SP. 2 In The Strand Of Statistics And Probability ( Data Analysis?

Getting assessments to the desirable level is therefore vital, both for teacher and students. From the Educational Assessment Landscape chart, I believe the measurements go hand-in-hand to offer students the opportunities to show what they have learned through differentiated assessments, all leading to the final result of success in summative

Once a visual learner sees and understands what is being expected of them to understand, they sometimes will have to write or draw it. If they are writing or taking

Students are thus learning through the representation in options for language, mathematical expressions and symbols, with strategies to Clarify vocabulary and symbols, syntax and structure, promoting understanding across languages, illustrating through multiple media, decoding text, mathematical notation and symbols. Furthermore, representation provides options for comprehension, activate or supply background knowledge, highlights patterns, critical features, big ideas and relationships, guide information processing, visualization and manipulation, maximize transfer and generalization. ( National Center on Universal Design for Learning, 2014)

Children at **** **** frequently engage in experiential activities where they are encouraged to explore indoor and outdoor environments and gain first-hand experience of recognising materials; making comparisons / recognising similarities and differences; estimating and predicting; counting; sequencing; weighing and measuring etc. Engaging in relevant discussions that provide an opportunity for the children to build their skills, increase their knowledge and extend their mathematical vocabulary is an essential part of the learning process.

The circle graph, also known as a pie chart or graph, was introduced after the line graph. The example in the book was someone keeping track and showing how they spend their day. This is a good example of how to get the students involved. They could easily keep a schedule of their day and make a circle graph. That sounds like a great extra credit project to me.

You are all interested in something. Explore the literature (magazines, books, web sites, etc) for your interest area and find an example of the use of graphical statistics. I suggest a Google search using the Images option, and select some interesting and visual display of data. Identify the related materials that support the graphic and containing some form of statistical analysis and/or display. Review your materials using the framework offered below.

Assume that you are preparing a report on MM207 statistics students at Kaplan University to present to the Kaplan Board of Trustees. Prepare an appropriate graphical representation for each of the following variables.

The student will be able to compare and contrast the elements of a plot presented in multiple representations of a text.

Students will enter class and their first activity will ask students to create an annotated flow map of events from the 1950s and 1960s that review student knowledge. There are different levels to this activity in order to enable success of students no matter whether they are advanced, average, or struggling learners. Students will be placed in flexible categories and given their assignment (Beam, 2009). The assignment on the surface will look the same; however, when students begin working, advanced learners will come up with the review concepts on their own, average students will have a list of topics to put in order and annotate, and students who are struggling will use option boxes to put review items in the correct boxes with annotations (Beam, 2009). Once students complete their version of the flow map, they

I chose to focus on measurement for this assignment because I really enjoyed working on the “Chocolongo” math problem with children who attend my summer camp. They ranged in age from five to nine and I found it really interesting to watch the ways in which they approached the problem and their understandings of measuring. I began by tracking the changes in the specific expectations sections the Ontario Math Curriculum under the category for measurement. My work can be found in the chart that I included at the end of the assignment. I found it really interesting to examine when new concepts entered the chart and follow the concepts as they grew in complexity. While my chart is imperfect, it did allow me to organize the information so that you

“We are going to create a bar graph to take a closer look at the states where tornadoes have formed.” “When we are creating a graph what is the first thing we need to do?” create a title. “What is the second thing we do?” create our labels. “What do we label the side and the bottom of the graph?” Number of tornadoes on the side and name of states on the bottom. “What is next?” then, you fill in the numbers on the side with the state names going across the bottom. Which state should we graph first?” graph seven of the states calling on the students to decide. Make sure the students pick a state with a higher number and a state with a lower number. The students will be coming up to the board and coloring in the correct numbers on the elmo while the teacher walks around to make sure everyone is following along. Looking at this bar

During orientation in my second year of Teach for America, my school district presented graphs and figures boasting improved standardized test performance and graduation rates. Teachers began cheering and patting each other on the back. Meanwhile, I squinted at the PowerPoint slide, trying to make sense of a glaring error in the bar graph displayed. If such an obvious mistake was overlooked, how could these results be trusted? For that matter, was the data responsibly collected? Information about student performance was too important to be handled haphazardly. I sensed that the results were not being diligently communicated to us; yet, I was unable to pinpoint how to improve the presentation. In that moment, I knew I needed to learn more statistics. The following spring while still teaching full-time, I took an elementary statistics course. I enjoyed it so much, I decided take more mathematics courses. Finally after years of searching, I found my true love: mathematics and statistics.

Goal 1: To Use data to differentiate instructions and as an indicator of students growth.

To begin with, before studying this English module, my skills in presenting information in chart format was insufficient. In this visual literacy assignment, students were evaluated on their ability to interpret illustrations as well as various kinds of data and the presentation thereof in a meaning full way. Compared with the first assignment, I scored the highest mark for this one. However, the course material gave me the much-needed background information on creating a meaningful analysis of vast sets of data. For example, the type of data presented in a pie chart will be different from the data presented in a bar or line chart. This was incredibly beneficial information and provided me a new perspective on the creating of charts. Consequently,

I made a documentation board about an activity we did in the classroom. The activity was about using acorns to measure our bodies. I had the children guess how many acorns tall they would be and created a graph. On one side of the graph it said “prediction” and on the other side it said “actual”. The children each had a partner while doing the activity. One child laid on the floor, while the other child measured them with acorns and counted one by one. When they were finished measuring, we went over to the graph to write the result and then switched. On the documentation poster, I made sure I included all the children’s pictures, the graph we made, the children’s words, and the correct developmentally appropriate standard so that parents could