Course Guide - USAID Teacher Education Project

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Unit 4 Information HandlingWeek 2 Session 1: Measures of Central Tendency—Frequency Tables, Range,Mode, Median1. What are the important concepts?a) Frequency charts show the same data as a horizontal line plot only in verticaltabular form. The numbers on a line plot's number line segment are arranged in orderin the left-hand column, while the number of "x's" on the line plot is listed in the righthand column as tallies The line plot and the frequency table show the samedistribution of data.Note that a frequency table may include not just single numbers in order, but orderedintervals of numbers as in the second table below.Note the following frequency table, which makes the mistake of having the samenumber, (20 and other multiples of 10) in two different intervals.b) There are several commonly used measures of central tendency, each of which canbe considered an "average" because it denotes the "middle" of a data set.c) The range of the data is found by subtracting the lowest value from the highestvalue.d) The mode is the category or number that occurs most frequently in a distribution.
Usually, when looking at a line plot or bar graph, the mode would be seen as thetallest "stack" in a line plot or the tallest bar in a bar graph. This does not mean thatthe mode has the highest value in a data set, only that it occurs most frequently.For example, if children among several families have the ages 5, 9, 6, 1, 4, 6, 7, 6, 3,the mode of their ages is 6 years old because that is the number that occurs threetimes, even though the oldest child is 9. If the data were put into numerical order on aline plot it would show 1, 3, 4, 5, 6, 6, 6, 7, 9 with 6 having the highest frequency (or"stack" of "x's").e) There can be more than one mode. This type of distribution would be termed bimodal,as in the following case where the greatest number (330) appears twice (in1999 and 2000), while the other values appear only once.f) The median is the number halfway between the minimum and maximum numberslisted in an ordered data set. Thus, in the data set above (about children's ages) thereare nine numbers. When ages are organized from youngest to oldest (1, 3, 4, 5, 6, 6,6, 7, 9), the median would be 6 because half the data (four values) are to the left of thehighlighted 6, whereas the other four values are to the right of that 6.g) Note that in the data set about children's ages there was an odd number of values,which allowed for finding the median by counting off an equal number of values tothe right and to the left. However, the median in a data set with an even number ofvalues might not be a number in the data set. It might not even be an integer.2. How do children think about these concepts?a) When youngsters create frequency tables for categorical data used to create a tallycharts, bar graphs, or pictographs, they do not need to design their table in ascendingor descending order.
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This product has been made possible
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Subject: General MathematicsCredit
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Semester OutlineUnit 1: Numbers and
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Suggested Resources:These resources
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Unit 1 Number and OperationsWeek 1,
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Recall the various models of additi
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prepare for the this class session.
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Faculty Preparation for Upcoming We
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h) The number line model, used earl
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they would have placed the remainin
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2. How do children think about thes
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) Introduce the array or set model.
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g) End the class by posing a challe
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• The same is true for the follow
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• Fact Families: Just as (5, 7, 1
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The answer to 9 ÷ 5 is 1.8 or 1 4/
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5. AssignmentsDistribute this hando
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or repeating (such as 1/3’s equiv
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10. Class Activitiesa. Have student
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these pre-service teachers will nee
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. Have students devise ratio proble
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e. Rate problems in the real world
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vii. Ask them if there is a consist
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Unitt 1 Number and OperationsWeek 5
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• It is also important that stude
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5. Assignment:l. Have students revi
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2. To model the equation (-4) + (+2
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d. Introduce the idea of directiona
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It is also important for students t
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considered negative if today were a
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Session 2: Algebra as generalized a
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Unit 2 AlgebraWeek 1, Session 1: Pa
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d) Introduce the idea of a pattern
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Later, when y is replaced by functi
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Unit 2 AlgebraWeek 1, Session 3: Th
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• The idea of a pattern rule• T
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Students may also need to refresh t
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d) Help students understand how to:
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Unit 2 AlgebraWeek 2, Session 2: Co
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4. Class Activitiesa) Begin the ses
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Unit 2 AlgebraWeek 2, Session 3: Eq
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Ask if they saw "first differences"
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Unit 2 AlgebraWeek 3: Linear Functi
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Unit 2 AlgebraWeek 3, Session 1: Li
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Unit 2 AlgebraWeek 3, Session 2: Li
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students use crayons or coloured pe
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Unit 2 AlgebraWeek 3, Session 3: Or
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g) Extend the discussion about C =
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Session 2 continues the idea of mul
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c) Leave plenty of time to discuss
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Unit 2 AlgebraWeek 4, Session 2: In
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c) Have students work in pairs for
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d) As in the cartoon below, youngst
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Faculty Preparation for Upcoming We
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3. Class ActivitiesHere are some sa
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Unit 3 GeometryWeek 1, Session 2: C
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Again, listen to the way students a
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\• Quadrilateral Venn Diagram: ht
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figure EFGH."d) Knowing that corres
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g) Note that certain polygons inclu
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"For example, suppose a triangle ha
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Make sure students realize that a s
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Session 2: Angle Sums in Polygons,
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Unit 3 GeometryWeek 2, Session 1: A
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c) Angles can be categorized by mea
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2. How do children think about thes
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This is where the activity, ripping
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than 180°are called reflex angles,
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Unit 3 Geometry,Week 2, Session 2:
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Page 173 and 174: Once again students will derive for
Page 175 and 176: ) Have students measure around cyli
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Page 187 and 188: Unit 3 GeometryWeek 5, Session 3: I
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Page 193 and 194: time.) Mention that these types of
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Page 197 and 198: How many pets does each icon stand
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Page 201 and 202: 3. What is essential to know or do
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Page 213 and 214: e) A data set that includes negativ
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Page 217: End of Course ReflectionDuring this
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Course Guide - USAID Teacher Education Project

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