. I open my eye as large as I can, take notes, take pics if needed, do all of my homework and got 56/60 for all of them and then bombed midterm. hahaha....

Answer 21

Glad to share my 2 cents worth. I do need to get off the 'Net now. If you're not in a great hurry, post more questions or concerns and I'll try to address them later.

Oh, dear, you were in the 10th percentile: ;( (what the heck does that mean? Might be interesting for students if you used this as an example.

Answer 22

Over and out for now. Good luck!

Answer 23

Only downside is the average for my classes is like a 50% because they don't turn in homework. or study

Answer 24

anyways, night! Thank you again!

Answer 25

My pleasure. De nada.

Answer 26

I do have one class with a 76% average though. That makes me feel better.