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EDMA369- Statistics: Handling

Data
Outcome: Stage 2; selects appropriate methods to collect data, and
constructs, compares, interprets and evaluates data displays, including
tables, picture graphs and column graphs (MA2-18SP)
Collect data, organise it into categories, and create displays using lists,
tables, picture graphs and simple column graphs, with and without the use of
digital technologies (ACMSP069)
Indicators:

- Collect data and create a list or table to organise the data, eg collect data
on the number of each colour of lollies in a packet
- Construct vertical and horizontal column graphs and picture graphs that
represent data using one-to-one correspondence
Background Information
Data could be collected from the internet, newspapers or magazines, as well
as through students' surveys, votes and questionnaires.
In Stage 2, students should consider the use of graphs in real-world contexts.
Graphs are frequently used to persuade and/or influence the reader, and are
often biased.
One-to-one correspondence in a column graph means that one unit (eg 1 cm)
on the vertical axis is used to represent one response/item.
Categorical data can be separated into distinct groups, eg , gender.
Numerical data has variations that are expressed as numbers, eg the
number of children in families.
Language
Students should be able to communicate using the following
language: information, data, collect, category, display, symbol, list, table,
column graph, picture graph, vertical columns, horizontal bars, equal
spacing, title, key, vertical axis, horizontal axis, axes, spreadsheet.

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Column graphs consist of vertical columns or horizontal bars. However, the

term 'bar graph' is reserved for divided bar graphs and should not be used
for a column graph with horizontal bars. (BOS, 2011)

Introduction:

Explaining theory and mathematical processes;

Data is all about asking a question and then collecting answers so that you
can analyse, talk about and explain your results. Statistics is a way to think
about what the number means
Statistics is a system where you collect, classify, analyse and interpret
information in relation to probability. (Dunbar, 2014)
Begin with collecting data within the class, asking the students the colour of
their cars and recording it. Ask the students to reflect on what we can learn
from analyzing the data.
Share the way each documented the number for each colour e.g. a tally, add
total, with dots or pictures etc.
Body:

Engage in discussion about what are some other ways you could document
this information. Presenting the main forms of data display including that of a
diagram, model and a graph accompanied by examples.
In table groups give students a data sample of some form and ask them to
identify what it is telling them. Discuss the pros and cons of the sample and
an additional way you could represent the data using the resources provided
e.g. paddle pops, play dough etc.
Use geoboards with elastics for students to explore creating a column graph
to display the date collected. Ask them to place the geoboards on a sheet of
paper so that students can create a scale. Teacher to demonstrate.
Implementation of creating graphs, Geoboards as the chosen resources
shows some diversity in ways students might have been previously taught as
well as catering to different learning styles. Geoboards is kinesthetic as you
have to physically create it, it is also visual as you can see the stages of the
process take place and auditory in that the students have to follow a set of
instructions to complete it and can discuss with their peers about what to do
next.

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Conclusion:
Ask students to present their geoboards and speak about how the managed the
activity.
Any additional questions and a recap of the main points.

References:
Board of Studies NSW,. (2012). Mathematics K-10 Syllabus (1st ed.). Sydney:
Board of Studies NSW. Retrieved from
http://syllabus.bos.nsw.edu.au/download/
Dunbar (2014). Blake's Maths Guide Middle Primary (ages 7-10). Sydney,
Australia: Pascal Press. (Original work published 2011).
Haylock, D. (2010). Mathematics explained for primary teachers (4th ed.).
London: Sage Publications.