Measuring Up Prototypes for Mathematics Assessment (1993) / Chapter Skim
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Comparing Grizzly Bears and Black Bears
Comparing Grizzly Bears and Black Bears
Pages 125-132
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From page 125... ...
~. ~an- -A ~ Assumec/ background/: Th is item assu mes that ch i Id ren have hack extensive experience with analyzing sets of data, and, especially, with drawing the type of graph sometimes called a line plot.
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From page 126... ...
Rangers and biologists sometimes collect data on samples of bears. The task is to analyze two lists of data from individual grizzly bears and black bears.
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From page 127... ...
1 1 1 1 1 1 1 1. Organize these data in a way that would help you find which kind of bear is heavier-grizzly bears or black bears.
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From page 128... ...
l l ll 3. Based on these data, how much heavier is a typical bear of one kind than a typical bear of the other kind?
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From page 129... ...
A second reason for including the task in this collection is that it pushes the curriculum to include work in data analysis, specifically: . organizing unordered data in a representation that reveals the overall shape and characteristics of the data set; · describing data sets; · summarizing data in a way that enables one to compare two data sets.
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From page 130... ...
The teacher should be encouraged to follow up the assessment task with appropriate activities. In this case, one might want children to organize oral or written reports to the class using information about the other kinds of bears, perhaps illustrated with graphic displays, posters, etc.
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From page 131... ...
black bears includes accurate observations about the ranges of the two sets of data and the way each set of data is distributed over its range (that is, some comments about center and spread, although these may not be in formal statistical terms)
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From page 132... ...
The description of the data focuses on individual values rather than capturing features of the whole data set. Either the wrong kind of bear is identified as the heav .
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