![]() The most typical response is shown.Īt this point we’re about 25 minutes into the lesson so I go back to the success criteria board and mark off our progress. To consolidate this point I asked the class to draw on their whiteboards a picture of the people who lie at given points along the box and whisker diagram. We then discussed the median as the average height and the interquartile range as the measure of spread for the most representative data. The idea of using the box as a container which holds the most representative data helps to understand box plots and whisker diagrams. The point of this activity was to identify how much detail is lost when data is grouped. The Need for Box Plots and Whisker Diagrams Listening into these conversations highlighted to me need to review the median and interquartile range definitions I introduced the previous lesson. I asked different pairs to show each other their whiteboards and discuss the range of comments each group had made. It was clear from listening to their discussions that while some had shown great insight into the dot plots. While I gave no explicit details about the content of the comparison I did wave my hand over the area that contained the greatest density of dots as well as the length of the spread of data.Ī number of the students worked really well in pairs and came up with one statement about girls having a higher IQ and another about the boys having the greater spread. To give greater context to these aims I displayed the dot plot and asked the students to work in pairs to make two comparative statements about the boys and girls IQ. I shared the learning objective and success criteria that were written on the main whiteboard. This activity took approximately 5 minutes to complete at which point we had a quick discussion about the most common misconceptions. Students were asked to feedback to their peer. We also used the examiner’s report to address potential misconceptions. The students marked their partner’s work using the mark scheme. Plus, this helped to draw their attention from the Headteacher and Inspector. Although the lesson was to plot and interpret box plots I felt it important for students to recap their prior learning with grouped data. ![]() Beginning the LessonĪs the students entered the room they were given a past exam question about interpreting cumulative frequency curves from grouped data. ![]() Box plots and whisker diagrams was my observation lesson. As a teacher of mathematics with a number of GCSE classes I was pretty confident I could expect to be observed. This caused a mixture of reaction amongst the staff. Box Plots and Whisker Diagrams September 30, 2014Įarlier this week the school I work at was inspected. ![]()
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