NSW Curriculum and Learning Innovation Centre

January 14, 2018 | Author: Anonymous | Category: Math, Statistics And Probability
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NSW Curriculum and Learning Innovation Centre

Tinker with Tinker Plots

Elaine Watkins, Senior Curriculum Officer, Numeracy

Graphs in the curriculum

• Graphs play a significant role in the mathematics curriculum, providing visual means of presenting information. • The visual representations provide numerical, pictorial, and statistical information by combining symbols, points, lines, numbers, shading and colour (Tufte, 1983) with the aim of conveying information quickly and efficiently. • Students should have the experience to create graphs with and without technology, so that they can explain what they have created and draw conclusions from the representations.

NSW Curriculum and Learning Innovation Centre

Comparison of Syllabus Outcomes 2002 Syllabus – Key ideas

Chance and Data

Collect data about students & their environment Organise actual objects or pictures of the objects into a data display Interpret data displays made from objects and pictures

Stage 1 Gather & record data using tally marks

Display the data using concrete materials & pictorial representations Use objects or pictures as symbols to represent other objects, using oneto-one correspondence Interpret information presented in picture graphs & column graphs Recognise the element of chance in familiar daily events Use familiar language to describe the element of chance

Early Stage 1

Statistics and probability

Early Stage 1

Draft Syllabus Stage 1

Uses concrete materials and/or pictorial representations to support conclusions

Supports conclusions by explaining or demonstrating how answers were obtained (data1 & data 2)

Represents data & interprets data displays made from objects & pictures

Gathers & organises data, representing data in column & picture graphs, & interprets the results (data 1 & data 2) Uses objects, diagrams & technology to explore mathematical problems (data 2)

Describes mathematical situations using everyday language, actions, materials and informal recordings

Describes mathematical situations & methods using everyday & some mathematical language, actions, materials, diagrams and symbols (data 1 & data 2)

NSW Curriculum and Learning Innovation Centre

Comparison of Syllabus Outcomes Draft Syllabus

Stage 2

Stage 3

Stage 2 Data 1 & 2

Stage 3 Data 1 & 2

Conduct surveys, classify & organise data using tables

Draw picture, column, line & divided bar graphs using scales of many-to-one correspondence

Uses appropriate terminology to describe, & symbols to represent, mathematical ideas

Describes & represents mathematical situations in a variety of ways using mathematical terminology & some conventions

Construct vertical & horizontal column graphs& picture graphs

Read & interpret sector (pie) graphs

Gives a valid reason for supporting one possible solution over another

Interpret data presented in tables, column graphs and picture graphs

Read & interpret graphs with scales of many-to-one correspondence

Selects & uses appropriate mental or written strategies, or technology to solve problems Checks the accuracy of a statement & explains the reasoning used

Uses appropriate data collection methods, constructs & interprets data displays & analyses sets of data

Determine the mean (average) for a small set of data Explore all possible outcomes in a simple chance situation Conduct simple chance experiments Collect data & compare likelihood of events in different contexts

Assign numerical values to the likelihood of simple events occurring Order the likelihood of simple events on a number from 0 to 1

Statistics & probability

Chance and data

2002 Syllabus – Key ideas

Selects appropriate data collection methods & constructs, compares & interprets data displays

NSW Curriculum and Learning Innovation Centre

What is Tinker Plots? • Tinker Plots is a data analysis program designed to enable students in grades 4–8 to get excited about what they can learn from data. • The students will analyse data by creating colourful visual representations that will help the students make sense out of real data and recognize patterns as they unfold. • Students can use Tinker Plots to produce reports that include graphs, along with text that explains their findings and even photos they take or locate on the Internet. • Students can manipulate data and learn what the relationships mean.

NSW Curriculum and Learning Innovation Centre

How can Tinker plots be used? Students can use Tinker plots to: • construct dot plots for numerical data • consider the data type to determine & draw the most appropriate display for the data, including column graphs, dot plots and line graphs • name & label the horizontal & vertical axes when constructing graphs • tabulate collected data, including numerical data with & without the use of digital technologies such as spreadsheets • discuss & draw conclusions from different data displays • interpret information presented in two-way tables • create a two-way table to organise data involving two categorical variables • interpret & compare different displays of the same data • interpret data representations found in digital media and in factual texts.

NSW Curriculum and Learning Innovation Centre

What is a stacked dot plot? • •

A stacked dot plot is a way of representing numerical data. They are ideal for making comparisons of data.

NSW Curriculum and Learning Innovation Centre

Table group task using a stacked dot plot

• As a table group collect data to create a stacked dot plot. • Write down your height (estimate if not known), and shoe size. • As a whole group, determine an appropriate scale for creating a stacked dot plot. • Use a paper streamer for the scale and the coloured dots to create a stacked dot plot to represent the data you collected. • Label the stacked dot plot. • What questions could you ask about your graph and data? NSW Curriculum and Learning Innovation Centre

Features of a stacked dot plot

Features include: • An automatic sorting of data - once the axis is chosen the data points can be plotted in any order but are actually sorted by the plotting process. • A good choice of scale in a dot plot can make the shape of the data clearer • Easy identification of the range and highlighting of extreme values (‘outliers’). • Reveals any peaks and/or mode/s in the data.

NSW Curriculum and Learning Innovation Centre

Looking at data in Tinker Plots

NSW Curriculum and Learning Innovation Centre

Importing data from Excel spreadsheet

NSW Curriculum and Learning Innovation Centre

Stacked dot plots - teaching implications

• • •

Use real data, relevant to the students Students need to determine an appropriate scale from the data collected. Identify the lowest score and the highest score. In a stacked dot plot, the dots must align vertically and horizontally.

Example of a poor stacked dot plot Stacked dot plots only give a good pictorial representation of frequency when the 'dots' are aligned.

NSW Curriculum and Learning Innovation Centre

Stacked dot plots - teaching implications

• • • •



The graph and the axis need to be labelled. Is the data accurate? Look at outliers. Students should be able to describe what the stacked dot plot shows about the data Introduce statistical terminology to assist students to describe their data (e.g. mode, median, range, mean, outlier) When comparing two stacked dot plots, have the same range and scale on the axis

NSW Curriculum and Learning Innovation Centre

Resource to support the statistics and probability strand

• This report focuses on the application of graphs for portraying data, and their potential as instruments for reasoning about quantitative information. • Available from • http://www.curriculumsupport.e ducation.nsw.gov.au/primary/m athematics/resources/data/ind ex.htm

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