ࡱ> rtqa $jbjb,, 7VNNX:J:::84H|NeeeMMMMMMM,PRRvN:eC"eeeNs%N2ejR:MN46eMIl":&M {jK*&MWN<NKuSuST&M:$Title: Nosey Parker Part 1 Achievement Objectives: S3-1B Identifying patterns and trends in context, within and between data sets S4-1B Gathering, sorting and displaying multivariate category, measurement, and time-series data to detect patterns, variations, relationship and trends S5-1D Using multiple displays, and re-categorising data to find patterns, variations, relationships, and trends in multivariate data sets Key Competencies: Thinking: Investigate Seek patterns Exploring and using patterns and relationships in data Engage in sense making This activity explores the following key ideas: Asking questions of data Resources Student worksheet OHT or blank paper to write statements onPrior Knowledge: No requirements Adapting for ICTIntroduction/Background After this lesson the students will: Be able to read a multivariate data table Know how to ask questions of data Know how to use I notice... I wonder... statements. Have a list of questions that can be explored using statistical methods (this will be used in future lessons). Key Idea: I notice I wonder This phrase has been very useful to get students (and teachers) to start thinking about new questions that can be posed about the dataset as a whole. The students are beginning to ask questions of the data. Once we have a question or a hypothesis we can then start to reason with the data and come to a new understanding of the whole dataset in the multivariate table. Students will generate all sorts of statements/questions, some of which cannot be answered using the data alone and might involve collecting other information. If these types of questions arise it is a good idea to ask if there is useful or relevant data in the multivariate table to answer the questions. Record these statements/questions as the ideas can be followed up later when we reflect on the statistical cycle and begin to think about where our study can go to next. Once the students get used to using the I notice... I wonder... phrases, they can be used in many different contexts. For example, when we begin to analyse data using a statistical graph, or after a practical activity. The statements can be used in any maths lesson. They are useful phrases that help to engage the students in noticing and exploring patterns and ideas. Problem Lesson Starter statements In this activity students will come up with a list of questions and ideas that they can investigate using statistics. It is important to be able to question the data so that useful or interesting information can be discovered. The data for this activity were obtained from a random sample of 25 students from the 91 database. A sample of data from Census at School is arranged into a large table. Along the top there are 7 measures, called variables. Since there are many variables this table it is called a multivariate data table. Each row has the data for a single person. The first person in this table is a male, is aged 12, is 163cm tall, has an arm span of 163cm, travelled to school by walking, took him less than 10 minutes to get to school, and at lunchtime he usually runs about. Where and how can the students start to work with all this information? What could you investigate about these data? How do we start to work with all this information? Try to highlight that there is a lot of information. A strategy is needed to sort out exactly what it is that is interesting. For example, if you asked them to analyse the data, where could they start? What could you investigate about these data? Instead of jumping straight into the data, this activity is about being able to think about the data before manipulating the data. By planning this step carefully like a 91 Detective, students can avoid wasting time pursuing questions that cannot be easily explained by the data or trivial tautologies. Spend 10-15 minutes discussing the table with the students. Discuss how the table was constructed, where the data came from and the meaning of each variable. The data in this resource is a random sample from the Census at School 2005 data set. Options when completing survey: Main way to travel to school: walk, motor vehicle, bus, train, bike, other. Minutes to travel to school: 10 or less, 10-20 min, 20-30min, 30 min or longer. What you did most at lunchtime: sat down, stood around, walked around, ran around or played. Look at how each row has information for a single student. Add data for a student from your class to reinforce this idea. Show how we can read information about individual students. Suggest that we can pose investigative questions about the whole group. Introduce the I notice... I wonder phrase Show the multivariate table on OHT. Give each student a copy of the data set so they can see the data easily themselves. Stand back from the data and consider what we would like to find out about the group of students who have their data in the table. The data in the table can tell us about individuals (by reading along each row). The data in the table can also help us pose questions about the whole group of students represented in the table. What investigative questions can we pose about this group of students? Introduce I notice I wonder... by discussing a few examples. Record on the white board or on OHT. Possible Examples: I notice that the taller students have longer arm spans. I notice that 4 students take longer than 30 minutes to get to school. I wonder how long it takes for students to get to school on average. I wonder if the time it takes to get to school depends on where you live. I wonder if people who walk to school tend to run around or play more at lunchtime. Ask students if they notice anything or if they wonder anything about the data. Add their ideas to the board or OHT. Break students into groups of 4-5 students - give them 5 minutes to come up with more ideas. Other examples of statements/questions: I wonder if students who walk to school take longer to get to school. I wonder if female students are more active at lunchtime than male students. I wonder if younger students are more active than older students. I notice that their height is similar to their arm span. I wonder if students who went to school using a car could have used the bus. I wonder what the average height of these students is. I wonder if height has anything to do with how long it takes to get to school. I wonder if the older students travel further to school than the younger students. I wonder if the results would be different for our class. I wonder if females are shorter than males. I notice that most students run around at lunchtime. I notice that the most common way to get to school is using a motorcar. I wonder why students dont ride bikes more. I notice that the older the students are the taller they are. Students should have their I notice... and I wonder... statements ready to give to you. Tell the students to try to think of some really good statements that no other group may have thought of. Come back to whole class. Go round each group asking them for a new I notice or I wonder... until all ideas are exhausted. Record all statements on OHT or interactive whiteboard as these will be used in later activities. To prepare the statements for the next lesson, copy all statements for each group in such a way that questions can be cut up for categorizing. Reflection I noticed I wonder To extend this activity For students who require extension: Look over all the I notice and I wonder statements and sort them into groups. Investigate different ways of sorting and choose the one which seems most useful. Explain your choice.      NZ 91 activities 2008 Curriculum Level: 3-7 Focus: Introduction to asking questions of data 689<!%&689õèԙyhyyWEWyW#hkAha5CJOJQJ^JaJ hhaCJOJQJ^JaJ hGhaCJOJQJ^JaJhaCJOJQJ^JaJ#h4uha5CJOJQJ^JaJha5CJOJQJ^JaJh^HhaOJQJ^JhaCJOJQJ^JaJ h^HhaCJOJQJ^JaJ#h^Hha5CJOJQJ^JaJ1jha5CJOJQJU^JaJmHnHu6 !y $IfgdaX$If^`Xgdafkd$$Ifl%p& t0p&4 l4a$If X$$$6789:kld^^$IfykdK$$Ifl0%79 t0p&4 l4a s$Ifgda st$If^t`gda 9:jkl    @ A 3 < % d j k x ñң}rcScScScScrheha5CJOJQJaJhehaCJOJQJaJhehaCJaJheha5CJaJha5CJaJ h?nhaCJOJQJ^JaJhaCJOJQJ^JaJ#heha5CJOJQJ^JaJha5CJOJQJ^JaJha5CJOJQJ^JaJ#h^Hha5CJOJQJ^JaJh^HhaOJQJ^Jlj] & F$Ifgdaykd$$Ifl0%r t0p&4 l4a $Ifgda$If & F $Ifgda     A sjj $Ifgdaykd $$Ifl0%r t0p&4 l4a$If h$If^hgdaA k WS & F $EƀaJIfgdaS & F $EƀaJIfgda 2 3 T U WHHHH $IfgdaS & F $EƀaJIfgdaS & F $EƀaJIfgda / !()*+EF)+UlmnstöÑysyhy^ysyNyhaCJOJQJaJmH sH h.{/ha6aJh.{/haCJaJ haaJh.{/haaJh.{/haCJOJQJaJh.{/ha5CJOJQJaJ(jh^Hha5CJOJQJUaJha5CJOJQJaJ#h^Hha5CJOJQJ^JaJh^HhaOJQJ^JhaCqhaCJaJhehaCJaJhaCJaJ  !)+EFxl]] $Ifgda $$Ifa$gda $Ifgdafkdn$$Ifl%p& t0p&4 l4a $Ifgda $Ifgda F*+stI> & F $Ifgda $Ifgda $Ifgda $Ifgda $IfgdaI>^ *8[NSa!uKs P!Q!R!辮;s󾂾lhlha h.{/hah&haCJOJQJaJhaCJOJQJaJh.{/ha5CJOJQJaJhaha6CJOJQJaJh.{/ha6CJOJQJaJh.{/haCJOJQJaJh.{/haaJh.{/ha5aJhaCJaJh.{/haCJaJh.{/ha5CJaJ'>^WXZ[N $If^gda & F $Ifgda & F $Ifgda $Ifgda $If^gda $If^gdaNI!uvJKs $Ifgda $Ifgda _$If^_gda $If^gda & F $Ifgda $Ifgda $If^gdasHT C S!T!!!" & F $Ifgda $Ifgda & F tt$If^tgda $Ifgda $If^gdaR!T!!!^"x""3#4#5#6#A#B#Y#Z#[#r#s#t#U$V$X$Y$[$\$^$_$a$b$j$$ʽzsosgogogogo[haCJOJQJaJjhaUha h^Hha#hJha5CJOJQJ^JaJ h8ohaCJOJQJ^JaJhaCJOJQJ^JaJ#h^Hha5CJOJQJ^JaJh^HhaOJQJ^Jh.{/haCJaJhaCJOJQJaJh.{/haCJOJQJaJ h.{/hahO?ehaaJ""4#5#6#A#B#VPG $Ifgda$Ifkd$$Ifl0(% ` t d0p&4 l4ap d $If^`gda $IfgdaB#M#N#X#Z#[#s#t#ZTK $Ifgda$Ifkd7$$Ifl0(%  t 0p&4 l4ap  $If^ gda x$If^ gdat##U$V$W$X$Z$[$]$^$`$b`[`[`[gdakd$$Ifl0(%  t 0p&4 l4ap $Ifgda x$Ifgda `$a$c$d$e$f$g$h$i$j$$$$$$$$$$$$$$$gda$a$gda$a$gdagda$$$$$$$$$h^HhaOJQJ^JhjvhaaJmH sH haB*CJaJphhq#haB*CJaJphhah8RhaCJOJQJaJ5 0&P 1F:pa. A!"#$%I$$If!vh5p&#vp&:Vl tp&5p&a_$$If!vh5759#v9#v7:Vl tp&5957a_$$If!vh55r#vr#v:Vl tp&5r5a_$$If!vh55r#vr#v:Vl tp&5r5aI$$If!vh5p&#vp&:Vl tp&5p&aDdd  C 2Aicon-problem"`b8ܥ`ipn ܥ`ipPNG  IHDR^sBITO`PLTE(AE6!^<|>y 3j,xbI|`a{o7~pؼ H̺+nyA'ǧHd-`ʁկ tRNS"DKxa pHYs  ~ tEXtSoftwareMacromedia Fireworks MX*$tEXtCreation Time12/8/05W>IDATx]kw Bi3#$4qsWn<53 /w_Og*Oޫi ja}(eF_J\\}TinDfV)IeGƸݐ7M_OE((aЃ*#!SmG,&D(<^LxhIH//w*_NU]$)ܙj@_.n`=}>eD2F 8)q^EG;(zQ $ Dm]tɧ] 0u]h/{yLKeV9>X/D.oRJ '<#GZQ8; :eD 2\`~mL6.됉` Fe"jR̮#yFMO6J^PQ B O-n&WYOdk%td !Κp3('"yxHSguL>h PuBϧ3Ym rH,ukk>"ګY^p^$:pDe8*Dgk0|,yA@ kǫ} 4$[u Խ&u_Um[c*2ѓ-8s8@1l= J  KD9M%`!LA:2UmZ'!a"(wpxcN6 &a:H,>i)A#FDAxPT7nkÂsḄ VV *|"W1I*!gG~xAzLo^84b5@ا_. D8`; "ֿaڃ>"]5XhIG DxCP(!>RN@sD5- ik kDD`f0xȯc PȰA/uCȣg$DFx"$W(ZKy#s*ϱ| z}I*# Fo}NM:h&Dw0~}s -t];0a#쮊闸:̤:FOLbKs?X݊s{7zA>%("oR+ӍZO4@-ۂ\MD+#f!gmv7 Cov70apo4kظ1CWpJ!=HُjC40}s@k 5k4##SJ`2 7%ķJàk7%NoQKM@Fa`Ѯʟ"Dqc8lQ╎G̳rJXr~4 % =wx &)wPr}]ej"V%p<[ͯH<\KήTDZ@o#B" x\ A]z(x `w9޸b89K"}  ;U G!M"#;Zctޥ2Ш ~l&jkXBJB[E"mu$J6jx较11"'@iY4@F4]ĮA <2E$Ҁ?$](H!pǛ""v@E,JS9 jq WhC&Q Yh"wO!mUH$A i\D S,v^Qѧco`Zeu־d[L0p_(F)c, $vRqE$M,-l(TA螎S9=n@L7!2RAȌ2~L/m,ܱL Xjܭ׊ZrE:_NVK})@$yRT I޷H/>U5T#Qɢmp.۹MrzXЂ_It[. ޯ=+K@<Ru o8ja 9!c_HPC.1n/A2Od}8QwP͚nZ[IFqKD ddEm'w@ĘтP`mN丈75"ouW]eFf>~ $,qFᴞS2"Ӓr#r.X1dabY#8a.@Å~B$ szP*@"qR䈴^bc{bҪHW0ґ+qȱW6yJUؽؚIA]+\$^$R5 D:"D.(0O*]IHWj3KJ۷jfzD'} nZ//sLvJr3r(d:3ĈjZo*B*phpS@p .{/Body Text Indent 3 _^_CJOJPJQJmH sH tH tC@t .{/Body Text Indent S^S`CJOJPJQJmH sH tH HIHILV+++ 56r6 !6789:klAk23TU ! ) + E F * + s t  I>^WXZ[NI!uvJKsHTCST456ABMNXZ[stUVWXfgj0ˀ0ˠ0ˠ0000000 000000000 0 00 00 0000 0 0 00 0 0 000 0 0 0 000000000 0 00 000000000000000000000 000000 00 00 000 00 00000 00000000 00 000000000000000000 00 00 000 0 0 00 0000 0 00 000 0 0H0pˀ0pPh 80P0P0P8 579<9 R!$$!%*lA F>Ns"B#t#`$$ "#$&'()$l,b$9ï W]`+@(  \  3 "` B S  ?%tGS@ l n s Xm{X0)4vn8 p~;>;B64|GgHZ2f9HZ2HM.Z?N^|cq _|cR_خԈx` e6`6KDfخԈs,!v G7ow|c2wjF%~eh ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo( hh^h`OJQJo(h^`56OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH ^`5OJPJQJ^Jo(hH*^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH#^`56OJPJQJ^Jo(hH*^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH ^`5OJPJQJ^Jo(hH*^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH ^`5OJPJQJ^Jo(hH*^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHh#^`56OJPJQJ^Jo(hH*^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH^`5OJPJQJ^Jo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH^`5OJPJQJ^Jo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHh#^`56OJPJQJ^Jo(hH*h^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH hh^h`OJQJo( ^`5OJPJQJ^Jo(hH*^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHh#^`56OJPJQJ^Jo(hH*h^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH hh^h`OJQJo(^`5OJPJQJ^Jo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHN^q _f9H0G7owe6`0;B4|G0HHM.Z0)42wR_KDfp~;{s,!vx`n8%~                  f        #^        f                f                                  9: ! + 56BZ[tVW"@SaZaaqs` @Unknown Julia HorringmTimes New RomanCentury Schoolbook5Symbol3 Arial7 VerdanaC .PMingLiUe0}fԚEBangleCourier?mstrCourier New;Wingdings"qhR&R&c 5 6xr4dJ+ 3qHX ? Title: ChocoliciousNancyAn Employee ofT              Oh+'0|  8 D P\dlt'Title: ChocoliciousuNancyancancNormalAn Employee ofi2Microsoft Word 11.2@@ߑ@ߑc ՜.+,D՜.+,X hp  'The University of Auckland5  Title: Chocolicious Title 8@ _PID_HLINKS'AT^) icon-problem  !"#$%&'()*+-./012345689:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`bcdefghjklmnopsRoot Entry F>uData ,E1Table7SWordDocument7VSummaryInformation(aDocumentSummaryInformation8iCompObjXObjectPool>> FMicrosoft Word DocumentNB6WWord.Document.8