Mathematics activities — 7-12

Stage 2/3 – Statistics – data collection and representation

Collection and representation of class data – how many times in the day do you eat raw fruit or vegetables in a day? The collection of class data can then be represented using a picture graph or a table.

If information is also collected on the type of fruit or vegetables eaten, this data from the whole class can then be represented in a graph or table.

These can be used to make a simple analysis e.g. fruit/vegetable eaten most often (mode)

Similar activity can be based on data collected from class on: how many students grow any fruit or vegetables at home / what fruits or vegetables do you grow?

Stage 4 – Statistics – data collection & representation, fractions & percentages

Collection of data – itemise all food items eaten in a 24 hour period.

This data can then be grouped according to the different food groups and used to construct a graph. Students should choose which graph would be most appropriate and explain why (reasoning). Graphs could include picture, column, divided bar and sector graphs.

graphsStudents could then calculate each food group as a fraction or percentage of their total food intake for the day.

Stage 5 – Statistics – data collection & representation, percentages

Each student should calculate the percentage difference between their food intake and the healthy food pyramid (HFP) for each of the food groups.

They could then propose a diet plan for a 24 hour period, justifying the increase/decrease in the amounts of each food group that is to be eaten, and re-calculate percentages of each, to match the HFP.
Using data on food intake from other countries (e.g. Africa), students can then compare that to their food intake, discussing their conclusions (intercultural understanding).

students recording data - cow in background

Efficient 21st century agriculture relies on the collection and interpretation of data.

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