Stone moving: Difference between revisions

| style="border:0.002cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Subject| style="border:0.002cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Maths|-| style="border:0.002cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Activity Name| style="border:0.002cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Moving Stones|-| style="border:0.002cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Learning Objectives| style="border:0.002cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| * For students to collect and manipulate larger data sets* To calculate the mean, mode and average from a set of dataTo explore ways of presenting data|-| style="border:0.002cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Outline of activity| style="border:0.002cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 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: [https://zamideas.wikispaces.com/file/view/Moving+stones.rtf Moving stones.rtf]|-| style="border:0.002cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Technology requirements and skills| style="border:0.002cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| * Calculators (as many as possible)* Stopclocks (possible to be done with one)* At least one computer with spreadsheet softwareUnderstanding of basic formula construction in spreadsheet software, in particular the AVERAGE, MODE and MEDIAN formula|-| style="border:0.002cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Equipment requirements| style="border:0.002cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 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.|-| style="border:0.002cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Possible extension or supplementary activities| style="border:0.002cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| * 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|-| style="border:0.002cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Suggestions of what ‘successful’ student understanding or work might look like| style="border:0.002cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| * 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 paperStudents will have repeated activity over time and suggested if repeating the activity improves the ‘score’.|}