Teaching Sequence PIT
Uploaded by
ScribdTranslationsTeaching Sequence PIT
Uploaded by
ScribdTranslationsMATHEMATICS PIT
DIDACTIC SEQUENCE
THEME: STATISTICS
OBJECTIVES
Promote collaborative work, discussion, and peer exchange,
joint realization of the proposal, the autonomy of the students and the role
of the teacher as a guide and facilitator of the work.
Stimulate the search and analysis of social issues.
That students learn the two aspects of statistics, both the
descriptive as the inferential.
That students can carry out a statistical study (question,
hypothesis, data collection and processing, and conclusions.
CONTENTS
Statistical Graphs
Frequency Table.
Position Parameters: Mean, Median, and Mode.
INVOLVED LEARNINGS
Mathematics I
Interpretation of information presented in statistical tables and graphs
pictograms, bar charts, pie charts - analysis of advantages and
disadvantages according to the information it seeks to communicate.
Construction of statistical graphs and analysis of the relevance of the type of
graph and - when necessary - of the scale to be used.
Interpretation of the meaning of position parameters (arithmetic mean and
fashion), identifying the most suitable for the analysis of a situation.
Mathematics II
Interpretation of information presented in statistical tables and graphs
including the organization of data into intervals, and analysis of the advantages and
disadvantages according to the information that is being pursued to communicate.
Construction of statistical graphs suitable for the information to be described–
including the organization of data for grouping into intervals.
Interpretation of the meaning of position parameters (arithmetic mean,
median and mode), identifying the most suitable one for the analysis of a
situation.
Mathematics III
Interpretation of information presented in tables and statistical graphs, and
analysis of the advantages and disadvantages according to the information that is
pursues to communicate.
Construction of statistical graphs - to organize data of variables
qualitative and quantitative, discrete and continuous - and analysis of convenience
of the use of each type of graph according to the problem to be solved.
Mathematics IV
interpretation of information presented in graphs to solve problems
extramathematical, including complex social issues.
Construction of graphics statisticians for resolver problems
extramathematical, including complex social issues.
STRATEGIES
Approach and explanation of the contents
Collaborative learning
Use of materials provided by the teacher
SPACE IN WHICH IT DEVELOPS
The students will carry out the activities in the classroom. At the moment they have to
They can use the school yard to conduct the surveys, whatever they prefer.
in such a way that their execution can be carried out in a manner
noble.
MODE OF GROUPING OF STUDENTS
The students will carry out the activities grouped in pairs or threes, and of the same
level, to promote collaborative learning in an atmosphere of respect and
cordiality between them.
SEQUENCE OF PLANNED ACTIVITIES
To introduce descriptive statistics, the teacher will present a series of
necessary definitions to start the activities. The involved definitions
son: population, sample, variable, qualitative variable and quantitative variable, discrete and
continue.
The teacher will ask the students to propose variables of their interest to
your analysis. For example, ages of the students of the PIT, soccer team with the
who sympathizes or is a fan, number of siblings. For the students of
In Mathematics I, you will be asked to choose a qualitative variable, for those in Mathematics II.
continuous quantitative and those of Mathematics III and IV that are discrete quantitative. Then
they will define the population and the sample of that variable.
----------------------------------------------------------------------------------------------------------------
Activity No. 1: Conduct a survey with the appropriate questions to collect the
data necessary.
-----------------------------------------------------------------------------------------------------------------
Next, the students will conduct the survey with the people who are part of
the chosen population that is present at the school, whether classmates,
teachers and non-teachers of the PIT. Once the students have collected the
data, will proceed to complete the frequency table with the help of the teacher.
-------------------------------------------------------------------------------------------------------------------
Complete the following table
Mathematics I, III and IV Mathematics II
Frequency Brand Intervals Absolute frequency f
absolute f class
-------------------------------------------------------------------------------------------------------------------
The teacher will present them the definitions and formulas of the measures of position:
the mean, the median, and the mode.
------------------------------------------------------------------------------------------------------------------
Activity No. 3 Calculate all the Measures of Position and interpret the meaning of
each value.
--------------------------------------------------------------------------------------------------------------------
The teacher will present an example of a frequency table and will create a graph of
bars or histogram as appropriate.
-------------------------------------------------------------------------------------------------------------------
Activity No. 4 Complete
On the x-axis (horizontal): the values of the variables
On the y-axis (vertical): absolute frequency
Create a histogram or bar chart as appropriate.
-------------------------------------------------------------------------------------------------------------------
Activity No. 5 Calculate the percentage frequency for each value of the variable.
Recommendation: you can use the simple rule of three.
-------------------------------------------------------------------------------------------------------------------
Activity No. 6
To create a pie chart, a circle is drawn and one of its radii is drawn. From there
From said radius, an angle is traced whose amplitude is obtained using the formula fp.360°/100,
where fp is the percentage frequency. This is how the angle of the first sector is obtained, and
by repeating this procedure for the remaining values of the variables, it is divided by
original circle divided into as many sectors as the values of the variable in question
represent
--------------------------------------------------------------------------------------------------------------------
At the end, the answers will be read by groups and the teacher will provide a summary.
about the topic.
Duration of the activity: 1 or 2 classes
MATERIALS
Activities proposed by the teacher.
Compass.
Transporter.
Rule.
Calculator.
MODALITY AND EVALUATION CRITERIA
Students will be evaluated during the completion of all activities.
made, according to the performance they execute both collectively and individually and
taking into account:
Interpretation of the instructions.
Use of the specific vocabulary learned in the developed content.
Analysis and conclusions of the processed data.