C01S: Data Collection & Analysis 1

C01: Data Collection & Analysis 1 Cover
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Stage/No: C01 Length: 4 weeks CF Outcomes: 13, 14 Levels: 3, 4, 5, 6 Due out: available now

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C01S: Data Collection & Analysis 1 4 week module Old ISBN: 1876800194 New APN: 9781876800192

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This information is found in the wrap around pages of the teachers module. It details the Curriculum Framework Outcomes addressed in the module.

Outcomes 1 & 2 should be an inherent part of all mathematics lessons.

1. Show a disposition to use mathematics to assist with understanding new situations, solving problems and making decisions, showing initiative, flexibility and persistence when working mathematically and a positive attitude to their own continued involvement in learning and doing mathematics.

2. Appreciate that mathematics has its origins in many cultures, and its forms reflect specific social and historical contexts, and understand its significance in explaining and influencing aspects of our lives.


Outcomes 3, 4 & 5 "Working Mathematically" are an integral part in the design of every module. These outcomes determined the three stage learning process developed in each module.

3. Call on a repertoire of general problem-solving techniques, appropriate technology and personal and collaborative management strategies when working mathematically.

4. Choose mathematical ideas and tools to fit the constraints in a practical situation, interpret and make sense of the results within the context and evaluate the appropriateness of the methods used.

5. Investigate, generalise and reason about patterns in number, space and data, explaining and justifying conclusions reached.

Outcomes 13 and 14 from "Chance and Data", are specific to this module.

13. Plan and undertake data collection and organise, summarise and represent data for effective and valid interpretation and communication.

14. Locate, interpret, analyse and draw conclusions from data, taking into account data collection techniques and chance processes involved.

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This information is found in the wrap around pages of the teachers module. It details the major student outcomes that should have been developed during the module.

Major Student Outcomes

During this module students should have been developing the following outcomes:

Working mathematically outcomes at levels 3, 4, 5 and 6 are interwoven with the structure of these modules.

The outcomes below are dealt with specifically in this module.

Outcomes from different strands are integrated into this module.

Chance and Data:

C & D 3.2 Contributes to discussions to clarify what data would help answer particular questions and takes care in collecting, classifying, sequencing and tabulating data in order to answer those questions.

C & D 4.2 Collaborates with peers to plan what data to collect and how to classify, sequence and tabulate them to answer particular questions, and sees the need to vary methods to answer different questions.

C & D 3.3 Displays and summarises data using frequencies, measurements and many-to-one correspondences between data and representation.

C & D 4.3 Displays frequency and measurement data using simple scales on axes and some grouping, and summarises data with simple fractions, highest, lowest and middle scores; and means.

C & D 5.3 Displays one-variable and two-variable data in tables and plots and summarises data with fractions, percentages, means and medians.

C & D 6.3 Displays and summarises data to show location and variability (including when some grouping of data is required) in order to compare data sets and to show relationships in one data set.

C & D 3.4 Reads and makes sensible statements about the information provided in tallies and in simple tables, diagrams, pictographs and bar graphs.

C & D 4.4 Reads and makes sensible statements about the information provided in tables, diagrams, line and bar graphs, fractions and means, and comments on how well the data answers their questions.

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This information is found in the wrap around pages of the teachers module. It gives details about the module.

Module Length:

Approximately 4 weeks (16 hours). This may vary upward according to the ability and prior understandings of the students.

Outcomes Levels:

Includes outcomes from levels 3, 4, 5 and 6.

Stage/Number:

Each Integrated Maths Module has been assigned a stage and number. The stage is designed to help teachers in their sequencing of modules. The number is for identification of each module.

This module is C01, that is stage C module 1.

The content of this module is:

Univariate data
Data collection
Data representation
Data analysis
Central tendency and range

Language development:

The following terms (or derivations of them) are an essential part of this module:

average
bias
biased
data dot
frequency graph
frequency
frequencies
frequency table
graph
mean
median
mode
pictograph
poll
polling
range
rank
ranking
sample
stem and leaf plot
tally
two way table
Venn diagram

These terms are in bold whenever they appear in this text.

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The structure of all modules is to present materials in three stages:

Exploration - Formalisation - Application

The files available here for downloading are a Sample Activity from the Exploration Stage of this module and a Sample Application from the Application stage of this module.

These files are available as pdf files. To view and print these files you will need a program like Adobe Acrobat Reader which is available free here.

Downloads

These links are to the sample files:

Sample Activity
Sample Application

{slider=Unit Curriculum Links}

This information is found in the wrap around pages of the teachers module produced for Western Australian schools. It details the links to the old Unit Curriculum objectives for schools trying to adapt programmes etc.

Unit Curriculum Objectives covered are:

From Transition Mathematics 1.3

  • I 1.1 Collect discrete univariate data from a small population by counting or measuring.
  • I 1.2 Organize discrete univariate data into tables and graphs, including bar graphs and picture graphs.
  • I 1.3 Discuss informally measures of central tendency.
  • I 1.4 Determine and interpret range as a measure of dispersion of a set of scores.
  • I 1.5 Make inferences from tables and graphs of discrete univariate data collected by students.

From Mathematical Development 2.3

  • I 2.3 Read and interpret discrete univariate data given in tabular and graphical form.
  • I 2.4 Determine and interpret measures of central tendency.
  • I 2.5 Make inferences from given tables and graphs of discrete univariate data.

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