T1 (6) Data Management

Curriculum Expectations

What nosotros volition learn – overall

Past the end of Grade vi, students will:

  • collect and organize discrete or continuous master information and secondary data and brandish the data using charts and graphs, including continuous line graphs;
  • read,describe,andinterpretdata,andexplainrelationshipsbetweensetsofdata;
  • determinethetheoreticalprobabilityofanoutcomeinaprobabilityexperiment,anduseit to predict the frequency of the issue.

Mathematical Process

HOW Nosotros Will Learn IT

Source: www.math.commons.hwdsb.on.ca

Lesson #1: Surveys

Big Idea: Drove and Organisation of Data"

  1. What words practice yous know that might exist associated with the Data Management unit of measurement?
  2. What is meant by "Collection and Organization of Data"?
  3. What makes a good graph?

Favourite Television set Shows Sample trouble:

Would the results of a survey of principal students about their favourite television shows represent the favourite shows of students in the entire school? Why or why not?

Lesson #2: Create a Survey

Simple and Middle School Mathematics: Didactics Developmentally

  • Action 21.1 Who is in Our Hamlet? p 401
  • First Hand Data Through Survey and Observation p 402
  • Second Hand Information past Using Existing Information Sources p 402
  • Sampling p 403

Lesson #three: Collect and Organize Data

  • Collect data by conducting a survey (e.thousand., use an Internet survey tool) or an experiment to do with themselves, their surroundings, issues in their school or community, or content from another field of study, and record observations or measurements (Ontario Curriculum, 2005).

Guide to Constructive Instruction:
Data Management and Probability Grades iv to 6

  • p xx Drove and Organization of Information

  • Sample problem: Would the results of a survey of master students about their favourite tele- vision shows represent the favourite shows of students in the entire school? Why or why not?

  • p 93 Form 6 Learning Activeness: Paper Airplane Contest

Elementary and Heart School Mathematics: Pedagogy Developmentally

  • Activity 21.one Who is in Our Village? p 401
  • Activity 21.2 How Practice We Compare? p 403

Lesson #5: Types of Graphs

Lesson #6: Continuous Line Graphs

Guide to Constructive Instruction:
Data Management and Probability Grades 4 to six

  • p twenty Drove and Organization of Data
  • p 93 Grade half dozen Learning Activity: Paper Plane Contest

Mathies (Requires Flash)

  • Linear Graphing Tool

Lesson #7: Stem and Leaf Plots

  1. Lesson: Stem and Leaf Plots
  2. Vocabulary: TBA
  3. Independent Practice: Stalk and Leaf Plots
  4. Leave Ticket: Click Here

Lesson #8: Mean

"The mean is the average of the numbers: a calculated "primal" value of a ready of numbers" (Mathisfun.com)

Office i: Shoe Sizes

  1. Lesson – Mean shoe sizes using snap cubes.
    • Resource: Educational activity Developmentally (pg. 415-416)

PART 2: Calculating the Mean

  1. Revisit shoes sizes, tape the sizes on newspaper, and summate the hateful. Does it match yesterday's totals
  2. Groups of two – brand the cubes, record shoe sizes on newspaper.
  3. If we add up the shoes sizes and split by 2 do nosotros become the same answer?
  4. Grouping of four and see if the formula still works.

Role 3: Consolidation

  1. Notation: Mean
  2. Leave Ticket: Mean
  3. Independent Practice:

Lesson #9: Calculating the Hateful with a Missing Value

  1. Review: How practise you summate the hateful?
  2. How might y'all calculate the mean with a missing value?
    • Example:
      • i, 19, ane, ?
      • Mean = 7
      • What is the missing value?
  3. Independent Practice: Click Here

Curriculum Expectations

what we volition learn – specific

  • collect information by conducting a survey (e.g., use an Cyberspace survey tool) or an experiment to do with themselves, their environs, problems in their school or community, or content from some other discipline, and record observations or measurements
  • collect and organize discrete or continuous primary data and secondary data (eastward.g., electronic data from websites such every bit E-Stat or Census At Schools) and brandish the information in charts, tables, and graphs (including continuous line graphs) that have appropriate titles, labels (e.g., appro- priate units marked on the axes), and scales (e.g., with appropriate increments) that conform the range and distribution of the data, using a variety of tools (e.g., graph paper, spreadsheets, dynamic statistical software);
  • select an appropriate type of graph to rep- resent a set of data, graph the data using engineering, and justify the option of graph (i.eastward., from types of graphs already studied, such as pictographs, horizontal or vertical bar graphs, stem-and-leaf plots, double bar graphs, broken-line graphs, and continuous line graphs);
  • determine, through investigation, how well a prepare of data represents a population, on the basis of the method that was used to collect the information
  • Sample problem: Would the results of a survey of chief students near their favourite television receiver shows rep- resent the favourite shows of students in the entire school? Why or why not?
  • read, interpret, and describe conclusions from master information (e.grand., survey results, measure- ments, observations) and from secondary information (eastward.g., sports data in the newspaper, data from the Internet nearly movies), presented in charts, tables, and graphs (including continuous line graphs);
  • compare, through investigation, different graphical representations of the same data
  • Sample problem: Use engineering to help you compare the dissimilar types of graphs that can be created to correspond a prepare of information about the number of runs or goals scored against each team in a tournament. Describe the similarities and differences that you observe.
  • explain how different scales used on graphs tin can influence conclusions fatigued from the data
  • demonstrate an agreement of hateful (east.g., mean differs from median and modebecause information technology is a value that "balances" a set of data – like the middle point or fulcrum in a lever), and utilize the mean to compare ii sets of related data, with and without the use of technology
  • Sample problem: Use the mean to compare the masses of backpacks of students from two or more Grade six classes.
  • demonstrate, through investigation, an understanding of how information from charts, tables, and graphs can be used to brand inferences and disarming arguments (due east.g., describe examples constitute in newspapers and magazines).