Resources by Lisa Gilmore - ��Ӱֱ��

Armspans

cre8d — Fri, 03 Aug 2012 02:58:27 +0000

Do the armspan lengths of 12-year-old NZ boys tend to be bigger than the armspan lengths of 12-year-old NZ girls? The focus of this lesson is on comparing two samples and making an inference about populations from samples. Students’ previous work on boxplots and work on sampling ideas are combined in this activity.

Resources:

Achievement Objectives

Level 5
- S5-1Plan and conduct surveys and experiments using the statistical enquiry cycle
  - 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
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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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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Masterpiece 1

cre8d — Sun, 06 Feb 2011 10:46:13 +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 conduct a Statistical Investigation using the PPDAC cycle to see if their height is equal to their armspan.

After this lesson students will know:

how the statistical investigation process works
that accurate measurement is important
that the way in which data is collected can affect the results

Resources:

Graph paper or access to computer or calculator
Ruler and string or a tape measure

Achievement Objectives

Level 3
- S3-1Conduct investigations using the statistical enquiry cycle
  - A gathering, sorting, and displaying multivariate category and whole-number data and simple time-series data to answer questions
  - B identifying patterns and trends in context, within and between data sets
  - C communicating findings, using data displays
Level 5
- S5.1B Considering sources of variation

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The case of the missing cake

Rachel — Sat, 14 Jun 2008 00:37:43 +0000

It was Sam’s birthday so his grandmother baked him a cake to share with his classmates at lunchtime. Everyone was excited. All morning the children could smell the delicious chocolate cake. It made it very difficult to concentrate. Hohepa asked if they could have lunch early. Ling was caught ‘sniffing’ the cake. Ms Royal, the teacher decided everyone should go outside for a run before lunch. When they got back the cake was gone. All that was left were a few crumbs and a muddy footprint.

What can we find out about the cake thief to help narrow the search?

Using 25 students from CensusAtSchool data, students will attempt to solve the mystery of who stole the chocolate cake.
This activity explores the following ideas:

Using a scatterplot to describe the relationship between two variables
Using a scatterplot for bivariate data
Using a scatterplot to make a prediction

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
  - C comparing distributions visually

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Masterpiece 2

cre8d — Fri, 06 Jun 2008 22:47:11 +0000

Students use the PPDAC cycle to 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 full PPDAC cycle
Posing a statistical question
Describing the data set in terms of shape, spread and middle range
Finding a relationship between variables
Comparing subsets of data
Supporting claims with evidence

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

Resources:

Achievement Objectives

Level 4
- S4-1 Plan 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
  - C comparing distributions visually
Level 5
- S5-1 Plan and conduct surveys and experiments using the statistical enquiry cycle
  - 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
- S6-1 Plan and conduct investigations using the statistical enquiry cycle
  - D making informal inferences about populations from sample data

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