Resources by L. Smith - ��Ӱֱ��

Data card sampling from a population Yr 9-12

Anne Patel — Fri, 08 Aug 2014 02:21:46 +0000

Marion Steel from Epsom Girls’ Grammar presented a workshop at an AMA Saturday morning on the progression of sampling experiences for students from years 9-12.

Jim Hogan’s Trout data from his website were used for sampling for Year 9 students. 1993 Trout Sample�� 1999 Trout Sample�� 2011 Trout Sample

Louise Addison has provided a blank template for creating Data cards for classrooms.

Trout on one worksheet

The Koala’s resources were presented by Lindsay Smith at the 2011 Statistics Teachers day.

Koalas resources are available at: https://sites.google.com/site/mathstatsfacilitators/home/junior-resources/statistics

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Developing Students’ Inferential Reasoning

Rachel — Wed, 14 Nov 2012 21:59:11 +0000

A series of activities and resources for developing students’ inferential reasoning:

Student activities

This was supported in part by a grant from The .

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Sugar guzzlers

Rachel — Thu, 10 Nov 2011 23:45:25 +0000

It was recently reported that an average New Zealand child guzzles almost 6kg of sugar a year in sweetened drinks. Is this true?

We can use statistics to answer all sorts of questions and to investigate lots of ideas.

The purpose of this activity is to carry out a statistical investigation in the same way a statistician would.

It may take from 1 to 3 lessons and is centred around investigating a claim made in an article in the NZ Herald in May 2005 that the average student drinks contain 6kg of sugar over a year. Students use CensusAtSchool data.

Resources:

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Teaching activities for Comparison Investigations – Year 12

Rachel — Fri, 16 Sep 2011 22:34:50 +0000

Lindsay’s presentation shows some of the key concepts students will need to learn for making an informal inference at year 12. The handouts fold contains a learning progression guide for teachers and a number of activities that would help students better understand sampling variability and the idea of making a call.

Resources:

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Scatter it

Rachel — Mon, 14 Feb 2011 00:25:47 +0000

How does height of students change with age? What is the height of ten year old? What is the height of a fourteen year old? Students are presented with a table of data from 12 students consisting of age (yrs) and height (cm).

This activity explores the following key ideas:

Reading bivariate data from a table
Plotting co-ordinates on a pre-generated plot area
Commenting on the relationship between the variables
Understanding the idea of variables

Resources:

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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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Who wants to be a millionaire?

Rachel — Mon, 23 Jun 2008 02:38:10 +0000

Every year, more and more money in being won by people of all ages playing competitive video games either online or at huge LANs (Local Area networks). World Cyber games plan to give out $500,000, the Cyberathlete Professional League will pay out $1,000,000 in prizes in 2005 and quakecon 2005, handed out $300,000 in cash prize money at a single event.

Many skills are needed to become a professional cyber athlete and one of those is lightning fast reflexes. Have you got what it takes?

Students investigate reaction times and calculate the probability of their reaction time being faster than 175ms. They can look at larger samples from CensusAtSchool to compare their reaction time with other people.

Resources:

Achievement Objectives

Level 4
- S4-4 Use simple fractions and percentages to describe probabilities

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Speedster

Rachel — Sat, 14 Jun 2008 00:15:44 +0000

Liz Halliday, the first female racing driver to win a leg of the British GT championship has a reaction time of 260 milliseconds. An average person reacts in 300 milliseconds. Students follow the PPDAC cycle to investigate their reaction times and answer the purposefully vague question, “How good are my reactions compared to other students?”.

Resources:

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
  - D communicating findings, using appropriate displays

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