The purpose of this activity is for students to examine data displays, identifying and expressing features and/or trends in context.
This activity assumes the students have experience in the following areas:
The problem is sufficiently open ended to allow the students freedom of choice in their approach. It may be scaffolded with guidance that leads to a solution, and/or the students might be given the opportunity to solve the problem independently.
The example responses at the end of the resource give an indication of the kind of response to expect from students who approach the problem in particular ways.
A year 5 & 6 class has been told that the school is going to upgrade the school library. The class investigated the question ‘How do People Use the Library’, surveying students and teachers from their school.
One of the students in the class came up with this set of bar graphs showing the results of the survey.
Click on the image to enlarge it. Click again to close.
Use this display of data to highlight the key findings of the investigation, which will give recommendations for the school as to how they should spend their library upgrade budget.
The following prompts illustrate how this activity can be structured around the Analysis and Conclusion parts of the Statistical Enquiry Cycle.
The analysis section is about exploring the data and reasoning with it.
The conclusion section is about answering the question in the problem section and providing reasons based on their analysis.
The student identifies patterns and trends shown in the data display and uses these patterns to make recommendations.
Click on the image to enlarge it. Click again to close.
The student identifies key features shown in the data display, expresses the findings from the displays, and uses these findings to make recommendations.
Printed from https://nzmaths.co.nz/resource/books-vs-bean-bags-part-3 at 6:46pm on the 18th July 2024