1 / 27

Statistics Te Tauanga.

Statistics Te Tauanga. Kia ora ai i tènei rà, me mòhio te tangata ki te kaupapa o nga tikanga pàngarau. One needs to understand basic mathematics to survive in today's world. http://www.biomotionlab.ca/Demos/BMLwalker.html?GXHC_GX_jst=8258c07950ea6164. Simon Morris. Learning Outcomes.

peyton
Download Presentation

Statistics Te Tauanga.

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Statistics Te Tauanga. Kia ora ai i tènei rà, me mòhio te tangata ki te kaupapa o nga tikanga pàngarau. One needs to understand basic mathematics to survive in today's world.

  2. http://www.biomotionlab.ca/Demos/BMLwalker.html?GXHC_GX_jst=8258c07950ea6164http://www.biomotionlab.ca/Demos/BMLwalker.html?GXHC_GX_jst=8258c07950ea6164

  3. Simon Morris

  4. Learning Outcomes Students will be able to: • Develop an understanding to how probability relates to number • Key competencies...

  5. What Building confidence with probability through developing understanding Why Probability concepts can be misunderstood How Through the use of language activities, examples and contexts

  6. What is probability? What is the purpose of probability? When or how do you use Probability? What is most important in teaching/learning probability?

  7. Two ways of thinking: Deterministic thinking proceeds from a position of certainty and precision. Stochastic thinking proceeds from a position of uncertainty and variation.

  8. The New Zealand Curriculum 2007. Where does probability vocabulary fit into the curriculum?

  9. Development of associated language: Will/Might/Won’t happen/Certain/Possible/Impossible etc. Can be expressed as a fraction Probability = Work out Can be placed on a number line Theoretical Work out all possible ways to get the ‘desired” outcomes Work out all possible outcomes Impossible (0) (0%) Certain (1) (100%)

  10. Birth month • My best friend and I have our birthdays in the same month. • In my family of five, none of us have our birthdays in the same month.

  11. Problem • To explore the different combinations of birth months in groups of five people, to see how likely it is that two or more people have the same birth month.

  12. On a scale of 1 – 5 1 being easy and 5 being very hard 1 2 3 4 5 Question: Which Sudoku would you rank 1 ~ 5?

  13. http://www.nzmaths.co.nz/numeracy/2006numPDFs/NumBk9.pdf

  14. Volunteers Please… A quizmaster A lovely assistant Some contestants http://www.nzmaths.co.nz/numeracy/2006numPDFs/NumBk9.pdf

  15. The quizmaster places a chocolate bar under one of the three cups while the contestant is not watching. • The contestant points at a cup that the chocolate bar might be under • The quizmaster turns over one of the cups that they know doesn’t cover the chocolate bar • The contestant decides whether to change their choice • The quizmaster shows the cup which is hiding the chocolate bar

  16. The Monty Hall problem is a puzzle based on the American game show Let's Make a Deal. Suppose you're on a game show, and you're given the choice of three doors: Behind one door is a car; behind the others, goats. You pick a door, say No. 1, and the host, who knows what's behind the doors, opens another door, say No. 3, which has a goat. He then says to you, "Do you want to pick door No. 2?" Is it to your advantage to switch your choice? http://www.letsmakeadeal.com/problem.htm http://www.dcity.org/braingames/3doors/index.htm

  17. • managing self • relating to others • participating and contributing • thinking • using language, symbols, and texts. Key Competencies

  18. Thinking • Ask questions: teacher → student, student →student, student → teacher • Reflect on learning • Make deductions • Think logically • Co-construct knowledge • Justify and verify • Use mathematics to model real life andhypothetical situations • Investigate • Deal with uncertainty and variation • Want to know ‘why’ • Prove • Make connections • Hypothesise • Estimate • Deduce

  19. Using Language, Symbols andTexts Understand mathematics as a language • Understand and communicate information and ideas using mathematics • Interpret and use mathematical symbols • Interpret statistical information • Know and use mathematical conventions • Process and communicate mathematical ideas • Know, use and interpret specialisedvocabulary • Communicate findings • Record mathematical ideas • Capture thought processes • Explore different representations

  20. Relating toOthers • Listen actively • Accept and value differing viewpoints • Share ideas • Negotiate meaning • Understand others’ thinking • Accept being wrong as part of learning • Explore the approaches, ideas and ways ofthinking of others • Co-operate • Work in groups • Communicate thinking • Work cooperatively • Debate solutions • Compare and contrast ideas • Remain open to learning from others • Collaborate

  21. Managing self • Work independently • Remain open to continuous learning • Take responsible risks • Make decisions • Reflect • Know own strengths and weaknesses • Persevere • Demonstrate rigour • Take ownership of own learning • Rise to new challenges – using appropriatestrategies and skills • Seek understanding • Ask for help if you don’t understand • Focus on goal / objective

  22. Participating andContributing • Share strategies and thinking • Work in groups with everyone contributing • Empower and enable others • Assist others • Contribute to shared vision (learningintentions) • Build on prior knowledge • Share equipment / resources

More Related