Texas Instruments TI15TK Teacher Guide - Page 33

Collecting and Organizing Data, Analyzing Data and Drawing Conclusions, Continuing the Investigation

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In the Range (Continued) Collecting and Organizing Data As students are playing the game, focus their attention on the patterns that are developing by asking questions such as: • When you record a measurement, why is rounding always involved? • When you read a measurement, what interval should that measurement always indicate to you? (½ a unit less or ½ a unit more) • How would this interval look on a number line (or meter stick)? • How is ½ represented in the metric system? • How are you deciding how to represent the range of possible measurements? What patterns are you using? Analyzing Data and Drawing Conclusions To guide students in the analysis of their data, ask questions such as: • What range is indicated by every measurement? • What patterns did you use in identifying the range of possible measurements? • How would you use these patterns to round 256.0295 to the nearest tenth? Continuing the Investigation Have students replace the units of length with units of mass (grams, centigrams) or capacity (liters, milliliters) to notice the same patterns. Have students discuss why this decimal place-value approach with the calculator does not work for measurements in yards, feet, and inches. Have them identify what range a measurement would lie in if it was measured to the nearest yard, nearest foot, and nearest inch. (For example, 2 yards would lie between 1 yard and 18 inches and 2 yards and 18 inches.) © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 26

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© 2000
T
EXAS
I
NSTRUMENTS
I
NCORPORATED
TI-15: A Guide for Teachers
26
In the Range
(Continued)
Collecting and Organizing Data
As students are playing the game, focus their
attention on the patterns that are developing by
asking questions such as:
•
When you record a measurement, why is
rounding always involved?
•
When you read a measurement, what interval
should that measurement always indicate to
you?
(½ a unit less or ½ a unit more
)
•
How would this interval look on a number line
(or meter stick)?
•
How is ½ represented in the metric system?
•
How are you deciding how to represent the
range of possible measurements? What patterns
are you using?
Analyzing Data and Drawing Conclusions
To guide students in the analysis of their data, ask
questions such as:
•
What range is indicated by every measurement?
•
What patterns did you use in identifying the
range of possible measurements?
•
How would you use these patterns to round
256.0295 to the nearest tenth?
Continuing the Investigation
Have students replace the units of length with units
of mass (grams, centigrams) or capacity (liters,
milliliters) to notice the same patterns.
Have students discuss why this decimal place-value
approach with the calculator does not work for
measurements in yards, feet, and inches. Have them
identify what range a measurement would lie in if it
was measured to the nearest yard, nearest foot, and
nearest inch. (For example, 2 yards would lie
between 1 yard and 18 inches and 2 yards and 18
inches.)