Transcript Presentation-Barb Wallis

‘Engaging students in dynamic and
collaborative maths & statistics’
A workshop of activities and ideas, for a
differentiated teaching approach, that develops
the statistical confidence of Year 9 & Year 10
students. A scheme will be presented that
provides for individual and group learning at
different curriculum levels within one class.
The world our students will work in relies on
teams of people developing ideas,
communication and collaboration. As a Maths
teacher we can offer them that experience.
Student engagement Stats 1
• ‘Investigate the throwing of a paper dart’
• PPDAC cycle process complete, relaxed
overview
• Use of a summative question.
Based on ‘Harrier dart ‘ from Peter Newell workshop
AMA Sat morning
WORKSHOP PARTICIPANTS
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Form groups of about 4. All make some darts.
Harrier dart instruction sheets available.
Go fly them in your groups – trials
Back into room and develop up your dart
investigation using PPDAC enquiry cycle.
Discussion – notes on A3 sheet
CLASS of STUDENTS: Teaching process
Pose a question; How high can a paper dart fly? How far can a paper dart go? How
long can a paper dart stay in the air? Into groups decide on question, start planning –
groups decide and plan what their data collection and recording will be.
Plan: Teacher adds in aspects on board to help groups who are a bit stuck. Metres –
rough estimates - tape measure – nearest half metre - (removes reading scale as an
issue) If sky ward, use trees/buildings as guide. Stop watches - phones.
Data collected by groups
Analysis: Make a Dot plot on A3 & ‘I notice’ thoughts.
Conclusion: Discussion in groups
Groups present to class.
[Formal option: Presentation by Poster, members of group allocate the PPDAC parts
to write up. Have examples of different investigation statements, graphs on other
posters for them to check against.]
Low entry – high ceiling
Check out our mind-set about ourselves as teachers. We can ask
ourselves when looking at a problem, situation or an investigation ask ‘who is doing the maths’? The structure within a classroom in
routines, seating norms, group work set ups, Do Now’s and Exit cards
etc. are essential but when we structure the problem we are taking
the maths out of it. Maths and stats knowledge and methods are
both extremely important. BUT our classrooms need to be places
where people actually do Maths. Problem solve, plan, find the
question to ask, explore, give it a go, get it wrong, alter, decide what
knowledge is needed, what method would be useful, discuss ideas
with each other, explain their methods, hear other ideas and
methods. Just as in music if we practice writing the notes and never
play or hear an instrument, where is the joy and wonder in that?
Harrier Dart specs & performance
Write a report for the leader of a ‘dart throwing’
competition
– Do a draft of every part you are responsible for in your exercise books –
sketches of the dart and writing, headings for the poster
– Present paper & dart diagrams, specifications and written methods as a
poster (three or fours)
– Summarise your findings verbally to the rest of the class –all members
need to be familiar with all aspects, in order to answer questions
INVESTIGATION PROCESS
(Measurement focus)
STAGE 1
– Draw a diagram with dimensions and area of the paper required
to produce the harrier dart
– Make the harrier darts – one each. Fly them in the classroom to
check out which one to use
– Draw diagrams that show the side view and the plan view of the
chosen dart
– Provide dimensions of the dart on the diagrams and include the
wing span and the length of the dart’s fuselage
– Find and show working for the area of the wings and the area of
the body of the dart
INVESTIGATION PROCESS
STAGE 2
– Discuss what you want to find out about your dart in flight, what your
dart does
– Think how you will do this - organise yourselves
- equipment – recording – trials – tasks – responsibilities - …………..
– Collect your information
– Ponder the connections between Harrier dart shape, dimensions and
flight – provide jottings & diagrams of your ideas – what could you
change & what do you think will be different in the flight
– Complete your A3 poster and check all group members are up to speed
with all findings
– Prepare as a group for your class presentation
INVESTIGATION PROCESS
STAGE 3
http://www.paperaeroplanes.com/
– Make a new dart of a different size or type, note some differences –
shape, dimensions, area …..
– Fly the darts outside and take note of their different aspects and
performance - flight paths, distance travelled, height reached ….
– Ponder and explore the connections between dart shape, dimensions
and differences in flight – provide jottings & diagrams of your ideas
– Complete your A3 poster and check all group members are up to speed
with all findings
– Prepare as a group for your class presentation
FURTHER EXPLORATION
https://www.google.co.nz/search?q=The+Best+
Paper+Airplane:&rlz=1C1VFKB_enNZ630NZ632
&espv=2&biw=1008&bih=595&tbm=isch&tbo=u
&source=univ&sa=X&ei=fIMkVZlAtOC8gWC3IDgCQ&ved=0CCwQsAQ&dpr=1
Student understanding - probability Stats 2
Exploring probability through a game. Saving the
whales as part of the Probability matrix of TASKS. A
pod of whales has stranded on sandbanks at
Farewell Spit. Save them as quickly as you can
Based on ‘Wallowing Whales’ Figure it Out booklets
Statistics Book 1 Level 4. Adapted by Barb Wallis
• Task 4: Wallowing Whales’ – initial strategy written
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- game played for 3 rounds
• Task 5: Experimental change of strategy, as game was
played, written up. Homework.
• Day 6
• [7 marks]
• Task 1: Wallowing Whales’ – further rounds, best strategy –
collected from whole class
• Task 2: Wallowing Whales’ – theoretical probabilities –
array of values
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- class discussion of connection
• Task 3: Theoretical strategy written. Homework.
Student engagement Stats 3
‘Investigate the effect of rotor blade length on
helicopter flight by ….’
PPDAC cycle process to replicate the design process in
a real student context. Use of a comparative question.
Plan – sources of variation, number of trials decided,
prediction. Calculator for stats measures. Box &
Whisker graphs. Full conclusion.
Based on ‘Helicopter rotor blades – long & short‘ from Gillian
Frankcom & Alan Santos
A statistical investigation
‘Helicopter rotor blade length’
The structured worksheet is adapted to a PPDAC
investigation in a similar way to the ‘paper dart’ and
‘reaction time by ruler’ activities. It is a more advanced use
of the PPDAC cycle, planning aspect expanded -sources of
variation sorted in planning, number of trials, method of
release, timing method, expanded to whole class data
collection and leads to source of ‘box & whisker’ plots including graphics calculators if available - use of statistical
measures for ‘I notice…’ and conclusions.
Also can be used as a basis of discussion of sample results;
– same scale boxes placed on the wall & then can look at
the median variation by forming lines as a border (also
upper and lower quartiles). Compare to combining the
samples for stats information.
Helicopter Rotor blade length
investigation
• Workshop participants make their rotors and
fly them in pairs
• Discuss sources of variation – begin the
planning stage of a full investigation. How it
could be organised.
• Worksheet & power point resource.
Structured assignments for the
reinforcement of aspects of the statistical
enquiry cycle.
Fundraising : Selling chocolates or Doing odd
jobs
All Blacks Team: 2015 Men’s Rugby World cup
winners
Contributed by Jen Triggs, Barb Wallis & Christine Kiernan @
Massey High School
Collecting Data in the
Classroom
Simple activities to engage students
Amy Cornelisen
Garin College
[email protected]
I wonder how far an
origami frog can jump.
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Does the type of paper matter?
Does the size of the paper square matter?
Will a party favour frog jump farther?
How will I measure? From the “nose” or
the “tail”?
• What accuracy will I use?
DONE BY: SALLY ZAATITI
Creating a Frog Origami
•In this presentation
you are given step by
step instructions to
make a frog origami
and if it is made
correctly it acts like it
is really jumping.
POWERPOINTS
Harrier Dart Investigations
Barb Wallis (based on Peter Newell workshop)
Helicopter investigation
Alan Santos/Gillian Frankcom
All Blacks investigation/ Fundraising
Jen Triggs, Christine Kiernan, Barb Wallis
Origami leap frog
Amy Cornelisen (construction by Sally Zaatiti)
Contact facilitator: [email protected]