Stone moving: Difference between revisions

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{{Draft}}[[Category:Maths]][[Category:Primary]]
[[Category:Mean mode median]]


{| border=1
= Stone Moving =
|  | Subject
* Activity Outline: [[Moving stones/classroom activity]]
|  | Maths
* Instruction Sheet [[Moving stones/teacher notes]] written for teachers but could be adapted for students if needed (computer/printer permitting)
 
* Note: In the end a template didn't seem to help and in fact complicated things as it is hard to know data set size. teachers will need to be shown how to create a formula using MODE, MEDIAN and AVERAGE and then can create spreadsheets to fit. This way we can also show and suggest the coin/stone/button example but allow them to add any extras that they may want. Other than that, hopefully the instrutions (written by James but based on Wales NGFL) are enough
|-
* This is an example (rather than a template) [[file:mean mode median.xls]]
|  | Activity Name
* Alternative activities could involve assorted physicl activities, such as running acorss the room or carring out other activities such as pressups, collecting similar data for analysis.
|  | Moving Stones
 
|-
|  | Learning Objectives
|  | * For students to collect and manipulate larger data sets
* To calculate the mean, mode and average from a set of data
 
To explore ways of presenting data
 
|-
|  | Outline of activity
| | Investigate how many stones can be moved from one pile to another (15cm apart) in 10 seconds. They collect data from the whole class and analyse it.
 
Full details are available on instruction sheet: [[file:Moving stones.rtf]]
 
|-
|  | Technology requirements and skills
|  | * Calculators (as many as possible)
* Stopclocks (possible to be done with one)
* At least one computer with spreadsheet software
 
Understanding of basic formula construction in spreadsheet software, in particular the AVERAGE, MODE and MEDIAN formula
 
|-
|  | Equipment requirements
|  | For each group, pile of at least 20 small stones or pebbles of roughly equal size and able to be picked up and moved with two fingers.
 
|-
|  | Possible extension or supplementary activities
|  | * Students could investigate difference between data from their dominant hand and the other one
* Students could explore ways of representing graphs
* Use of mini whiteboards for students to record data and collect data from other members of the class
* Use of mini whiteboards for students to make predictions of what the data may look like
 
 
 
|-
|  | Suggestions of what ‘successful’ student understanding or work might look like
|  | * Students will be confident collecting and handling data sets
* Students will be familiar with and able to use the terms mean, mode, median correctly
* Students will be able to calculate the mean, mode and median from a set of data
* Students will have calculated one or all of the following from the class data set (mean, mode, median)
* Students will have presented some of all of this data in some form either as a histogram of other visual representation on either a computer, mini whiteboard or pen and paper
 
Students will have repeated activity over time and suggested if repeating the activity improves the ‘score’.
 
|}

Latest revision as of 11:11, 16 April 2012

DRAFT - This page is not finished! It is here because we like to collaborate on content transparently, and give everybody a chance to comment as content is being developed! So feel free to browse and comment, but bear in mind that this content is evolving!

Stone Moving

  • Activity Outline: Moving stones/classroom activity
  • Instruction Sheet Moving stones/teacher notes written for teachers but could be adapted for students if needed (computer/printer permitting)
  • Note: In the end a template didn't seem to help and in fact complicated things as it is hard to know data set size. teachers will need to be shown how to create a formula using MODE, MEDIAN and AVERAGE and then can create spreadsheets to fit. This way we can also show and suggest the coin/stone/button example but allow them to add any extras that they may want. Other than that, hopefully the instrutions (written by James but based on Wales NGFL) are enough
  • This is an example (rather than a template) File:Mean mode median.xls
  • Alternative activities could involve assorted physicl activities, such as running acorss the room or carring out other activities such as pressups, collecting similar data for analysis.
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