Data : Data involving one and two variables
Connections Across Grades
By linking the learning from previous years to the requirements of Grade 9, students can better understand the evolution of data concepts and develop a solid foundation to tackle more advanced topics in this area. Therefore, it is essential for students to make connections with the knowledge they have acquired.
In the following example, students collect discrete or continuous quantitative data, from primary or secondary sources, to answer a question of interest related to screen time.
| Grade 6 | Grade 7 | Grade 8 | Grade 9 | |
|---|---|---|---|---|
| Students collect data… | Specific Expectation: D1.2 Mathematical Process: Connecting … on the number of hours students spend in front of a screen, according to different age groups. |
Specific Expectation: D1.2 Mathematical Process: Connecting … on the activity for which students spend the most screen time at their school. |
Specific Expectation: D1.2 Mathematical Process: Connecting … on the average number of hours spent in front of a screen, according to different grade levels. |
Specific Expectations: D2.2, D2.3 Mathematical Process: Connecting … to determine the distribution of the number of hours that Grade 9 students spend in front of a screen. |
| Students use the data to determine… | Specific Expectation: D1.5 Mathematical Processes: Reflecting, Reasoning and Proving … the range, the mean and the median to draw conclusions regarding the number of hours spent in front of a screen. |
Specific Expectation: D1.5 Mathematical Processes: Reflecting, Reasoning and Proving … the mean and the median to draw conclusions with consideration for any outliers. |
Specific Expectation: D1.5 Mathematical Processes: Reflecting, Reasoning and Proving … if a relationship exists between the number of hours spent in front of a screen and the grade level. |
Specific Expectation: D1.2 Mathematical Processes: Reflecting, Reasoning and Proving … the mean, the median, the quartiles, the range and the interquartile range to draw conclusions regarding the number of hours spent in front of a screen by teenagers. |
| Students represent the data using an appropriate graphical representation such as… | Specific Expectations: D1.2, D1.3 Mathematical Processes: Representing, Reflecting … a histogram. |
Specific Expectations: D1.2, D1.3 Mathematical Processes: Representing, Reflecting … a circle graph. |
Specific Expectations: D1.2, D1.3 Mathematical Processes: Representing, Reflecting … a scatter plot. |
Specific Expectations: D1.2, D2.4 Mathematical Processes: Representing, Reflecting … a box plot. |
| Students present their graphical representations, conclusions and arguments… | Specific Expectation: D1.4 Mathematical Process: Communicating … by creating an infographic. |
Specific Expectation: D2.5 Mathematical Process: Communicating … by explaining the way their diagram helps answer the question of interest. |
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Reflection
- What are the benefits for students of collecting their own data rather than using data provided by the teacher?
- Which pedagogical practices are important for:
- supporting students in their data collection, analysis and representation?
- encouraging collaboration, mathematical reasoning and mathematical discussion?
- How can technology be leveraged to deepen students’ understanding of mathematical concepts?