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Math Training Module: Using the Internet in Support
of GED Math Instruction
Session Four: Data Analysis, Probability, and Statistics
1. Exploring Websites
Procedure
1. Tell the group that you want each of them to check his/her pulse.
Demonstrate that they can check for a pulse at the wrist, or on the neck.
Be sure that everyone can find a pulse! Tell them that you’ll ask
them to count for 15 seconds. Start when everyone is ready. Stop after
15 seconds and ask each person to multiply the number by 4 to get a pulse
rate. Ask them to record the number on post-it notes, and put them on
the wall.
2. Tell the group that the post-it notes contain information. Ask, “Is
data information? How is it different from information?” While they’re
responding, begin to arrange the post-it notes in rows, combining notes
that have the same number. You should finish with the equivalent of a
rough bar graph.
3. Tell the group, that when all the different post-it notes were scattered
on the wall, that was information – isolated facts, stories, or
incidents. In combining them to tell a story, you’ve created data
– multiple pieces of information that are organized in ways that
give them meaning and significance.
Depending on how much time this takes, you could ask
them to give you some ideas of what story this graph tells. You could
have several different stories.
4. Make the following points:
- We are bombarded by information every day. Sometimes we need to organize
that information in ways that make sense to us so we can use it. We
use the term “data” to describe such organized information.
- We describe data in different ways – in charts, graphs, and
tables – to accomplish different objectives. Some people create
charts and graphs to help themselves, some to influence others. Some
people use charts and graphs simply to gather information; some use
them to make inferences and decisions.
- Interpreting information from charts and graphs is an important skill
on the GED test where 40% of the content uses those skills. Reading
and interpreting graphic representations of data is also important in
the workplace.
- One way to develop skill in interpreting charts and graphs is to get
lots of practice creating charts and graphs. Such practice that focuses
on topics of interest and relevance to learners makes the connection
between real life math and classroom math more explicit.
5. Ask participants to explore the websites listed on Handout
4a from the perspective of a teacher planning a lesson on data analysis,
probability or statistics. Ask them to select three (3) websites to review
and answer the questions that follow. Advise them to be prepared to share
their findings with the group. Allow 60 minutes.
6. After 60 minutes, take a 10-minute break.
7. After ten minutes, tell everyone that for the next 40 minutes
they will be sharing impressions of websites. If possible, project each
website so that everyone can see it during the presentations. Begin with
the Pie Chart website. Ask anyone who chose to review that site
to share his/her impressions with the group. Invite others who also reviewed
it to add their comments, to agree or disagree with the first speaker,
or to give a different perspective.
To the Trainer:
If possible get a discussion going as different individuals share what
they found on the websites. Did they learn anything they didn’t
already know about teaching data analysis, probability or statistics?
How much of the web content do they think they, as teachers would attempt?
8. Continue in this way through all of the websites. Because you can
allow only 40 minutes for this debriefing and sharing activity,
you will need to watch your time to ensure that you get to cover all the
websites.
9. Wrap up this section by asking for any questions or comments.
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