Game SD1: Recognising and interpreting data

Transcription

1 Game SD1: Recognising and interpreting data Strand: Data Strand Unit: Recognising and interpreting data Curriculum Objectives Covered: Sort and classify sets of objects by one and two criteria Represent and interpret data in two rows or columns using real objects, models and pictures Part 1: Giant Steps! Aim: To take giant steps when instructed to do so, and to be the first child to reach the far wall. Activity Area: Hall Duration: 20 minutes Linkage: 2-D shapes Integration: Physical Education: Games Resources: A selection of 2-D shapes (squares, circles, triangles and rectangles) in various colours (red, yellow, green and blue), sizes (big and small) and textures (hard and soft). There should be at least one shape for each child. 1 large square, 1 large triangle and 1 large rectangle for the teacher. 1 set of game instructions (below). Set Up: 1. Give each child a shape at random. (Each shape will have a combination of attributes e.g. it might be a big, green, hard square, or a small, red, soft triangle etc.) 2. Line the children up at one end of the hall, facing the opposite wall, with their shapes in their hands. Start Playing: 1. The teacher stands in front of the children and calls out one of the instructions from the list below e.g. If your shape is blue, take a giant step forward. 2. Each child thinks about his/her own shape and, if appropriate, takes one giant step towards the opposite wall, with his/her shape held high in the air for everyone to see. 3. The teacher then calls another instruction from the list below and the play continues as before. 4. The first child/children to reach the opposite wall is the winner. Game Instructions: 1. If your shape is blue, take a giant step forward.

2 2. If your shape is yellow, take a giant step forward. 3. If your shape is a square and soft, take a giant step forward. 4. If your shape is soft, take a giant step forward. 5. If your shape is hard, take a giant step forward. 6. If your shape is red, take a giant step forward. 7. (Hold up a square) If your shape has fewer sides than this square, take a giant step forward. 8. If your shape is soft, take a giant step backwards. 9. If your shape is green and a square, take a giant step forward. 10. (Hold up a square) If your shape has more sides than this square, take a giant step forward. 11. If your shape is a square, take a giant step forward. 12. If your shape is a circle and green, take a giant step forward. 13. (Hold up a triangle) If your shape has more sides than this triangle, take a giant step forward. 14. If your shape is a triangle, take a giant step forward. 15. If your shape is a rectangle and blue, take a giant step forward. 16. (Hold up a rectangle) If your shape has as many sides as this rectangle, take a giant step forward. Part 2: Where Should I Put My Lollipop Stick? Aim: For each child to join his/her lollipop stick onto one of two lines of lollipop sticks, in accordance with given criteria. Activity Area: Classroom Duration: 20 minutes Resources: 1 lollipop stick for each child in the class 1 metre stick Labels for lollipop lines (photocopiable labels attached) Set Up: 1. Photocopy and cut out the attached labels. 2. Clear a large floor area and put the metre stick on the floor to make the base line for a chart. (The children will later use their lollipop sticks to build columns on this base line.) 3. Sit the children in a large semicircle on the carpet behind the metre stick. 4. Give each child a lollipop stick. 5. Place the 2 labels for the first round beside each other, underneath the base line, to mark out where the 2 columns will be i.e. the label Blonde Hair marks out the first column and the label Not Blonde Hair marks out the second column. Start Playing: 1. The teacher explains that the metre stick is the base line of a chart that will be used to show information about the children. He/She points out the labels, e.g. Blonde Hair and Not Blonde Hair and explains that in a moment the children will use their lollipop sticks to build 2 columns on the base line, above the 2 labels. Each lollipop stick will represent one child in

3 the class. 2. Each child must decide to which category he/she belongs and then place his/her lollipop stick above the appropriate label, building up a column of single lollipop sticks (see Fig. 1) If a child has blonde hair he/she puts his/her lollipop stick above the label Blonde Hair, and similarly if he/she has hair of any other colour, he/she puts his/her lollipop stick above the label Not Blonde Hair. 3. When the children have each placed their lollipop sticks into one of the columns, they go back to where they were sitting in the semicircle. 4. The teacher asks the children to explain what they see in front of them. He/She encourages and guides a discussion around the information shown by the hula chart, using questions such as What information do you think the chart gives us? Which column has more lollipop sticks in it? What does that mean? How many children have blonde hair? How many children don t have blonde hair? Is it easy to tell at a glance which column has the most lollipop sticks? Etc. 5. After the short discussion, the children each take back a lollipop stick from the hoops and sit back down. 6. The teacher now changes the category labels underneath the base line to the second set of labels, this time being Prefer Apples and Prefer Oranges, and explains their meaning. 7. Once again, each child decides which category he/she belongs to, places his/her lollipop stick into the appropriate column, and sits back down in the semicircle. 8. Again, the teacher encourages and guides a discussion based on the data on display. 9. After the discussion the teacher changes the labels to the third set of labels, i.e. 6 Years Old and Not 6 Years Old, and the activity continues as before. 10. The play continues until all 5 sets of labels below have been used in the representation of data from the children, and the data has been examined and discussed each time.

4 Fig 1 Blonde Hair Not Blonde Hair

5 Labels for Round 1: Blonde Hair Not Blonde Hair

6 Labels for Round 2: Prefer Apples Prefer Oranges

7 Labels for Round 3: 6 years old 6 Not 6 years old 6

8 Labels for Round 4: Boy Girl

9 Labels for Round 5: Prefer Football Prefer Swimming