The purpose of this unit is to to provide an opportunity for students to evaluate data and statistical interpretations, and chance situations, from research in the context of health and physical education.
Students will evaluate data and statistical reports, drawing on their own interpersonal skills and processes that help them to make safe choices for themselves and others. The rich discussion that will arise over the statistics in this context can be used as a springboard or as scaffolding for further discussion in line with the health and physical education learning area.
To ensure maximum engagement and participation in this unit, you should consider your students' prior knowledge in the following areas:
This cross-curricular, context-based unit aims to deliver mathematics learning, whilst encouraging differentiated, student-centred learning.
The learning opportunities in this unit can be further differentiated by providing or removing support to students, and by varying the task requirements. Ways to differentiate include:
With student interest engaged, mathematical challenges often seem more approachable than when presented in isolation. Therefore, you might find it appropriate to adapt the contexts presented in this unit. For example, you might find a more recent, and relevant report from Sports NZ (or a similar organisation) that presents data around an issue that is meaningful to your students. Furthermore, you should consider the appropriateness of the data given for your students (i.e. around BMI, eating habits, exposure to cigarettes, alcohol and marijuana, and risky driving behaviours).
The first session is an introductory activity that is aimed to spark the imagination of students, to introduce the need for a particular idea or technique in mathematics that would enable them to explore deeper into that context. It is expected that rich discussion may be had around the context and around the nature of the mathematics involved.
Following the introductory session, each subsequent session in the unit is composed of four sections: Introducing Ideas, Building Ideas, Reinforcing Ideas, and Extending Ideas.
Introducing Ideas: It is recommended that you allow approximately 10 minutes for students to work on these problems, either as a whole class, in groups, pairs, or as individuals. Following this, gather the students together to review the problem and to discuss ideas, issues and mathematical techniques that they noticed during the process. It may be helpful to summarise key outcomes of the discussion at this point.
Building Ideas, Reinforcing Ideas, and Extending Ideas: Exploration of these stages can be differentiated on the basis of individual learning needs, as demonstrated in the previous stage of each session. Some students may have managed the focus activity easily and be ready to attempt the reinforcing ideas or even the extending ideas activity straight away. These could be attempted individually or in groups or pairs, depending on students’ readiness for the activity concerned. The students remaining with the teacher could begin to work through the building ideas activity together, peeling off to complete this activity and/or to attempt the reinforcing ideas activity when they feel they have ‘got it’. Note that the introduction of data around some of the given topics (e.g. marijuana) is likely to require structured, teacher-led discussion.
It is expected that once all the students have peeled off into independent or group work of the appropriate selection of building, reinforcing and extending activities, the teacher is freed up to check back with the ‘early peelers’ and to circulate as needed.
Importantly, students should have multiple opportunities to, throughout and at the conclusion of each session, compare, check, and discuss their ideas with peers and the teacher, and to reflect upon their ideas and developed understandings. These reflections can be demonstrated using a variety of means (e.g. written, digital note, survey, sticky notes, diagrams, marked work, videoed demonstration) and can be used to inform your planning for subsequent sessions.
The relevance of this learning can also be enhanced with the inclusion of key vocabulary from your students' home languages. For example, te reo Māori kupu such as tirohanga tauanga (statistical survey), whakaari raraunga (data display), ōrau (percent), tauira (pattern), tūtohi (chart, table of data), and kauwhata pou (bar graph) might be introduced in this unit and then used throughout other mathematical learning.
Source: https://sportnz.org.nz/media/2107/rsss-section-one.pdf
Note how your students respond, and use these observations to determine your students' location on the interpreting statistical and chance situations learning progression.
The activity itself has a health and physical education focus, with mathematical skill and knowledge needed to evaluate statistical reports. Mathematical discussion around this activity can assist in the delivery of the health and physical education learning area achievement objectives:
This session focuses on statistical reports describing the sports participation of New Zealand school students.
Introducing Ideas
Source: https://sportnz.org.nz/media/2107/rsss-section-one.pdf
Building Ideas
Reinforcing Ideas
Source: https://sportnz.org.nz/media/2107/rsss-section-one.pdf
Extending Ideas
This session focuses on comparisons made from New Zealand school students' sporting activity levels data.
Introducing Ideas
Source: https://www.fmhs.auckland.ac.nz/assets/fmhs/faculty/ahrg/docs/2012-overview.pdf
Building Ideas
Reinforcing Ideas
Source: https://www.fmhs.auckland.ac.nz/assets/fmhs/faculty/ahrg/docs/2012-overview.pdf
Extending Ideas
This session focuses on substances; alcohol and smoking and marijuana.
Introducing Ideas
Source: https://www.fmhs.auckland.ac.nz/assets/fmhs/faculty/ahrg/docs/2012-overview.pdf
Reinforcing Ideas
Source: https://www.fmhs.auckland.ac.nz/assets/fmhs/faculty/ahrg/docs/2012-overview.pdf
Extending Ideas
This session focuses on risk taking behaviours. Examples are given around driving.
Source: https://www.fmhs.auckland.ac.nz/assets/fmhs/faculty/ahrg/docs/2012-overview.pdf
Building Ideas
Use the graph “Students involved in risky driving behaviours” to find:
Reinforcing Ideas
The concluding statements from the “Youth2000” survey included:
Source: https://www.fmhs.auckland.ac.nz/assets/fmhs/faculty/ahrg/docs/2012-overview.pdf
Extending Ideas
This session focuses on statistics surrounding 'making safe choices'.
Introducing Ideas
Building Ideas
Reinforcing ideas
Extending ideas
Considering the statistics about NZ secondary school students that we have been looking at in this unit (participation in sports, BMI and eating habits, risky driving behaviours, and exposure to cigarettes, alcohol and marijuana) can you say to what extent are these issues interrelated?
Dear parents and whānau,
Recently we have been evaluating data and statistical interpretations, and chance situations, from research in the context of health and physical education. This has involved looking at safe choices in contexts such as students' participation in sports, BMI and eating habits, exposure to cigarettes, alcohol and marijuana, and risky driving behaviours. Ask your child to share their learning with you.
Printed from https://nzmaths.co.nz/resource/exploring-safe-choices at 4:12am on the 27th April 2024