# Mathematics Session 8 - Essex Primary SCITT

SCITT Session 9 Solving problems involving Statistics Objectives (students will): be able to plan progressive activities in data handling; use the Data Handling Cycle in the classroom;

be aware of the key role of ICT in analysing and representing data. Associated issues for teaching Consideration of primary and secondary data; Evaluating and interpreting current information by posing appropriate questions;

Key starting points for estimation; Mathematical questions how to promote and recognise rich questions. Mathematical Language count sort order set match pictogram Venn Diagram

Carroll Diagram axes Tree Diagram block graph line graph total tally frequency questionnaire

interval classify middle value grouped data Average - mean/ mode/ median range pie chart scattergraph

maximum minimum Sorting Diagrams Numbers 1-20 (inclusive) How could we sort these numbers? One set criteria? Create a two-criteria Venn Diagram Venn & Carroll Diagrams

How do these diagrams match up? Average How long is a piece of string? Mean Add all the values together and divide by the number of values.

Mode The most common value. Median Order the values from smallest to largestthe middle value.

What types of data? Primary children need a range of data representations (Matching activity) Which examples have you seen in your classroom? Discrete or Continuous? What is the difference between discrete

and continuous data? Discrete data Categorical Data data collected by counting and grouped into categories which are not linked. The

categories cannot be ordered. Continuous Data Continuous Data. Data collected by measurement.

The variable can take on any value on a continuum and all values have meaning. NC2014 expectations Read the expectations for your year group

and one year either side Identify the aspects that you have already seen talk about any different examples. What suggestions from NCETM? Read the article and follow any suggested links Year 6 - Today we will read and interpret bar graphs

To do 1. Work together to annotate the graph to help you read it. 2. Take it in turns to brainstorm 10 facts about the data presented. 3. Predict the questions how many can you think of? 4. Share ideas with one other pair from your

group. Here are some words that you might like to include in your facts (or your questions) about your graph Fewer most more least Less than altogether

difference popular favourite Secondary data Census at School www.censusatschool.ntu.ac.uk ICT

Aim: Use ICT to create a Scattergraph Does foot size increase with height and Do boys have bigger feet than girls? Leonardo DaVinci's Vitruvian Man ICT

Census at School www.censusatschool.ntu.ac.uk Data Handling ITP http://hypertextbook.com/facts/2006/ bodyproportions.shtml (modelling ratio of human body) http://www.intmath.com/numbers/math-ofbeauty.php (modelling ratio of human face) Probability

What words/ phrases/ numbers are used when talking about probability? Language Line Reasoning Opportunities In the bag Simulation Fruit Picking

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