MA1-1WM Describes mathematical situations and methods using every day and some mathematical language, actions, materials, diagrams and symbols. MA1-17SP Gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results. Mathematician Centre Prompt: Make a graph! Introduction - ● Explain to the students that today’s focus will be on the Mathematician Centre. Students will be involved in gathering and representing data. ● Revise understanding - TPS ‘What is Data?’ Revisit the definition of data. Data is a collection of information gathered by observation, questioning or measurement. Data is often organised in graphs or charts for analysis and may include facts, numbers or measurements. ● Discuss with students the importance of collecting data and examples of when we might need to collect data eg. Favourite food, favourite sport, most popular subject etc ● Display a PowerPoint of different types of tally and picture graphs and examples of surveys and questions that can be asked to collect good data. E.g. a tally of how many types pf birds they see in their garden. Explain that when asking questions, it’s important to limit the persons responses to about 4 or 5 so that they have to choose an option rather than giving any response they like. This will give you more information for your graph as it’s limiting the responses. ● Explain that today students are going to collect data by keeping a tally of how many bottle flips they land after 20 tries. Watch video- https://youtu.be/RDIcrjMbIVA ●Explain that before they begin to take the data, they need to decide on how many people are going to join their investigation and write their names on the tally graph. Teacher is to model how to do this on a tally graph and choose 5 students to demonstrate. ●Ask the students to predict the number of bottle flips they may land before they begin and record it. ●Ask the students to stand at the front of the room and flip their bottles on a table at the same time. Model how to record a tally mark each time they land the bottle, bottom down. Repeat this 20 times, students are to tally their own flips. ●Model how to interpret the tally graph once the information is recorded onto the tally graph. TPS- Ask the questions: Who landed the greatest number of bottle flips? Who landed the least number bottle flips? Who landed the same number of bottle flips? ●Model how to use the information on the tally graph to make a picture graph on the empty graph. Model how to name the horizontal axis with the names of the students who flipped the bottles and the vertical axis with the number of flips landed after 20 flips. ●Model how to choose a picture to draw that represents each successful flip. E.g., a smiley face, bottle or bottle cap. Model how to draw them for each person to represent the tally marks on the tally graph. ●Model how to interpret the picture graph once the information is recorded onto the tally graph. TPS- Ask the questions: Who landed the greatest number of bottle flips? Who landed the least number bottle flips? Who landed the same number of bottle flips? ●Explain that students can take data on other things like, coin flips (heads or tails), colours of cars that pass by in 5 minutes, types of animals they see in the playground, types of leaves, collect data on types of rubbish left in the playground. Explain that students need to work in pairs to come up with an investigation question, collect the data, create a tally graph and a picture graph, and then interpret the data they collected. ●Students can use the ipad to take evidence of their data collection and record their graphs using pictures. Reflection: Students can think about how they are going to present their data to the whole class.
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