An ant walks 8 steps on a number plane, starting at the origin and finishing there. How many different paths are available?
To start at (0,0) and finish at (0,0), the ant must have the same number of "north" steps as "south" steps, likewise with the "east" and "west" steps. Let N, S, E, W represent these directional steps, the problem reduces to how many ways to arrange a chain of 8 such letters such that there's equal number of N's and S's, and equal number of E's and W's, possibilities are:
1) 4N's and 4S's: 8!/(4!4!) = 70
2) 3N's, 3S's, 1E and 1W: 8!/(3!3!) = 1120
3) 2N's, 2S's, 2E's and 2W's: 8!/(2!2!2!2!) = 2520
4) 1N, 1S, 3E's and 3W's: 8!/(3!3!) =1120
5) 4E's and 4W's: 8!/(4!4!) = 70
Totalling to 4900
Saturday, July 28, 2018
Saturday, December 1, 2012
Wednesday, August 22, 2012
Fibonacci Geometric Fallacy
Because such children will naturally consider rabbits. He had poured his heart to her about how he would impress his dad. She suggested he breed rabbits for their fur coats. This introduced the famous sequence which bears his name.
Sunday, May 13, 2012
Report Comments
Senior Reports
Blank is a diligent and dedicated student who thoroughly
deserves this excellent result. Blank is motivated and always works with
purpose towards achieving the most out of her considerable potential. I
congratulate blank on her achievements in this course.
Whilst I congratulate blank on her excellent result in this
course, I encourage her to maintain her high level of application toward her
work. Constant revision, starting now, and practicing past papers would prove
to be beneficial.
Blank is a hardworking and dedicated student. He applies
himself to the best of his ability to all assigned tasks. Increased confidence
can be gained by improving his examination techniques. This can be achieved by
practising past papers.
Blank is a pleasant, conscientious and dedicated student who
has achieved a good result in this examination. Her mature attitude to study
augurs well for her future career. Blank has been a pleasure to teach.
Blank is a very pleasant student who should be congratulated
for a much improved effort recently should be congratulated for a much improved
effort recently. She now concentrates more in class and homework seems to be
more seriously treated. I hope to see some improvement in marks.
It is very pleasing to observe a great improvement in
Blank's results this term. She works very well in class and homework is very
well done. Blank's pleasant and cheerful nature coupled with a fine work ethic
make her a pleasure to teach.
Blank is a friendly and likeable young lady. She works very
hard to solve the more complex questions that this course presents. She needs
to now focus on the basics of this course in order to maximise her marks.
Blank has performed a little disappointingly this semester.
I feel she has placed too much emphasis on her Extension work and this has
distracted her from her basic Mathematics course. Consistent revision will
yield better results.
Blank is a friendly and courteous student who has found some
areas of this course difficult. He works conscientiously in class and thinks
carefully about his work, seeking assistance when necessary. Blank has been a
pleasure to teach.
Blank is a quiet and conscientious student. He demonstrates
a desire to achieve results that are reflective of his ability and for this he is
to be commended. I do urge Blank to seek more assistance, when he is unclear on
the concepts being covered.
Blank is a pleasant student who often works quite well in
class, but I feel more home study is required to achieve the excellent results
of which he is capable. I suggest he commence work on past HSC papers soon.
Blank is a capable student who is not working to his full
potential. Whilst Blank was content with this result, it does not reflect what
he could have achieved by making a more concerted effort towards revising
thoroughly prior to exams.
Blank has applied himself inconsistently towards his work
since joining this class and this has been reflected in his results. Greater
maturity and focus on his work are required if Blank wishes to achieve marks
that are indicative of his ability.
Blank has displayed an inconsistent application towards his
work. This has been reflected in his results throughout the year. When he
applied himself, Blank can perform well. Sadly, however, this has been too infrequently.
Blank is a quiet and pleasant student who has worked
steadily but has found this demanding course too difficult. He has, however,
persevered and worked steadily, both in class and at home.
Blank has performed well given her inconsistent attendance
and application towards her work. Blank has the ability to improve if she is
able to adopt a more organised and serious approach towards her work.
Whilst Blank is a friendly and likeable young man, he has
failed to demonstrate a mature approach towards Mathematics. He has neither
shown the desire nor the commitment required to achieve more pleasing results.
Junior Reports
Blank is an intelligent, very capable and highly motivated
student who always takes an interest and pride in her work. It is an
outstanding result from a determined and highly competent student. Blank is to
be congratulated on first position. She is a pleasure to teach.
Blank has worked hard and thoroughly deserves this excellent
result. She has consistently applied herself to her work with maturity and
commitment. Blank is a determined student who always strives to produce work of
an excellent standard. She is a very humble and unassuming student and it is a
delight to see her performing so well.
Blank is a student of significant potential. He has a good
understanding of the more complex concepts and has been eager to work beyond
the prescribed level. Blank regularly contributes to class discussions and
assists others in the learning process.
Blank is a polite, very capable and highly motivated student
whose determination to excel in Mathematics is very commendable. This is an
excellent achievement from a determined and highly competent student. I am very
pleased with her outstanding class work and effort throughout the year. She is
a pleasure to teach.
Blank has made a sustained effort throughout the year in
Mathematics. He is a quiet and polite young man who is eager to succeed. Blank
should be congratulated on his work in Mathematics year.
Blank is a polite and friendly young lady. She always makes
a concerted effort in class and her bookwork is of a very high standard. Her
yearly examination result was lower than expected, but in general her results
have been steadily improving. Blank's attitude and work in class have made her
a pleasure to teach.
Blank is a conscientious and cheerful student who works
quickly in class and takes an interest in his work. Extra revision at home
before tests would help improve this mark. Blank is a pleasure to teach.
Blank has shown the she is a hardworking and polite young
lady. She has worked very well in class and deserves this good result. . This
result would have been even better, had it not been for a lower than expected
result in the yearly examination.
Blank has worked well in Mathematics this year. His bookwork
has been of a high standard. Blank has been a valuable member of the class,
regularly contributing to discussions. He should be congratulated on the
improvement he has made.
Blank has worked well in Mathematics son far this year. He
has shown a clear understanding of most concepts, with the exception of .....
His dedication and enthusiasm for Mathematics will ensure he continues to
improve on this result.
Blank is a quiet and conscientious worker in class,
completing all set tasks thoroughly. She is very attentive and her bookwork is
immaculate. She needs to ask questions in class and revise carefully before
tests in order to improve her marks. Blank is a pleasure to teach.
Blank is a delightful and interested student who has been
finding the work difficult. He must ask for assistance when needed, revise
carefully at home before tests and practise his basic Numeracy skills
regularly. Blank is a pleasure to teach.
Blank's result is a little disappointing and reflects the
inconsistent effort he has made towards his studies this year. He has the
ability to easily improve upon this result, but he has to make a commitment
towards his education. He is a friendly and likeable young man whom at times,
works very well. This effort simply needs to be maintained.
Blank is a friendly and likeable young man, but sadly he has
not made a serious attempt at this course. Poor attendance has not enabled
Blank to keep up to date with assigned tasks and no attempt has been made to
catch up on the work that he has missed. When in class, Blank works well and is
cooperative, but still does not complete homework.
Blank is a pleasant student but his progress is suffering
because of a lack of organization and completion of set work. He must complete
homework in Mathematics and in the basic skills programs each night in order to
obtain maximum benefit from the lesson. A greater effort is needed from Blank.
Blank is a pleasant and interested student who works well in
class. She must complete homework each night and practise her basic skills
regularly. With continued effort, asking for assistance when needed and careful
revision before tests, Blank should improve on this result at the end of the
year.
Blank is a very pleasant young lady who has worked steadily
this semester. Although she has found the course difficult, she is to be
congratulated on her perseverance and continued interest in her work. She has
been a pleasure to teach.
Blank has shown a slow but steady improvement in his
willingness to work properly and behave reasonably well in class. If this trend
continues a substantial improvement in results is possible.
Blank is a student of some ability but he has not realised
his potential in Mathematics this year. He has shown no interest in his studies
and needs to be closely supervised to do any work in class. He can do much
better than this result indicates.
Blank has not attended sufficient lessons or tried hard
enough to achieve a good result. He works well when he has individual attention
but in the class situation he has to be constantly reminded to concentrate on
his work. He needs to attend school every day and fully participate in the
lessons.
Blank's effort this year has been very disappointing He is
generally quiet in class but does not concentrate on his work or show any real
interest in succeeding. It is hoped that Blank adopts a more mature and
conscientious attitude to senior study.
Blank's result is disappointing. He is easily distracted in
class and he often rushes into an exercise without listening carefully to
instructions. Blank's bookwork and attitude need improvement. With a little
more effort and motivation Blank would do much better.
Tuesday, October 20, 2009
Algebra band descriptors
The following are amended descriptors for NAPLAN band Algebra
a) Level 8 Band 10
i) factorise quadratic expressions including the difference of two squares, e.g.
ii) manipulate algebraic formulae, equations and expressions, finding common factors and multiplying two linear expressions
iii) derive and use more complex formulae and change the subject of a formula
iv) evaluate algebraic formulae, substituting fractions, decimals and negative numbers
v) solve inequalities in two variables and find the solution set
vi) sketch, interpret and identify graphs of linear, quadratic, cubic and reciprocal functions, and graphs that model real situations
vii) understand the effect on a graph of addition of (or multiplication by) a constant
viii) identifies the pair of values that satisfies an algebraic expression.
ix) Solves a multistep algebra problem
b) Level 7 Band 9
i) square a linear expression, and expand and simplify the product of two linear expressions of the form (x ± n) and simplify the corresponding quadratic expression
ii) use algebraic and graphical methods to solve simultaneous linear equations in two variables
iii) solve inequalities in one variable and represent the solution set on a number line
iv) use formulae from mathematics and other subjects; substitute numbers into expressions and formulae; derive a formula and, in simple cases, change its subject
v) find the next term and nth term of quadratic sequences and functions and explore their properties
vi) plot graphs of simple quadratic and cubic functions, e,g, y= x2, y= 3x2 + 4,
vii) Solve algebraic equations with one variable and expressions involving multiple operations with negative values
viii) Determines an algebraic expression to model a relationship
c) Level 6 Band 8
i) use systematic trial and improvement methods and ICT tools to find approximate solutions to equations such as x3 +x= 20
ii) construct and solve linear equations with integer coefficients, using an appropriate method
iii) generate terms of a sequence using term-to-term and position-to-term definitions of the sequence, on paper and using ICT; write an expression to describe the nth term of an arithmetic sequence
iv) plot the graphs of linear functions, where y is given explicitly in terms of x; recognise that equations of the form y =. mx + c correspond to straight-line graphs
v) construct functions arising from real-life problems and plot their corresponding graphs; interpret graphs arising from real situations
vi) Determines equivalent algebraic expressions
d) Level 5 Band 7
i) construct, express in symbolic form, and use simple formulae involving one or two operations
ii) use and interpret coordinates in all four quadrants
iii) Solves equivalent algebraic expressions and expressions involving multiple operations
e) Level 4 Band 6
i) begin to use simple formulae expressed in words
ii) use and interpret coordinates in the first quadrant
f) Level 3 Band 5
i) recognise a wider range of sequences
ii) begin to understand the role of '=' (the 'equals' sign)
iii) Solves a simple algebraic expression by substituting a given number
g) Level 2 Band 4
i) Recognise sequences of numbers, including odd and even numbers
a) Level 8 Band 10
i) factorise quadratic expressions including the difference of two squares, e.g.
ii) manipulate algebraic formulae, equations and expressions, finding common factors and multiplying two linear expressions
iii) derive and use more complex formulae and change the subject of a formula
iv) evaluate algebraic formulae, substituting fractions, decimals and negative numbers
v) solve inequalities in two variables and find the solution set
vi) sketch, interpret and identify graphs of linear, quadratic, cubic and reciprocal functions, and graphs that model real situations
vii) understand the effect on a graph of addition of (or multiplication by) a constant
viii) identifies the pair of values that satisfies an algebraic expression.
ix) Solves a multistep algebra problem
b) Level 7 Band 9
i) square a linear expression, and expand and simplify the product of two linear expressions of the form (x ± n) and simplify the corresponding quadratic expression
ii) use algebraic and graphical methods to solve simultaneous linear equations in two variables
iii) solve inequalities in one variable and represent the solution set on a number line
iv) use formulae from mathematics and other subjects; substitute numbers into expressions and formulae; derive a formula and, in simple cases, change its subject
v) find the next term and nth term of quadratic sequences and functions and explore their properties
vi) plot graphs of simple quadratic and cubic functions, e,g, y= x2, y= 3x2 + 4,
vii) Solve algebraic equations with one variable and expressions involving multiple operations with negative values
viii) Determines an algebraic expression to model a relationship
c) Level 6 Band 8
i) use systematic trial and improvement methods and ICT tools to find approximate solutions to equations such as x3 +x= 20
ii) construct and solve linear equations with integer coefficients, using an appropriate method
iii) generate terms of a sequence using term-to-term and position-to-term definitions of the sequence, on paper and using ICT; write an expression to describe the nth term of an arithmetic sequence
iv) plot the graphs of linear functions, where y is given explicitly in terms of x; recognise that equations of the form y =. mx + c correspond to straight-line graphs
v) construct functions arising from real-life problems and plot their corresponding graphs; interpret graphs arising from real situations
vi) Determines equivalent algebraic expressions
d) Level 5 Band 7
i) construct, express in symbolic form, and use simple formulae involving one or two operations
ii) use and interpret coordinates in all four quadrants
iii) Solves equivalent algebraic expressions and expressions involving multiple operations
e) Level 4 Band 6
i) begin to use simple formulae expressed in words
ii) use and interpret coordinates in the first quadrant
f) Level 3 Band 5
i) recognise a wider range of sequences
ii) begin to understand the role of '=' (the 'equals' sign)
iii) Solves a simple algebraic expression by substituting a given number
g) Level 2 Band 4
i) Recognise sequences of numbers, including odd and even numbers
Calculating band descriptors
The following are amended descriptors for NAPLAN band Calculating
a) Level 8 Band 10
i) use fractions or percentages to solve problems involving repeated proportional changes or the calculation of the original quantity given the result of a proportional change
ii) solve problems involving calculating with powers, roots and numbers expressed in standard form, checking for correct order of magnitude and using a calculator as appropriate
b) Level 7 Band 9
i) calculate the result of any proportional change using multiplicative methods
ii) understand the effects of multiplying and dividing by numbers between 0 and 1
iii) add, subtract, multiply and divide fractions
iv) make and justify estimates and approximations of calculations; estimate calculations by rounding numbers to one significant figure and multiplying and dividing mentally
v) use a calculator efficiently and appropriately to perform complex calculations with numbers of any size, knowing not to round during intermediate steps of a calculation
c) Level 6 Band 8
i) calculate percentages and find the outcome of a given percentage increase or decrease
ii) divide a quantity into two or more parts in a given ratio and solve problems involving ratio and direct proportion
iii) use proportional reasoning to solve a problem, choosing the correct numbers to take as 100%, or as a whole
iv) add and subtract fractions by writing them with a common denominator, calculate fractions of quantities (fraction answers), multiply and divide an integer by a fraction
v) calculates duration between digital times
d) Level 5 Band 7
i) use known facts, place value, knowledge of operations and brackets to calculate including using all four operations with decimals to two places
ii) use a calculator where appropriate to calculate fractions/percentages of quantities/measurements
iii) understand and use an appropriate non-calculator method for solving problems that involve multiplying and dividing any three digit number by any two digit number
iv) solve simple problems involving ordering, adding, subtracting negative numbers in context
v) solve simple problems involving ratio and direct proportion
vi) apply inverse operations and approximate to check answers to problems are of the correct magnitude
vii) Calculates and compares the area of similar shapes
e) Level 4 Band 6
i) use a range of mental methods of computation with all operations
ii) recall multiplication facts up to 10 x 10 and quickly derive corresponding division facts
iii) use efficient written methods of addition and subtraction and of short multiplication and division
iv) multiply a simple decimal by a single digit
v) solve problems with or without a calculator
vi) check the reasonableness of results with reference to the context or size of numbers
f) Level 3 Band 5
i) derive associated division facts from known multiplication facts
ii) add and subtract two digit numbers mentally
iii) add and subtract three digit numbers using written method
iv) multiply and divide two digit numbers by 2, 3, 4 or 5 as well as 10 with whole number answers and remainders
v) use mental recall of addition and subtraction facts to 20 in solving problems involving larger numbers
vi) solve whole number problems including those involving multiplication or division that may give rise to remainders
g) Level 2 Band 4
i) use the knowledge that subtraction is the inverse of addition and understand halving as a way of 'undoing' doubling and vice versa
ii) use mental recall of addition and subtraction facts to 10
iii) use mental calculation strategies to solve number problems including those involving money and measures
iv) record their work in writing
v) choose the appropriate operation when solving addition and subtraction problems
a) Level 8 Band 10
i) use fractions or percentages to solve problems involving repeated proportional changes or the calculation of the original quantity given the result of a proportional change
ii) solve problems involving calculating with powers, roots and numbers expressed in standard form, checking for correct order of magnitude and using a calculator as appropriate
b) Level 7 Band 9
i) calculate the result of any proportional change using multiplicative methods
ii) understand the effects of multiplying and dividing by numbers between 0 and 1
iii) add, subtract, multiply and divide fractions
iv) make and justify estimates and approximations of calculations; estimate calculations by rounding numbers to one significant figure and multiplying and dividing mentally
v) use a calculator efficiently and appropriately to perform complex calculations with numbers of any size, knowing not to round during intermediate steps of a calculation
c) Level 6 Band 8
i) calculate percentages and find the outcome of a given percentage increase or decrease
ii) divide a quantity into two or more parts in a given ratio and solve problems involving ratio and direct proportion
iii) use proportional reasoning to solve a problem, choosing the correct numbers to take as 100%, or as a whole
iv) add and subtract fractions by writing them with a common denominator, calculate fractions of quantities (fraction answers), multiply and divide an integer by a fraction
v) calculates duration between digital times
d) Level 5 Band 7
i) use known facts, place value, knowledge of operations and brackets to calculate including using all four operations with decimals to two places
ii) use a calculator where appropriate to calculate fractions/percentages of quantities/measurements
iii) understand and use an appropriate non-calculator method for solving problems that involve multiplying and dividing any three digit number by any two digit number
iv) solve simple problems involving ordering, adding, subtracting negative numbers in context
v) solve simple problems involving ratio and direct proportion
vi) apply inverse operations and approximate to check answers to problems are of the correct magnitude
vii) Calculates and compares the area of similar shapes
e) Level 4 Band 6
i) use a range of mental methods of computation with all operations
ii) recall multiplication facts up to 10 x 10 and quickly derive corresponding division facts
iii) use efficient written methods of addition and subtraction and of short multiplication and division
iv) multiply a simple decimal by a single digit
v) solve problems with or without a calculator
vi) check the reasonableness of results with reference to the context or size of numbers
f) Level 3 Band 5
i) derive associated division facts from known multiplication facts
ii) add and subtract two digit numbers mentally
iii) add and subtract three digit numbers using written method
iv) multiply and divide two digit numbers by 2, 3, 4 or 5 as well as 10 with whole number answers and remainders
v) use mental recall of addition and subtraction facts to 20 in solving problems involving larger numbers
vi) solve whole number problems including those involving multiplication or division that may give rise to remainders
g) Level 2 Band 4
i) use the knowledge that subtraction is the inverse of addition and understand halving as a way of 'undoing' doubling and vice versa
ii) use mental recall of addition and subtraction facts to 10
iii) use mental calculation strategies to solve number problems including those involving money and measures
iv) record their work in writing
v) choose the appropriate operation when solving addition and subtraction problems
Data band descriptors
The following are amended descriptors for NAPLAN band Data
a) Level 8 Band 10
i) estimate and find the median, quartiles and interquartile range for large data sets, including using a cumulative frequency diagram
ii) compare two or more distributions and make inferences, using the shape of the distributions and measures of average and spread including median and quartiles
iii) know when to add or multiply two probabilities
iv) use tree diagrams to calculate probabilities of combinations of independent events
b) Level 7 Band 9
i) suggest a problem to explore using statistical methods, frame questions and raise conjectures; identify possible sources of bias and plan how to minimise it
ii) select, construct and modify, on paper and using ICT suitable graphical representation to progress an enquiry including frequency polygons and lines of best fit on scatter graphs
iii) estimate the mean, median and range of a set of grouped data and determine the modal class, selecting the statistic most appropriate to the line of enquiry
iv) compare two or more distributions and make inferences, using the shape of the distributions and measures of average and range
v) understand relative frequency as an estimate of probability and use this to compare outcomes of an experiment
vi) examine critically the results of a statistical enquiry, and justify the choice of statistical representation in written presentation
vii) Interprets data to determine the relationship between mean, median and mode.
c) Level 6 Band 8
i) designs survey or experiment to capture the necessary data from one or more sources; design, trial and, if necessary, refine data collection sheets; construct tables for large discrete and continuous sets of raw data, choosing suitable class intervals; design and use two-way tables
ii) select, construct and modify, on paper and using ICT:
(1) pie charts for categorical data
(2) bar charts and frequency diagrams for discrete and continuous data
(3) simple time graphs for time series
(4) scatter graphs
iii) and identify which are most useful in the context of the problem
iv) find and record all possible mutually exclusive outcomes for single events and two successive events in a systematic way
v) know that the sum of probabilities of all mutually exclusive outcomes is 1 and use this when solving problems
vi) communicate interpretations and results of a statistical survey using selected tables, graphs and diagrams in support
vii) Interprets stem and leaf plots
viii) Describes probability using decimals
d) Level 5 Band 7
i) ask questions, plan how to answer them and collect the data required
ii) in probability, select methods based on equally likely outcomes and experimental evidence, as appropriate
iii) understand and use the probability scale from 0 to 1
iv) understand and use the mean of discrete data and compare two simple distributions, using the range and one of mode, median or mean
v) understand that different outcomes may result from repeating an experiment
vi) interpret graphs and diagrams, including pie charts, and draw conclusions
vii) create and interpret line graphs where the intermediate values have meaning
viii) Matches data in a table to points on a graph
e) Level 4 Band 6
i) collect and record discrete data
ii) group data, where appropriate, in equal class intervals
iii) continue to use Venn and Carroll diagrams to record their sorting and classifying of information
iv) construct and interpret frequency diagrams and simple line graphs
v) understand and use the mode and range to describe sets of data
vi) Calculates the average using data in a table
f) Level 3 Band 5
i) gather information
ii) construct bar charts and pictograms, where the symbol represents a group of units
iii) use Venn and Carroll diagrams to record their sorting and classifying of information
iv) extract and interpret information presented in simple tables, lists, bar charts and pictograms
g) Level 2
i) sort objects and classify them using more than one criterion
ii) understand vocabulary relating to handling data
iii) collect and sort data to test a simple hypothesis
iv) record results in simple lists, tables, pictograms and block graphs
v) communicate their findings, using the simple lists, tables, pictograms and block graphs they have recorded
a) Level 8 Band 10
i) estimate and find the median, quartiles and interquartile range for large data sets, including using a cumulative frequency diagram
ii) compare two or more distributions and make inferences, using the shape of the distributions and measures of average and spread including median and quartiles
iii) know when to add or multiply two probabilities
iv) use tree diagrams to calculate probabilities of combinations of independent events
b) Level 7 Band 9
i) suggest a problem to explore using statistical methods, frame questions and raise conjectures; identify possible sources of bias and plan how to minimise it
ii) select, construct and modify, on paper and using ICT suitable graphical representation to progress an enquiry including frequency polygons and lines of best fit on scatter graphs
iii) estimate the mean, median and range of a set of grouped data and determine the modal class, selecting the statistic most appropriate to the line of enquiry
iv) compare two or more distributions and make inferences, using the shape of the distributions and measures of average and range
v) understand relative frequency as an estimate of probability and use this to compare outcomes of an experiment
vi) examine critically the results of a statistical enquiry, and justify the choice of statistical representation in written presentation
vii) Interprets data to determine the relationship between mean, median and mode.
c) Level 6 Band 8
i) designs survey or experiment to capture the necessary data from one or more sources; design, trial and, if necessary, refine data collection sheets; construct tables for large discrete and continuous sets of raw data, choosing suitable class intervals; design and use two-way tables
ii) select, construct and modify, on paper and using ICT:
(1) pie charts for categorical data
(2) bar charts and frequency diagrams for discrete and continuous data
(3) simple time graphs for time series
(4) scatter graphs
iii) and identify which are most useful in the context of the problem
iv) find and record all possible mutually exclusive outcomes for single events and two successive events in a systematic way
v) know that the sum of probabilities of all mutually exclusive outcomes is 1 and use this when solving problems
vi) communicate interpretations and results of a statistical survey using selected tables, graphs and diagrams in support
vii) Interprets stem and leaf plots
viii) Describes probability using decimals
d) Level 5 Band 7
i) ask questions, plan how to answer them and collect the data required
ii) in probability, select methods based on equally likely outcomes and experimental evidence, as appropriate
iii) understand and use the probability scale from 0 to 1
iv) understand and use the mean of discrete data and compare two simple distributions, using the range and one of mode, median or mean
v) understand that different outcomes may result from repeating an experiment
vi) interpret graphs and diagrams, including pie charts, and draw conclusions
vii) create and interpret line graphs where the intermediate values have meaning
viii) Matches data in a table to points on a graph
e) Level 4 Band 6
i) collect and record discrete data
ii) group data, where appropriate, in equal class intervals
iii) continue to use Venn and Carroll diagrams to record their sorting and classifying of information
iv) construct and interpret frequency diagrams and simple line graphs
v) understand and use the mode and range to describe sets of data
vi) Calculates the average using data in a table
f) Level 3 Band 5
i) gather information
ii) construct bar charts and pictograms, where the symbol represents a group of units
iii) use Venn and Carroll diagrams to record their sorting and classifying of information
iv) extract and interpret information presented in simple tables, lists, bar charts and pictograms
g) Level 2
i) sort objects and classify them using more than one criterion
ii) understand vocabulary relating to handling data
iii) collect and sort data to test a simple hypothesis
iv) record results in simple lists, tables, pictograms and block graphs
v) communicate their findings, using the simple lists, tables, pictograms and block graphs they have recorded
Subscribe to:
Posts (Atom)