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| - given a problem
that can be addressed by statistical methods, suggest
possible answers |
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survey
questionnaire
experiment
data
grouped data
statistics
class interval
tally
table
frequency
data collection sheet
database
Ma 1 words:
any of -
answer
evidence
explain
explore
investigate
method
problem
reason
results
solution, solve
true, false |
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Pupils to suggest
possible answers to 3 - 5 everyday problems. Eg:
'Best way to travel to school? (see p248). Conduct
straw poll.
OHS
HD2/2: Data Display- Methods of Transport
- how these were obtained ?
- how or when might both be accurate? |
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1. Discussion and
interpretation in groups of range of data displays.
Record interpretations.
2. Share and compare results Discuss difference
between groups. Highlight ease of misinterpretation. |
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OHS
HD2/3: Misleading Charts
Highlight how data displays can be misleading.
Qs: When is this sometimes
done on purpose?
How could a soap powder co. use this to advantage? |
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- decide which
data is relevant to an enquiry
- decide on data sources
- plan how to collect & organise small sets
of data
- design data collection sheet / questionnaire
- construct bar-line graphs & grouped frequency
diagrams, using paper & ICT
- construct pie-charts using ICT (y8: on paper)
- interpret diagrams & graphs (including pie
charts);draw simple conclusions from graphs shapes |
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Are
boxes of Smarties all the same?
Hand out 1 box per pupil (or pair). Most popular
colour? (mode).
Predict results, count & compare results.
What other Qs could
we ask? Eg:
How many colours? How many sweets? All same frequency?
Order of frequency?...
How would we collect the data?
Record decisions on which questions and which data
collection method. |
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1 Individually
/ Pairs: Ask pupils to record in their own way the
colour frequencies for their box. (Suggest pupils
count 30 sweets and discard excess!) Discuss data
collection methods. Agree ground rules on frequency
diagrams (tallies ...)
2 Pupils to: draw diagram / chart / graph of results;
present data display & justify choice; Agree
ground rules displays (labels,start at 0 ..)
3 Pool class results in frequency table & graph
(board / OHP). Use to consolidate ground rules.
Interpret results; answer original Qs.
4 Extension: Link with HD1 work on mode, median,
mean, range. (But note: Emphasis is on interpretation
from graph shape in HD2. For Interpretation from
3 averages & range see HD3,)
For extensive weather data bank & educational
activities, go to the
Birmingham
Weather Station |
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Ask for 1 statement
or observation from each pupil about whole class
resultsfrom table?
from display?
Which
is faster?
Are whole class results more or less accurate than
individual results?
Why?
(Highlight importance of sample size).
Discuss pupils' answers to Smarties. Conclusion. |
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Informal survey
for Profile of a Typical
Y7 Pupil
Record on OHS. |
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| - solve
word problems; investigate in a range of HD contexts |
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Extend to enquiries
into other everyday contexts involving discrete
data, including grouped data.
(Eg: Profile of a Typical
Y7 Pupil ', using results of Starter survey.
Outcome will be statement such as He
/ she is a brown haired, 150 cm tall, pizza-loving,
Eastenders fan with a taste for hip hop music &
environment, plus back-up evidence in form
of tables, diagrams & charts).
OR
Conduct a Newspaper
New Feature Survey |
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