Arrange students in groups of 4. Select one student from each group to submit the data from the group when they finish recording their data. Prepare a table for all to see that is large enough to include the data from all of the students in the class.
Tell students that the same data is treated as both numerical and categorical data at different times within this activity. This is sometimes done when there is a threshold that makes sense for the context. In this case, it makes sense to look at data for which the second time is greater or less than the first time. Although the actual values may be lost when viewing the data as categorical, it can provide a different type of insight. In this example, we can more easily see if there was an improvement in reaction time for the second attempt.
Action and Expression: Internalize Executive Functions. To support development of organizational skills in problem-solving, chunk this task into more manageable parts. For example, collecting data, then organizing and representing the data, then categorizing it into the two-way tables, and looking for associations.
Supports accessibility for: Organization, Attention
MLR8 Discussion Supports. Prior to solving the problems, invite students to make sense of the situations. Monitor and clarify any questions about the context.
Advances: Reading, Representing
