The purpose of this activity is to engage students in making links between displays of data and the conclusion drawn by others.
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 class took home a survey to find out how their parents travel to work.
They got 24 responses.
They matched each of their responses with a transport sorting shape and displayed them like this.
The transport options were car, bus and train.
The class came up with the conclusion:
The most common way our parents get to work is by car.
Explain how their arrangement of transport shapes shows this.
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 counts the number of objects in each transport bar and concludes there are more cars than buses or trains. They use the count to support the claim.
Click on the image to enlarge it. Click again to close.
The student counts the number of objects in each transport bar and notes that the numbers of car and bus travellers is very close. They suggest a resorting of the data into public transport and personal transport to make a different claim.
Printed from https://nzmaths.co.nz/resource/getting-work at 3:18am on the 29th March 2024