Resources with topic Handling Data
Lesson ideas that have this topic
Handling Data | Olympic Records | |
Can you deduce which Olympic athletics events are represented by the graphs? This lesson idea is about reasoning, justifying, convincing and proof^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Handling Data | Olympic Measures | |
These Olympic quantities have been jumbled up! Can you put them back together again? This lesson idea is about applying and consolidating^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Handling Data | Place Your Orders | |
Can you rank these sets of quantities in order, from smallest to largest? Can you provide convincing evidence for your rankings? This lesson idea is about visualising and explaining^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Handling Data | M, M and M | |
If you are given the mean, median and mode of five positive whole numbers, can you find the numbers? This lesson idea is about working systematically^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Handling Data | Which Spinners? | |
Can you work out which spinners were used to generate the frequency charts? This lesson idea is about exploring and noticing structure^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Handling Data | Non-transitive Dice | |
Alison and Charlie are playing a game. Charlie wants to go first so Alison lets him. Was that such a good idea? This lesson idea is about thinking strategically^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Handling Data | Which List is Which? | |
Six samples were taken from two distributions but they got muddled up. Can you work out which list is which? This lesson idea is about exploring and noticing structure^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Handling Data | Odds and Evens | |
Is this a fair game? How many ways are there of creating a fair game by adding odd and even numbers? This lesson idea is about posing questions and making conjectures^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. |
- Handling Data