Bags of marshmallows
0
![Auto-marking Auto-marking](https://arbs.nzcer.org.nz/sites/default/files/styles/search_resource_type_icon/public/field_icon/tick-circle-grey.png?itok=julTpUVH)
![Pencil and paper Pencil and paper](https://arbs.nzcer.org.nz/sites/default/files/styles/search_resource_type_icon/public/field_icon/pencil-paper.png?itok=DBPvjkhr)
![Online interactive Online interactive](https://arbs.nzcer.org.nz/sites/default/files/styles/search_resource_type_icon/public/field_icon/ARB-online-resources.png?itok=5stxa8kq)
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
This task is about mean and distribution of data.
Task administration:
This task can be completed with pencil and paper or online (with SOME auto marking).
Level:
4
Curriculum info:
Key Competencies:
Keywords:
Description of task:
Students calculate an average and a percentage from raw data and comment on these findings.
Curriculum Links:
This resource can be used to help to identify students' ability to interpret a table of data, and to show an understanding of the mean (average) and distribution of the data.
Key competencies
This resource involves relating the mean and the overall distribution of data, and communicating this. These relate to the Key Competencies: Thinking and Using language, symbols and text.
For more information see http://nzcurriculum.tki.org.nz/Key-competencies
Learning Progression Frameworks
This resource can provide evidence of learning associated with within the Mathematics Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.Answers/responses:
Y8 (11/1997) | ||
a) | 20 [200/10] | very easy |
b) | 30% | moderate |
c) |
Statements which indicate the key idea that some bags have fewer than 20 or she expected at least 20 per bag. NOTE: If the student makes errors in calculation in a) or b), this mark can still be obtained by a reasonable deduction from incorrect figures. |
easy |
Diagnostic and formative information:
Common error | Likely reason | |
b) | 3% | Confuses percentage and frequency. |
b) | 3/10 | Confuses fraction and percentage. |
b) | 33% | Interprets 3/10 as 1/3 , i.e., 33%. |