Session 1: My Renovation Project

Subject: Maths
Unit Topic: Statistics – Data Handling
Grade Level: Secondary 1
Duration allocated: 5 one-hour periods

Pre-requisite knowledge:
At the primary level, pupils have learnt how to construct and interpret tabulated data and graphs such as picture graphs, bar graphs, line graphs and pie charts.

Standards addressed:
Pupils will be able to
1) collect data through several methods and organise them
2) construct and interpret bar graphs, pictograms, line graphs, pie charts
3) articulate the purpose and use, advantages and disadvantages of the different forms of statistical representations
4) draw simple inference from statistical diagrams

Day 1 (60 min)

1(a). Display Table 1 and ask pupils information they can draw from the line graph presented.
1(b). Divide pupils into groups of 4.
1(c). Get pupils to suggest ways to the National Arts Council so that the information presented in a more ‘reader-friendly’ manner, that is, information can be drawn out more easily from the data. They can present their suggestion in a simple sketch, if necessary.URL: URL: http://www.nac.gov.sg/sta/sta01.asp

2(a). Pupils share their suggestions in presenting their data in a more reader-friendly manner. Display Chart 1 to show how the council presents its data graphically.
2(b). Using the prepared charts, recap the different graph representations (they learnt in primary school); highlight the unique features in each type of graph that determine when they are suitable to present a given set of data.

3(a). Get pupils to guess how the National Arts Council collected the data?
3(b). Take the opportunity to share there are many ways to collect data (eg. by survey, measurement, observation, organising data from existing resources).
3(c). Point out to pupils that the way the data is collected and how it is presented should take into consideration what kind of information they want their target reader to draw from the data.

4(a). Based on the given task scenario, each group
- plans what kind of information is needed and the type of raw data to be collected
- identifies the source of information (eg. from the classmates, internet)
- designs relevant tool(s) to gather the data (eg. survey)
- decides an appropriate way(s) to present their data
4(b). Provide feedback to the group on their choice of graphs.
4(c). By the end of the lesson, each group will inform the class any data that they need their classmates to bring in the next lesson.

Day 2 (60 min)

1(a). Each group gathers the necessary information and organises them.
1(b). Some groups will
- conduct a survey among the classmates
- gather some hard data (eg. bills) that their classmates have brought in for them
- go to the internet to search for raw datago to other locations in the school (eg. the canteen, school garden) to gather data

2. Each group designs a spreadsheet where they organise and present the information gathered. With the spreadsheet, each group generates the graph and upload it into the group’s blog.

Day 3 (60 min)
1(a). Each group visits the blogs3 presenting the other task scenarios.
1(b). Each group
- will interpret the graph and type the information/observation they can draw from the graph (on the same spreadsheet);
- can provide feedback and suggest how the representation can be improved on (eg. the axis labelling is not clear, the data can be organised in another way);can ask question(s) they think the graph could not provide.
1(c). Provide feedback to the group via the blog comment.
2. Based on feedback, each group will do the necessary refinement before the presentation.
The presentation will touch on their choice of graph, hence highlighting features and advantage of using a particular type of graph. The group will also share the information the reader can interpret/draw out from the graph.

Day 4 (60 min)
1. Each group will be given about 10 minutes to share their findings.

Day 5 (60 min)
1. Each group will be given about 10 minutes to share their findings.
2. Summarise the learning points of the activity.
3. Each group submits their work (refined chart and interpretation of the chart) by putting it up in the blog.

Assessment:
- Task sheet (filled up during their planning) [by the end of Day 1]
- Chart and interpretation of the chart in the blog [by the end of Day 5]

ICT tools that pupils use in the course of doing the activities:
1. Internet search - to gather those data available from the internet
2. Spreadsheet - to tabulate and present data graphically
3. Blog - serves as a platform to gather feedback/inputs and share beyond the group