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Visualising data/activity: Difference between revisions
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* Students measure various quantities (including but not limited to; arm length, height, hand span) and then analyse this data to look for patters of distribution amongst the class | * Students measure various quantities (including but not limited to; arm length, height, hand span) and then analyse this data to look for patters of distribution amongst the class | ||
* The spreadsheet allows graphs showing the data to be drawn instantaneously as the data is inputted helping student visualise the variation/distribution of the data within the class. | * The spreadsheet allows graphs showing the data to be drawn instantaneously as the data is inputted helping student visualise the variation/distribution of the data within the class | ||
[[File:SC0012_screenshot.png|thumb|none|alt=Graph of collected data.]] | |||
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| | Equipment requirements | | | Equipment requirements | ||
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* Rulers or measuring tapes. For height and other length measurements if tapes/rulers are limited then a single measuring station (for example marked on wall) could be used for the whole class | * Rulers or measuring tapes. For height and other length measurements if tapes/rulers are limited then a single measuring station (for example marked on wall) could be used for the whole class | ||
* Paint/paper for handprints or drawing around hand (their own or each others) | |||
* Mini white boards could be used to engage class predictions of possible distributions (most common length, highest value, lowest value, etc) | * Mini white boards could be used to engage class predictions of possible distributions (most common length, highest value, lowest value, etc) | ||
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| | Possible extension or supplementary activities | | | Possible extension or supplementary activities | ||
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* Data sets for other classes (or indeed the whole school) could be collected and students could see if the patterns/distributions seen in one class were | * Data sets for other classes (or indeed the whole school) could be collected and students could see if the patterns/distributions seen in one class were similar/different to others | ||
* Calculators could be used to work | * Calculators could be used to work out averages and other data analysis as an alternative, see moving stones activity for examples | ||
* Some students may analyse the data further, calculating the mean, mode, median of the data set (see counting stones activity for more suggestions and instructions) | |||
Some students may analyse the data further, calculating the mean, mode, median of the data set (see counting stones activity for more suggestions and instructions) | |||
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