MATHEMATICAL CONTENT KNOWLEDGE -
Statistical literacy is needed by all students to interpret the world. Statistics is distinct from
mathematics, as one key difference is focus on variability of data in statistical reasoning.
Doing statistics involves a four step process: formulating questions, collecting data, analyzing
data and interpreting results. Data are gathered and organised in order to answer questions
about populations from where the data came from. There are different types of graphs and
other representations to provide different information about the data and the population the
data was taken from. Measures that describe data with numbers are called statistics. Both
graphs and statistics can provide a sense of shape of the data.
PEDAGOGICAL CONTENT KNOWLEDGE -
The four steps of doing statistics is a useful approach in teaching the concept to primary level
students.
students.
- Formulate questions: Students are able to choose topics of their interest, and ones that can be easily answered by the population in their classroom E.g. favourite movie, games, ice-cream flavours
- Collect data: Help students design a plan to collect appropriate data, whether it is visiting another classroom to compare their results to their own classroom, or surveying teachers or family members
- Analyze data: Students have the flexibility to learn and create different graphical methods to represent their data. E.g. bar graphs, tally charts, circle charts, picture graphs, line plots, stem and leaf plots, histograms, line graphs, scatter plots, etc.
- Interpret results: ask students questions on what they have learnt through this data, or what the data tells them. Focus on mathematical questions that are statistical in nature.
Reference: (Van et al., 2015)
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Activity - Interpreting Data
Year Level - 5
Classroom Context -
For students of diverse cultural backgrounds, ensure there is a culture for respect in the classroom.
Ensure objects and materials around the classroom and school are geared to include diverse cultural
backgrounds of all students. Provide opportunities for students to share their cultural stories and be
backgrounds of all students. Provide opportunities for students to share their cultural stories and be
open to different ideas (if they wish to include some culturally diverse ideas into their assignment
projects such as this one). Stay mindful and sensitive to these children to create a safe environment
and to reduce communication difficulties.
Content Descriptor -
Learning Objectives -
This learning activity allows students to develop skills in in collecting, representing, analysing
and evaluating information, using both digital and non-digital tools to demonstrate their
understanding.
Resources -
Key Mathematical Language:
Statistics, surveys, data, excel, spreadsheet,
Materials:
Computers, Microsoft Excel, poster paper, glue, scissors, pens, tally data collecting sheet
Use of ICT:
The use of computers and Microsoft Excel are included in this activity. Excel is an important
program to understand, as it plays a key role in many sectors such as spreadsheet programs in
business activities, classwork and even personal data organisation. Using computers to design
their project is also an engaging and visual approach in learning.
Prior Knowledge -
Justifies data collection methods to fit the context
Interprets and uses structural elements in data displays (labels, symbols)
Displays information using real objects or photographs
Instructions -
- Explain to the class that statistics involves a four-step process: formulating questions, collecting data, analyzing data, and interpreting results. Ask the class to copy these notes down.
- Begin with a simple demonstration
- Formulating questions: Write the key question on the board - e.g. What is your eye colour?
- Draw a table on the board with a list of common eye colours and an ‘other’ option
- Collecting Data: Go around the class asking for each student’s answer and draw tallies in the table to record results
- Analyzing Data: Select graphical method - e.g. using a bar graph to represent data. Log into Microsoft Excel to give a tutorial on how to create graphs using collected data
- Interpret Results: Relate interpretation to original question - e.g. write 2 to 3 sentences on your findings, such as the most common answer, least common, any interesting findings.
- Explain to the class that they must conduct their own survey by choosing a topic of their choice, collect data from a group of individuals, analyze this data by creating a graph on Microsoft Excel, interpret their findings, and create a poster including the above information to present to the class.
- Hand out the tally (data collecting sheet) to all students and help each student with their topic/question ideas to ensure it is reasonable
- Provide extra assistance and time for students to practice making different graphs in the computer rooms
- Ensure you allow students to print their graphs so they can glue it onto their posters
- Either organise time for the class to conduct their surveys within their own classroom, or organise a time to visit another classroom (whichever grade) to survey
Questions to ask -
What do these results and findings tell us about our class?
What is the most common eye colour?
What is the least common?
Do you think these results will differ with other grades or populations?
Enabling Prompts -
Instead of asking students to survey an entire grade, allow them to survey a small group
of people to begin with.
Extending Prompts -
Encourage students to practice making multiple graphs using the same data they collected
and observe which graph is most suitable for their particular topic.
Images -
A student example of their data collecting (tally) sheet and their chosen question.
Students will use Microsoft Excel to create their representation models.
A student example of what graph model they choose to use and the collected data.
An example of how a student may choose to present their poster.
Reflection -
For our final activity plan, our topic was statistics; including representing data, displaying data, analysing data and the importance of using graphs. Graphs are mathematical models that
children learn to use in order to tell stories, misinform and persuade. Statistics are everywhere
in our daily lives, hence it is important to equip our students with the skills to understand and
interrogate figures so they can understand what they really mean and represent. I remember
learning about collecting data and creating surveys during my time in primary school. These
activities usually consisted of looking at characteristics such as hair colour, eye colour, and
siblings. The activity I created above represents a fun, engaging and practical way to allow
students to learn about data, statistics and representational modelling. It incorporates social
interaction with other groups of people, as well as using ICT to create graphs. In the future, I
think it would be a great idea to allow students to use more real-world application of statistical
analysis - which can be done by exploring statistics from online resources and researching real-
world articles on everyday issues.
References -
Van, D. W. J. A., Karp, K. S., & Bay-Williams, J. M. (2015). Elementary and middle
school mathematics: teaching developmentally, global edition. Retrieved from
