Posing investigative questions onto strips of paper - try for at least four per person
Sort the questions into the different categories: Summary; Comparison; Relationship
Think about which questions will be easy to answer, which ones hard to answer, what are key attributes of good investigative questions with a particular focus on summary questions (L4).

Possible lesson plan Lesson 2.doc
strips of paper
(Posing investigative questions for a given group, focus on summary)
Ideas on good summary investigative questions (L4) goodsumIQL4.doc

5-10mins

Working with data
Sorting and cleaning
Take one variable that you are interested in, sort the data.
Think about realistic outcomes for the variable.
What will you do with data that isn't realistic?

Using data cards to make displays
Take one summary investigative question and use the data cards to make a display to help to answer the question.
Write I notice statements about your display looking at key features of your display.

Using dot plots
Take one comparison question (numerical data) and use the given data to make a dot plot to help answer your question.
Make I notice statements about your display, looking at key features and using the language of comparison.

Friday 9:00 – 10:30 (NPGHS) Sampling ideas through to informal inferences L5/6 Top page

Timing

Details

Resources

10-15mins

Karekare College
Introduce the population - Karekare College has 616 students from Year 9 - 13. Each card represents a student in the school. The different colour cards represent gender. This is indicated on the bag.
Familiarisation with the variables - working out what the variables are from the values that the variable takes. Familiarity with the 2009 Questionnaire is useful.

Working in pairs take 1-2 variables (for those that weren't at Thursday session).

What was the survey question asked to collect the data?

Who was surveyed? By whom? When?

How was the variable measured?

What are the units, if any, for the variable?

What are the possible outcomes for the variable?

What type of data is it? Categorical or numerical?

Pose a summary investigative question that we can ask of the whole Karekare College population.
Check question and reflect how any of the attributes might change now that we are looking at the population.
All to use the same question.

Plan

What variable are we going to use? What was the survey question that was asked to collect the variable?
How will we answer the question? Looking for suggestions from group - think like a student. Students will most likely suggest that we either graph the whole group (L5) or that we find the mean of the whole group (L7).
Suggest they get started making their graph (or calculating the mean). Hopefully they realise that this will take a long time and that there maybe a better option - take a smaller group.

Data

Select a group of students to use. Take a handful out of the bag.

Analysis

Using the data cards make a graph to display the data.
Compare and contrast your graph with the graph that others have made.
Collect some I notice statements from the group describing their sample.
For each I notice statement also make an I think that back in the population... that is reflect what might be happening back in the population based on the description of the sample.
Remember the context!

Problem 2
15-20mins

Pose a comparison investigative question that we can ask of the whole Karekare College population.
Look at comparison question structure. Anything additional to add to list of attributes of a good question?
All to use the same question.
I wonder if heights of boys at Karekare College tend to be greater than heights of girls at Karekare College?

Plan

What variable(s) are we going to use? What was the survey question that was asked to collect the variable?
How will we answer the question? What sort of graph might we draw?

Data

Select 30 girls and 30 boys from the Karekare College population.
At level 5 we are not getting into issues about sample size, 30 works ok, not too many for hand drawn graphs.

Analysis

Using the provided grid make a dot plot of the girls and boys heights. For ease of comparing across groups in the class, all to put boys on the top.
Progression to a box plot. Circle middle group, mark the middle, extend the whiskers.
Formalise to marking the middle, mark the middle of each half, connect the box and extend the whiskers.
Write I notice statements to make comparative descriptions - think about what the dot plot tells you, then what the box plot tells you. Trying to focus on the different purposes of each graph and why you would draw both to see different features of the data
Dot plot: I notice ....
Box plot: I notice ...
Remember the context!
What do you think might be happening back in the population?
Transfer the box part onto the provided template. (multiple copies?)

Using a second comparison question: I wonder if the time taken to get to school by bus is longer than the time taken to get to school by walking for students at Karekare College?

Plan

What variable(s) are we going to use? What was the survey question that was asked to collect the variable?
How will we answer the question? What sort of graph might we draw?

Data

Sort and select about 30 students who come to school by bus and about 30 students who come to school by walking.

Analysis

Sort the data so that you can make a box plot. Transfer the box part onto the provided template. (multiple copies?)
What do you notice? What do you think might be happening back in the population?

Introduce the activity.
Have a discussion about where reaction times might be needed. Who might information about reaction times be important for.

Pose the question. Comparing X reaction times with Y.
Discussion around the type of question, what data will we be collecting and who we are comparing. What is the comparison word? Are we talking about sample or population?

Come back and discuss the plan, how are we going to collect the data, how should the experiment be conducted, what types of problems can you see (if any), how many trials should we do?

In the analysis do
1. observation plot for self
2. dot plot for self and partner
3. find summary statistics for self and partner
4. box plot for self and partner
5. write I notice statements… shape, spread, middle 50%, summary stats

Data and dots Bevan WerrySampling ideasGathering dataThursday 11:00 - 12:30 (NPGHS)

Data and dots, focus on posing questions, dot plots, analysis at L4/5Working in pairs take 1-2 variables.

Making measures stations cards making-measures-stations.doc

Year 10 posing cards year10posing.xls

Questions 1-6 on OHT OHTunpackvariables.doc

Sort the questions into the different categories: Summary; Comparison; Relationship

Think about which questions will be easy to answer, which ones hard to answer, what are key attributes of good investigative questions with a particular focus on summary questions (L4).

strips of paper

(Posing investigative questions for a given group, focus on summary)

Ideas on good summary investigative questions (L4) goodsumIQL4.doc

Sorting and cleaning

Take one variable that you are interested in, sort the data.

Think about realistic outcomes for the variable.

What will you do with data that isn't realistic?

Take one summary investigative question and use the data cards to make a display to help to answer the question.

Write I notice statements about your display looking at key features of your display.

Take one comparison question (numerical data) and use the given data to make a dot plot to help answer your question.

Make I notice statements about your display, looking at key features and using the language of comparison.

Sheets for making dot plots dotplotgrids.doc

Analysis ideas analysisideas.doc

Pfannkuch et al A teacher’s guide to informal comparative reasoning or on CensusAtSchoolsite.

Similar to above but using the Karakare College data. KarekareCollegedatacards.xls

Thursday 7.30pm Bevan Werry Presentation (NPGHS) Top page

Friday 9:00 – 10:30 (NPGHS)

Sampling ideasthrough to informal inferences L5/6 Top pageIntroduce the population - Karekare College has 616 students from Year 9 - 13. Each card represents a student in the school. The different colour cards represent gender. This is indicated on the bag.

Familiarisation with the variables - working out what the variables are from the values that the variable takes. Familiarity with the 2009 Questionnaire is useful.

Working in pairs take 1-2 variables (for those that weren't at Thursday session).

KarekareCollegedatacards.xls

As a Fathom file karekarecollege.ftm

Details about population KarekareCollege.doc

2009 questionnaire 2009questionsc@s.doc

Making measures stations cards making-measures-stations.doc

Questions 1-6 on OHT OHTunpackvariables.doc

15-20mins

Check question and reflect how any of the attributes might change now that we are looking at the population.

All to use the same question.

How will we answer the question? Looking for suggestions from group - think like a student. Students will most likely suggest that we either graph the whole group (L5) or that we find the mean of the whole group (L7).

Suggest they get started making their graph (or calculating the mean). Hopefully they realise that this will take a long time and that there maybe a better option - take a smaller group.

Compare and contrast your graph with the graph that others have made.

Collect some I notice statements from the group describing their sample.

For each I notice statement also make an I think that back in the population... that is reflect what might be happening back in the population based on the description of the sample.

Remember the context!

15-20mins

Look at comparison question structure. Anything additional to add to list of attributes of a good question?

All to use the same question.

I wonder if heights of boys at Karekare College tend to be greater than heights of girls at Karekare College?

How will we answer the question? What sort of graph might we draw?

At level 5 we are not getting into issues about sample size, 30 works ok, not too many for hand drawn graphs.

Progression to a box plot. Circle middle group, mark the middle, extend the whiskers.

Formalise to marking the middle, mark the middle of each half, connect the box and extend the whiskers.

Write I notice statements to make comparative descriptions - think about what the dot plot tells you, then what the box plot tells you. Trying to focus on the different purposes of each graph and why you would draw both to see different features of the data

Dot plot: I notice ....

Box plot: I notice ...

Remember the context!

What do you think might be happening back in the population?

Transfer the box part onto the provided template. (multiple copies?)

Analysis ideas analysisideas.doc

Provided template heighttemplate.doc

10-15mins

How will we answer the question? What sort of graph might we draw?

What do you notice? What do you think might be happening back in the population?

Friday 11:10 – 12:40 (NPGHS) Sleeping sheep,

gathering data, box plots, analysis L5/6 Top page5-10 mins

PROBLEM

Have a discussion about where reaction times might be needed. Who might information about reaction times be important for.

Pose the question. Comparing X reaction times with Y.

Discussion around the type of question, what data will we be collecting and who we are comparing. What is the comparison word? Are we talking about sample or population?

Teacher notes sheet sheepnotesforteachers.doc

5-10 mins

PLAN

http://www.bbc.co.uk/science/humanbody/sleep/sheep/reaction_version5.swf

Come back and discuss the plan, how are we going to collect the data, how should the experiment be conducted, what types of problems can you see (if any), how many trials should we do?

Write up sheet sheepwriteup.doc

15 mins

DATA

Record individual sheep values as well as the average for each group of 5 and the description.

15-20 mins

1. observation plot for self

2. dot plot for self and partner

3. find summary statistics for self and partner

4. box plot for self and partner

5. write I notice statements… shape, spread, middle 50%, summary stats

Write up sheet

5-10 mins

10-15 mins

5-10 mins

5-10 mins

Teaching notes: sleepingsheep.doc

Student instructions: instructionsheetsheep.doc

Website link for sleeping sheep http://www.bbc.co.uk/science/humanbody/sleep/sheep/reaction_version5.swf