DM/P: DATA MANAGEMENT
In math, we will now be moving into data management. We will still be using our skills of decimal operations and measurement within this unit. Our large task for this unit will be via the website Census for Schools. This site allows us to collect a large amount of raw data from our school and then make predictions, look for patterns, and compare data between our school and Canadian data. We will even compare our results to other countries around the world. This unit will run for approximately the next four weeks.
UNIT: Data Management
BIG IDEAS (taken from “Big Ideas by Dr. Small”)
- To collect data, you must create appropriate questions and think about how best to gather the data.
- Graphs are powerful data displays since visual displays quickly reveal information about data.
- Bar graphs and pictographs are particularly useful for comparing the frequency of data in different categories. Line graphs are particularly useful for showing relationships between two quantities and trends.
- It is important for students not only to read information from graphs but to make inferences and draw conclusions.
- How the data is graphed (e.g. the use of different scales or intervals) can affect what conclusions are drawn from the data.
STUDENT LEARNING GOALS:
- I can collect unbiased primary and secondary, qualitative and quantitative, discrete and continuous data.
- I can draw and read pictographs, bar graphs, and line graphs
- I can choose the most appropriate graph for a set of data
- I can make conclusions and predictions from data in tables and graphs
CURRICULUM EXPECTATIONS:
- distinguish between discrete data (i.e., data organized using numbers that have gaps between them, such as whole numbers, and often used to represent a count, such as the number of times a word is used) and continuous data (i.e., data organized using all numbers on a number line that fall within the range of the data, and used to represent measurements such as heights or ages of trees);
- collect data by conducting a survey or an experiment (e.g., gather and record air temperature over a two-week period) to do with themselves, their environment, issues in their school or community, or content from another subject, and record observations or measurements;
- collect and organize discrete or continuous primary data and secondary data and display the data in charts, tables, and graphs (including broken-line graphs) that have appropriate titles, labels (e.g., appropriate units marked on the axes), and scales that suit the range and distribution of the data (e.g., to represent precipitation amounts ranging from 0 mm to 50 mm over the school year, use a scale of 5 mm for each unit on the vertical axis and show months on the horizontal axis), using a variety of tools (e.g., graph paper, simple spreadsheets, dynamic statistical software);
- demonstrate an understanding that sets of data can be samples of larger populations (e.g., to determine the most common shoe size in your class, you would include every member of the class in the data; to determine the most common shoe size in Ontario for your age group, you might collect a large sample from classes across the province);
- describe, through investigation, how a set of data is collected (e.g., by survey, measurement, observation) and explain whether the collection method is appropriate
- read, interpret, and draw conclusions from primary data (e.g., survey results, measurements, observations) and from secondary data (e.g., precipitation or temperature data in the newspaper, data from the Internet about heights of buildings and other structures), presented in charts, tables, and graphs including broken-line graphs)
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