Resources by J. Woodward - ��Ӱֱ��

Tell it like it is!

Rachel — Wed, 23 Feb 2011 02:08:45 +0000

One of the most important aspects of statistics is writing your conclusion. It can be compared to reading the last chapter in a book or writing your final paragraph in an essay.

What we can conclude from some data we are given? Often students have plenty of practise drawing graphs and calculating statistics. This activity concentrates on the C part of the PPDAC cycle and provides and opportunity and writing frame for students to write conclusions about students who filled out the C@S online survey.

Resources:

Achievement Objectives

Level 5
- S5-1Plan and conduct surveys and experiments using the statistical enquiry cycle
  - F presenting a report of findings

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Bear hugs 3

Rachel — Wed, 23 Feb 2011 01:07:20 +0000

Do boys have longer arm spans than girls?

A comparative analysis investigating the lengths of armspans of boys and girls. Students use a variety of displays and summative statistics and are led through how to write appropriate conclusions.

Resources:

See Bear Hugs 1 and Bear Hugs 2 for previous iNZight instructional videos

Achievement Objectives

Level 5
- S5-1Plan and conduct surveys and experiments using the statistical enquiry cycle
  - B considering sources of variation
  - D using multiple displays, and re-categorising data to find patterns, variations, relationships, and trends in multivariate data sets
  - E comparing sample distributions visually, using measures of centre, spread, and proportion

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Bear hugs 2

Rachel — Sun, 20 Feb 2011 13:01:10 +0000

This activity expands on Bear hugs 1 in which we investigate the length of our armspans. Students explore the relationship between arm span and age and are introduced to scatterplots, strength of relationships and variability within data sets.

Resources:

See Bear Hugs 1 and Bear Hugs 3 for previous iNZight instructional videos.

Achievement Objectives

Level 5
- S5-1Plan and conduct surveys and experiments using the statistical enquiry cycle
  - B considering sources of variation
  - D using multiple displays, and re-categorising data to find patterns, variations, relationships, and trends in multivariate data sets
  - E comparing sample distributions visually, using measures of centre, spread, and proportion

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Bear Hugs 1

Rachel — Mon, 21 Feb 2011 01:47:25 +0000

To give an awesome bear hug you need really long arms so that your arms get all the way around the person you are hugging.

Does the average student have arms long enough to give a bear with a circumference of 160cm a hug?

In this activity you will explore how long the average arm span is and if it is bigger than the 160cm required to hug a bear. Students use data from the ‘Nosey parker’ activity (24 students from the C@S website) to construct appropriate displays and calculate and interpret sample statistics. They assess the distribution shape and use their analysis to make an inference about the population of students’ armspans.

Resources:

Achievement Objectives

Level 5
- S5-1Plan and conduct surveys and experiments using the statistical enquiry cycle
  - B considering sources of variation
  - D using multiple displays, and re-categorising data to find patterns, variations, relationships, and trends in multivariate data sets
  - E comparing sample distributions visually, using measures of centre, spread, and proportion

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8 glasses per day?

Rachel — Sun, 20 Feb 2011 23:52:47 +0000

Do you drink 8 glasses of water per day? This is the recommended number of glasses of water we should drink each day.

Do New Zealand students drink water regularly? Can you predict what a graph of a sample of students will look like?

This activity uses a question from the 2005 database, to view this data in data viewer you must select from the Census at School 2005 population.

Students use the PPDAC cycle three times to investigate this question using increasing sample sizes and data from Census @ School. In each situation, they explore the distribution shape of their samples and make an inference of the population of NZ students.

Resources:

Level 4

Achievement Objectives

Level 4
- S4-1Plan and conduct investigations using the statistical enquiry cycle
  - A determining appropriate variables and data collection methods
  - B gathering, sorting, and displaying multivariate category, measurement, and time-series data to detect patterns, variations, relationships, and trends
  - C comparing distributions visually
  - D communicating findings, using appropriate displays

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Are you getting enough zzz?

Rachel — Sun, 20 Feb 2011 23:39:44 +0000

This activity investigates the amount of sleep New Zealand students get each night. The number of hours slept by students who own cell phones may be compared with the number of hours slept by students without cell phones. This allows the teacher to lead the students through and model an analysis and conclusion. The students may then compare the number of hours slept by students who send more than 50 text messages sleep to the other two data sets.

Resources:

Achievement Objectives

Level 4
- S4-1Plan and conduct investigations using the statistical enquiry cycle
  - B gathering, sorting, and displaying multivariate category, measurement, and time-series data to detect patterns, variations, relationships, and trends
  - D communicating findings, using appropriate displays
Level 5
- S5-1Plan and conduct surveys and experiments using the statistical enquiry cycle
  - A determining appropriate variables and measures
  - D using multiple displays, and re-categorising data to find patterns, variations, relationships, and trends in multivariate data sets
  - E comparing sample distributions visually, using measures of centre, spread, and proportion
Level 6
- S6-1Plan and conduct investigations using the statistical enquiry cycle
  - E justifying findings, using displays and measures

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Masterpiece 3

Rachel — Sun, 13 Feb 2011 23:29:51 +0000

Leonardo da Vinci (1452-1519) was a scientist and an artist. He thought that the span of someone’s arms was equal to their height. Why do you think he was interested in working out body proportions? Do you think Leonardo’s theories still work today? Was Leonardo’s theory that a person’s height is equal to their arm span true for New Zealand students?

Students investigate whether a person’s armspan is equal to their height using their own measurements or CensusAtSchool data.

This activity explores the following key ideas:

Carrying out a statistical investigation following the PPDAC cycle
Posing a statistical question
Describing the data set in terms of shape, spread and middle range
Finding a relationship between variables
Supporting claims with evidence

They are also encouraged to consider the reasons for variabilility in the data.

Resources:

Achievement Objectives

Level 5
- S5-1Plan and conduct surveys and experiments using the statistical enquiry cycle
  - A determining appropriate variables and measures
  - B considering sources of variation
  - C gathering and cleaning data
  - D using multiple displays, and re-categorising data to find patterns, variations, relationships, and trends in multivariate data sets
  - E comparing sample distributions visually, using measures of centre, spread, and proportion
Level 6
- S6-1Plan and conduct investigations using the statistical enquiry cycle
  - D making informal inferences about populations from sample data

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To tag or not to tag?

Rachel — Fri, 11 Feb 2011 00:13:40 +0000

It’s lunchtime and Jackson is looking forward to running around. Jackson made a quick survey of the friends he sits with while eating lunch to find out who wanted to play a game of tag with him. Jerry, Hemi and Tony were keen to join in. Daniel and Leo said they wanted to sit and play with their latest computer game. Harrison wanted to stand around and talk to some other friends. Based on his quick survey 4 out 7 (57%) of his group wanted to run around and play tag.

Jackson wonders whether 57% of New Zealand students ran around at lunchtime. Harrison thinks that Jackson’s quick survey is flawed if he wants information on all NZ students.

What proportion of all NZ students do each of the different activities at lunchtime?

This activity explores the following key ideas:

Discuss some techniques for sampling
Define population, sample, random sample, representative sample, distribution of a sample, population distribution
Comparison of distribution of samples with population distribution

Resources:

Achievement Objectives

Level 7
- S7-2Make inferences from surveys and experiments
  - C recognising the effect of sample size on the variability of an estimate

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A tall tale

Rachel — Thu, 10 Feb 2011 23:28:33 +0000

This activity covers the following ideas and leads to a discussion of what the students think the height distribution for all Year 10 new Zealand girls looks like.
It explores:

the effect of sample size on the distribution of a sample (sample distribution)
how samples of the same size vary
how samples of different size vary
the connection between the distribution of a population (population distribution) and the distribution of a sample (sample distribution)

Resources:

Level 5

Achievement Objectives

Level 5
- S5-1Plan and conduct surveys and experiments using the statistical enquiry cycle
  - B considering sources of variation
  - D using multiple displays, and re-categorising data to find patterns, variations, relationships, and trends in multivariate data sets
  - E comparing sample distributions visually, using measures of centre, spread, and proportion

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Big Foot

Rachel — Thu, 10 Feb 2011 23:25:12 +0000

Students use data from CensusAtSchool to compare who has bigger feet.

Resources:

Achievement Objectives

Level 5
- S5-1Plan and conduct surveys and experiments using the statistical enquiry cycle
  - D using multiple displays, and re-categorising data to find patterns, variations, relationships, and trends in multivariate data sets
  - E comparing sample distributions visually, using measures of centre, spread, and proportion
  - F presenting a report of findings

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