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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 |
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Year level(s) | Year 5 |
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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 |
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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
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National numeracy learning progression |
Quantifying numbers
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QuN10, QuN11
Operating with decimals - OwD3 Interpreting and representing data - IRD5 |
Copyright details |
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Organisation | reSolve Maths by Inquiry |
Copyright | © Australian Government Department of Education, Skills and Employment 2021. Creative Commons BY-NC-SA 4.0. |
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