ufgiga.blogg.se - Giant check printing

Get them to plot some data manually as well as using Excel as this will give them a better idea of how the computer generates scales for the axes. Show the students how to set up a scatter plot.How best could we show that relationship?

How can we determine whether there is a relationship between the various pieces of information we have gathered? What relationship are we trying to determine? (Relationship between height and hand size.) In this session we create scatter plots of the relationship between height and hand measurements. This would give a greater range of ages and heights.

The students could also gather more data from their family and whānau.

You could share data with other classes to get a larger sample of people.

Get the students to measure themselves and a partner and collect the data on a spreadsheet.

Discuss range of ages (junior, middle, adolescent, adult) and gender (male, female) as variables.

Discuss the size of the sample needed to provide reliable information.

Get them to suggest that it might be worth measuring and recording: body height, hand length, hand width, hand span.Gather information to investigate the possible relationships.Discuss the possible relationship between their hand size and their body height.We know the length, width and span of the giant’s hand… can we determine their height? Show the students a photocopy of the giant’s hand.In this session we introduce the problem and start collecting data. They should also know the relationship between metres, centimetres and millimetres. Before working on this unit, students should have engaged in practical measurement exercises where they measured items of varying length using metres, centimetres and millimetres.