Visualising data/teaching approach: Difference between revisions
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The lesson offers the opportunity to explore measurement, relationships between measurement, and ways to visualise and summarise this data. The use of {{tag|ICT}} allows the teacher to enter data and for pupils to immediately see the impact this has on the pie chart and frequency tables (which are automatically updated). This also allows the teacher to change the 'range' for the frequency counts, and discuss with pupils the impact of this on the pie chart, and whether this is a good representation - encouraging the use of mathematical {{teachtag|language}} and {{teachtag|scientific method}} throughout. In collecting the data pupils have opportunity for some self-directed {{teachtag|group work}} - to measure various lengths as described below - and the teacher could use {{teachtag|whole class}} {{teachtag|questions}} to explore the strategies taken to conduct this {{teachtag|investigation}}. | The lesson offers the opportunity to explore measurement, relationships between measurement, and ways to visualise and summarise this data. The use of {{tag|ICT}} allows the teacher to enter data and for pupils to immediately see the impact this has on the pie chart and frequency tables (which are automatically updated). This also allows the teacher to change the 'range' for the frequency counts, and discuss with pupils the impact of this on the pie chart, and whether this is a good representation - encouraging the use of mathematical {{teachtag|language}} and {{teachtag|scientific method}} throughout. In collecting the data pupils have opportunity for some self-directed {{teachtag|group work}} - to measure various lengths as described below - and the teacher could use {{teachtag|whole class}} {{teachtag|questioning|questions}} to explore the strategies taken to conduct this {{teachtag|investigation}}. | ||
Latest revision as of 12:32, 28 September 2012
The lesson offers the opportunity to explore measurement, relationships between measurement, and ways to visualise and summarise this data. The use of ICT(i) allows the teacher to enter data and for pupils to immediately see the impact this has on the pie chart and frequency tables (which are automatically updated). This also allows the teacher to change the 'range' for the frequency counts, and discuss with pupils the impact of this on the pie chart, and whether this is a good representation - encouraging the use of mathematical language(ta) and scientific method(ta) throughout. In collecting the data pupils have opportunity for some self-directed group work(ta) - to measure various lengths as described below - and the teacher could use whole class(ta) questions(ta) to explore the strategies taken to conduct this investigation(ta).
