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Level Two > Statistics

True or False

Purpose:

In this unit students make statements about data displays. Students evaluate statements as true or false using the features of the data to support their evaluation.

Specific Learning Outcomes:
• Make a statement about a data display
• Decide if they agree or disagree with a statement about the data display
• Give reasons to support their evaluation of the statement
Description of mathematics:

In this unit students make statements to describe information shown in the data display. At this level students will be commenting on a variety of different data displays. Category data includes pictographs, bar graphs, strip graphs, and pie graphs. Whole number data includes dot plots and stem and leaf graphs. Students will make statements about data displays and support their statements using features of the data. Students are asked to evaluate statements made by other students. They will agree or disagree with the evaluation and give reasons for their opinions. There is scope within this unit for teachers to include Statistical Investigations AOs if students collect data and prepare their own data displays.

Required Resource Materials:
Copymaster 1 Favourite Fruit
Copymaster 2 Graphs 1-4
Copymaster 3 Graphs 1-3
Copymaster 4 Fun Day Options
Key Vocabulary:

pictograph, bar graph, stem-and-leaf graph, strip graph, pie graph, dot plot, popular, statement, agree, disagree, true, false,

Activity:

Getting Started

1. Show the students the bar graph on Copymaster 1 or construct your own class bar graph on favourite fruit.
2. Make a statement about the graph, for example “bananas are more popular than pears”.
3. Ask the students to explain why this is true. Look for reasons that include the number of people who like bananas, the number who like pears and a comparison between the numbers.
4. Ask a volunteer to ask a statement about the graph. Prompt the students to make statements, by asking : what fruit is the most popular? what fruit is the least popular? how many people like “x” fruit? what is more popular oranges or apples?
5. After a student has made a statement. Ask another student to explain why it is true.
6. Record statements and reasons alongside the bar graph.

Exploring

In the next few sessions students will work in groups and pairs to make and evaluate statements about data displays.

Make and Evaluate Classmates’ Statements

1. Use graphs from Copymaster 2 or collect some category data from the students and display it as a bar graph or pie graph. Possible ideas include: pets, eye colour, favourite sports, favourite books etc.
2. Have students work in pairs. The first student makes a statement about the graph then the second student decides if they agree or disagree with the statement and provides a reason. The students then reverse roles. For example: “The most popular pet is a cat” “I agree because 12 people have cats and the next tallest bar in the graph is 10 people with dogs

Agree or Disagree with Statements

1. Use the graphs from Copymaster 3 or collect data from the students and make your own graphs.
2. Give the students copies of graphs from Copymaster 3. Ask students to decide if they agree or disagree with the statements made.
3. Ask students to make two statements about each of the graphs.

Reflecting

1. Use the graph in Copymaster 4 or collect data from the students and make your own graph.
2. Ask a student to make a statement about the graph, it can be true or false. Other students vote if they agree or disagree with the statement.
3. Ask the students to give reasons for whether the statement was true or false.
4. Organise the students into groups and repeat this activity in groups.
AttachmentSize
TrueOrFalseCM1.doc45 KB
TrueOrFalseCM1.pdf44.39 KB
TrueOrFalseCM2.doc141.5 KB
TrueOrFalseCM2.pdf123.17 KB
TrueOrFalseCM3.doc64 KB
TrueOrFalseCM3.pdf70.75 KB
TrueOrFalseCM4.doc52.5 KB
TrueOrFalseCM4.pdf45.03 KB

Which Graph? with Excel

This unit involves the same mathematics as Which Graph? Level 3 but involves students making the bar graphs and pie graphs using Excel. The instructions to use Excel are provided as Copymasters.

In this unit students explore how bar graphs and pie graphs can show different aspects of the data. Bar graphs show the number differences between data categories and pie graphs can be used to clearly show proportional differences between data categories.

Which Graph?

In this unit students explore how bar graphs and pie graphs can show different aspects of a data set. Bar graphs show the number differences between data categories and pie graphs can be used to clearly show proportional differences between data categories.

Making Evaluations

In this unit students evaluate statements made about the findings of statistical investigations. In evaluating the statement students look at how the results of the investigation support the findings.

Match ups

In this unit we make statements about data displays, decide if statements made by others match the data shown, and match appropriate statements to a data display.

Voting Vitality

In this unit students will identify how to plan and carry out a statistical investigation; this will be modelled using a context of voting.  Once students are familiar with the four keys steps of carrying out a statistical investigation of;

• Write questions for statistical investigations and design a method of collection of data.
• Display collected data in an appropriate format.
• Make statements about implications or possible actions based on the results of an investigation.
• Make conclusions on the basis of statistical investigations

they will repeat the process to undertake their own statistical investigation in pairs or small groups.