Lessons Integrating Information and Communication Technology within a Curriculum Area


Heather MacLean, Kim Mader, Andrew Pedersen - CBVRSB


Data Management Project

Grade Level


Subject Area

Math 10 or Math 10+

Overview of unit/lessons/activities (assumptions of prior knowledge/learning )

This exercise is intended as an end of unit exercise for the Data Management section of the Math 10 curriculum. Students should cover the following topics before beginning the exercise: central tendency (mean, median, mode), standard deviation, and graphical representations of data (scatter plots, histograms, frequency polygons, box and whisker diagrams, and stem and leaf diagrams)

Correlations to ICT and curriculum outcomes

Math Outcomes:

  • A2 analyse graphs or charts given of situations to identify specific information
  • C3 gather data, plot the data using appropriate scales, and demonstrate an understanding of independent and dependent variables and domain and range
  • C4 create and analyse scatter plots using appropriate technology
  • C5 sketch graphs from words, tables, and collected data
  • C9 construct and analyse graphs and tables relating two variables
  • C17 solve problems, using graphing technology
  • F2 (optional) demonstrate an understanding of concerns and issues that pertain to the collection of data
  • F3 construct various displays of data
  • F4 calculate various statistics, using appropriate technology, analyse and interpret displays, and describe the relationships
  • F5 analyse statistical summaries, draw conclusions, and communicate results about distributions of data
  • F10 use interpolation, extrapolation, and equations to predict and solve problems
  • F12 explore measurement issues using the normal curve
  • F13 calculate and apply mean and standard deviation, using technology, to determine if a variation makes a difference

ICT Outcomes

  • PTS 12.5 (RELATES TO PTS 9.6 AND RPSD 9.2) create electronic charts, tables and graphs; and design, create, and manipulate spread sheets and databases, as part of the process of collecting, analyzing, and displaying data independently
  • BOC 12.2 (RELATES TO 9.5) demonstrate an ability to assess the application of technology to solve problems, particularly to evaluate significant effects which estimations, program flaws and human error have on any given solution
  • PTS 12.2 (RELATES TO 9.2,9.6) evaluate, select, and use the following to learn and to represent curriculum concepts under study: specialized software, including computer-based simulations; and measuring, sampling and recording devices, including complex calculators
  • PTS 12.3 (RELATES TO 9.3,9.4) write and represent their research using the structures, features, conventions, and techniques of specialized publication and presentation formats with growing fluency

Projected timeline for preparation and for carrying out activities

2-3 hours of class time will be required.

Equipment Requirements: (computers, software, etc)

Required Software

  • Microsoft Excel (for analysis)
  • Microsoft Word (for report).

Optional Software

  • Fathom (for box and whisker diagrams)

Teaching materials provided (Blacklines, worksheets, templates, teacher materials)

For Students:

Data Management Student Handout and Questions (Word format) (pdf format)
Using Software to Carry Out Data Analysis Tasks (Word format) (pdf format)

For Teachers:

Data Management Spreadsheet (Excel format) (pdf format)
Data Management Answers to all other questions (Word format) (pdf format)
Marking Scheme (Word format) (pdf format)
Technology Assessment Rubric
(Word format) (pdf format)

Resources available for teacher/student use (websites, references, etc)

For information about using technology:

www.office.microsoft.com – learn how to use a variety of software programs by Microsoft
http://en.wikipedia.org/wiki/Main_Page – for research purposes
http://teach-nology.com/web_tools/rubrics or http://rubistar.4teachers.org/index.php – to design a rubric

For Canadian statistical information:

Statistics Canada, E-STAT: http://estat.statcan.ca/
Statistics: Power From Data! http://www.statcan.ca/english/edu/power/about/about2.htm

Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)

Data Management Student Handout and Questions (Word format) (pdf format)

This provides the data and questions that are required as part of this project.

Using Software to Carry Out Data Analysis Tasks (Word format) (pdf format)

This gives instructions for using the data analysis features of Microsoft Excel to carry out the tasks required.

Student products expected

A Word document containing all of the data, graphs, charts and answered questions that are outlined in the assignment. This document can be collected in hard or soft copy depending on teacher preference.

An Excel document used to calculate the data and charts.

Both documents should be turned in to the teacher, either electronically or as a print-out.

Samples (include teacher notes, assessment information, student work if available)

Sample answers for teacher use:

Data Management Spreadsheet (Excel format) (pdf format)
Data Management Answers to all other questions (Word format) (pdf format)

Assessment Information:

Marking Scheme (Word format) (pdf format)
Technology Assessment Rubric
(Word format) (pdf format)

Logistics (organization, grouping, management issues, access to technology)

Students will need access to computers, preferably in a lab setting. The lesson is designed to be completed by individual students, however, students can work in pairs if there is limited access to equipment.

Assessment information (e.g., rubrics for products and/or process)

The technology component can be assessed using the Technology Assessment Rubric (Word format) (pdf format)

The math component is assessed using the Marking Scheme (Word format) (pdf format).

This Marking Scheme provides a list of the point values for each question on the assignment and can be used to grade each student’s work. Full points are given for answers that have all required information, are concise; and are well organized. Partial values can be assigned at the teacher’s discretion.

Possible extensions

There are a number of possible extensions. Although the lesson uses provided data, students could also participate in data collection in preparation for this exercise. The exercise could also be used for cross-curricular purposes for data collected for other subjects (a biology project for example).

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