reSolve: Authentic Problems: Reaction Time Image

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reSolve: Authentic Problems: Reaction Time

This sequence of four lessons focuses on collecting data and working with decimal numbers in the context of students measuring reaction times. Students formulate and refine an authentic inquiry question related to their own statistical investigation, and plan how to investigate it. They compare and order decimals that represent very fast and precise reaction times. They construct data displays, including dot plots, appropriate for the data, and justify their conclusions. Each lesson is outlined in detail including curriculum links, vocabulary, materials needed, sample answers, discussion points and student resources. This sequence is part of the reSolve: Mathematics by Inquiry special topic 'Authentic Problems'.

Additional details

Year level(s) Year 5
Audience Teacher
Purpose Teaching resource
Format Downloadable resources
Teaching strategies and pedagogical approaches Mathematics investigation
Keywords research questions, place value, data representation, decimals, maths investigations

Curriculum alignment

Curriculum connections Numeracy
Strand and focus Number, Statistics, Build understanding, Apply understanding
Topics Decimals, Data representation and interpretation
AC: Mathematics content descriptions
ACMNA104 Recognise that the place value system can be extended beyond hundredths
ACMNA105 Compare, order and represent decimals
ACMSP118 Pose questions and collect categorical or numerical data by observation or survey
ACMSP119 Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies
ACMSP120 Describe and interpret different data sets in context
National numeracy learning progression Quantifying numbers - QuN10, QuN11
Operating with decimals - OwD3
Interpreting and representing data - IRD5

Copyright details

Organisation

reSolve Maths by Inquiry

Copyright

© Australian Government Department of Education, Skills and Employment 2021. Creative Commons BY-NC-SA 4.0.