|Time Allocation/Pacing Guide: Approximately 135 minutes (3 classes)|
| Outcomes from the Alberta Program of Studies (2007) General Outcome: |
Collect, display and analyze data to solve problems. Specific Outcomes: 1. Differentiate between first-hand and second-hand data.
[C, R, T, V]
2. Construct and interpret double bar graphs to draw conclusions.
[C, PS, R, T, V]
|Big Ideas: How does one effectively collect, organize, and display information? What is First-Hand and Second-Hand data, and what would be some importances of each?|
|Background Information: Skee-ball is a game normally found at amusement parks or carnivals. One of the fun games that people can play is the classic Skee-Ball. The idea of incorporating Skee-ball into a mathematics lesson was adapted from - Children play mathematics at Camp Invention by Uslick, J., & Barr, S. G. (2001). The article informs educators about giving students the opportunity to experience math in a game context, one being Skee-Ball. Although the article makes specific curriculum connection to probability, I have added a way to weave the ideas to relate to data analysis and graph making. Therefore, the ideas were taken from Uslick & Barr and have been transformed to fit with statistics outcomes for Grade 5 (Alberta Program of Studies). Note: Please see web link to article in the "For Teachers" folder. Integration of Technology: Please refer to the "For Students" folder to view the web links and play Skee-Ball online. If the links do not work, simply Google “Skee-Ball Games” to find several other sites.|
| Procedure: 1. Have the students play the game, Beanbag Skee-ball. -Set-up several games either in the gymnasium or classroom so there are 3-4 students per play area. Use masking tape or painters tape to outline the target. Another way to create the play area is to draw the target on poster paper and tape it down to the ground (Uslick & Barr, p. 393). 2. Before playing the game, have the students predict how many points they will accumulate after tossing the beanbag three times (min. 30, max. 150). Have students record their predictions. Tell the students they will be playing the game five times so they will need a total of five predictions. Each prediction will be made before each new round. Actual total scores need to be recorded beside the prediction for that particular round. Have students choose and decide how they will organize their information. Organizational strategies may vary, therefore it would be beneficial for the students to listen and discuss the ways they chose to organize their data. One method a student may choose is shown below: |
|Assessment: a) Student reflection responses b) Observation of a fair test during the experiment c) Student graphs d) The way students organized their data|