Counting physical tasks

Counting physical tasks

Pencil and paper
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
a)
Tally Chart for  ____________________ (your buddy's name)          
 
By ____________________ (your name)
 
Activity Estimate for 30 seconds Tally Total
Squat thrusts       
Throw a paper ball into a bin       
Run around 2 chairs       
Bounce and catch a tennis ball       
  
b)		    
For which activity did your buddy make their best estimate? ______________________________ 
 
✂--------------------------------------------------------------------------------------------------  
 
a)
Tally Chart for  ____________________ (your buddy's name)          
 
By ____________________ (your name)
 
Activity Estimate for 30 seconds Tally Total
Squat thrusts       
Throw a paper ball into a bin       
Run around 2 chairs       
Bounce and catch a tennis ball       
  
b)		   
For which activity did your buddy make their best estimate? ______________________________ 
Task administration: 

This task requires physical space for students to move around and equipment.

[Equipment: Tally chart (one per student); 4-6 "paper balls" (screwed up pieces of paper); 1 bin; 4-6 hoops; 2 chairs; 4-6 tennis balls; stopwatch.]

1. This task requires an open space (a gym or outside area).
2. Set up four activities in a circuit, e.g., squat thrusts; running around two chairs 4 metres apart; throwing a "paper ball" into a bin; bouncing a ball against the floor and wall and catching it, e.g.,

  NOTE: The activities chosen need to have a low number of repetitions for ease of tallying.
3. Briefly explain or demonstrate each activity.
4. Pair students up and spread the pairs around the different activities.
5. Explain to the students that they are tallying their buddy's activities.-
6. Cut the tally chart page and hand half to each buddy.
7. Set up a timing system to time two lots of 30 seconds for each activity. Make sure both students complete the activity before moving on to the next.
8. Have the students write in totals after finishing all four activities.
 
The following is an idea of a script for guiding the students through the task. Say:
For this task you will be working with a buddy. You will need to get your buddy's estimate of how many times they think they can do each of the four activities in 30 seconds. As you watch your buddy tally how many times they can do the activity on the tally chart. I will let you know when 30 seconds is up.
Put your buddy's name in the box at the top.
Put your name on the line under the box.
 
For each activity, when the students are ready, say:
Ask your buddy how many times they think they can do this activity in 30 seconds. This is called their estimate. Write this number in the estimate column. Tell your buddy your estimate so they can write it down.
Watch your buddy do the activity and tally how many times they do it in 30 seconds.
Are you ready? Go.
     [Time 30 seconds.]
Stop.
Swap over so your buddy can watch and record you.
Watch your buddy do the activity and tally how many times they do it in 30 seconds.
Are you ready? Go.
     [Time 30 seconds.]
Stop. Move to the next activity and get ready.
Level:
2
Curriculum info: 
Maths, Statistics, Statistical investigations
Key Competencies: 
Relating to others
Keywords: 
data collection, tally charts, bar graphs, prediction
Description of task: 
Students estimate and tally the number of each activity their partner completes in 30 seconds. They then identify the best estimate.
Curriculum Links: 
This resource can be used to help to identify students' ability to make a prediction, collect information in a tally chart, and check their prediction.
 
Key competencies
This resource involves working with another student. This relates to the Key Competency: Relating to others.
Learning Progression Frameworks
This resource can provide evidence of learning associated with
Statistical investigations, set 3
within the Mathematics Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
a) Systematic tallying using groups of 5, e.g., .
NOTE: This does not assess their accuracy of tallying.
Totals corresponding to the recorded number of tally marks are written in the "Total" column.
b) Identifies the closest estimate to totals given.
NOTE: Accept if two or more estimates are equally accurate.