**17 October 2017 Bruce Moody Hamilton East School**
**Statistics**
Statistics should be 'purposeful inquiry', not just be about teaching kids how to make a tally chart, graph etc.

Example - groups required to sort out coloured crayons in the middle of their tables.

Then they record how many of each colour they had.

Teacher asks what does this mean?

Kids said they didn't have enough reds greens or whatever, could they have some more.

The purpose was to replenish the stores of colours in response to their statistical investigation.

Collecting opinions about something in class, eg how best to use reading time.

Class collect information about a topic, then ask what they could do in response to this information. Discuss in groups, then report back to class with ideas.

So if 15 want one thing and 10 want another, the outcome might be that for three days they would have option one and two days option two. This is proportional of the preferences of the class.

We need to help children to look at data and then respond or understand the meaning of it.

It can be helpful to let young children vote with an object - eg unifix cube or piece of paper.

**Difference between More/ Most**
If you construct a graph that shows

**more** people liked one thing more than three others, this does not mean that

**most** people liked one thing, if there are other categories with a total that exceeds the number who liked the one thing.

If you change the way of displaying the information and place the votes in a line graph instead of a bar graph it is easier to see that less than half the people liked the first thing.

Ways of adjusting and adding to a question. For example, preferred sports for an afternoon. Given one vote each the result is a range of preferences, whereas if you give each person two votes, there might be more people being happy to play one particular sport.

**Favourite and common**
Be aware of differentiation and use of descriptive words.

Factual data is not about favourites, it is about what is common, eg eye colour. If its about making choices and opinions and feelings, such as ice cream preferences, then it can be described as favourites.

Assembling pie graphs - you can make one and cut it into segments

*(google fraction circles, to get circles marked into sectors) *using different coloured sectors, kids choose their sector and put it into a pile.

Children will sort it into colours and then assemble them into a pie graph.

You don't need to draw a pie graph to make one, you can construct it using sectors.

**Tally charts **
Is to collect information, not present it.

It is for organising data as you collect it. It is not useful until kids can skip count in fives.

You can use ice-block sticks as an introduction and then physically arrange them into a tally chart. Then when you draw a tally stick in the right place it is more meaningful.

**Probability**
Probability involves predicting the future.

Example: following a trip to a bird reserve, which birds are we most likely to see?

Put opinions on a line on the floor, no way at one end, for sure at the other.

Can also do this talking about something we know about - what's the likelihood that we would we see a seagull at the beach? A baby chicken?

Example - how people came to school. We might have four modes of transport to school, but probability means it's possible someone could come in a taxi, even if nobody did. Is it probably someone might come in a helicopter or hot air balloon?

We predict ..... that making a tunnel will shorten travel time....

What will the weather be like next week?

We can look at weather in Hamilton in October over the years, so work out the probability that it will be fine/raining.

Variability is normal when doing something like tossing a coin. It is not likely you will get 50/50 heads and tails.

Lotto, or gambling generally are good examples of considering probability.