Use_of_technologyin_teaching_Mathematics pratima_nayak

(Handling data of Summer Olymplcs

ExperimentationExperimentationExperimentationExperimentation

Mathematics TeachingMathematics TeachingMathematics TeachingMathematics Teaching

Mrs.Pratima NayakMrs.Pratima NayakMrs.Pratima NayakMrs.Pratima Nayak

Post Graduate Teacher(Mathematics)Post Graduate Teacher(Mathematics)Post Graduate Teacher(Mathematics)Post Graduate Teacher(Mathematics)

Kendriya Vidyalaya,Fort William,KolkataKendriya Vidyalaya,Fort William,KolkataKendriya Vidyalaya,Fort William,KolkataKendriya Vidyalaya,Fort William,Kolkata

(Handling data of Summer Olymplcs-2012 using Technology)

ExperimentationExperimentationExperimentationExperimentation on use of Technology in on use of Technology in on use of Technology in on use of Technology in

Mathematics TeachingMathematics TeachingMathematics TeachingMathematics Teaching

Mrs.Pratima NayakMrs.Pratima NayakMrs.Pratima NayakMrs.Pratima Nayak



2012 using Technology)

on use of Technology in on use of Technology in on use of Technology in on use of Technology in



Index

1. Introduction

2. Need of Technology

3. What is technology

4. How to use Technology

5. Experimentation-Who got What?

6. Teacher’s reflection

7. Conclusion

8. Evaluation sheet

9. Summary

10. Reference

11. Project implementation Plan

12.

o Photographs

o Artifacts

o Work sheets

o Quiz Questions

o Test

o Evaluation Rubric

o Feedback from Students

Who got what?

Handling Data of Olympics-2012 using Technology

Genesis

Employers need students who are better prepared in skills such as

professionalism and work ethic, oral and written communication, teamwork and

collaboration, critical thinking and problem solving, application of information

technology, and leadership.(Sources: The Partnership for 21st Century Skills,

enGauge, and SCANS Report highlight different skills and call them “21stCentury

Skills.”).

So the emphasis in schools is increasingly on learning how to learn, rather than

just acquiring specific technical skills that keep changing anyway.

LONDON: Researchers are designing new interactive multi-touch 'smart' desk

classrooms which have been found to boost pupils' mathematical skills. Using

multi-user desks in the "classroom of the future" the children were able to work

together in new ways to solve questions and problems using inventive solutions.

A three-year project with 400 eight to 10-year olds found that using interactive

"smart" desks can have benefits over doing maths on paper, and that pupils are

able to improve their fluency and flexibility in maths by working together.

Burd's team found that 45 % percent of pupils who used a maths programme on

the smart desk system increased the number of unique mathematical

expressions they created, compared with 16 % percent of those doing it on

paper.

Source; Times of India dated 24/11/2012

This research report inspired me to do the experiment the use of technology in

my class room.

Name: Mrs.Pratima Nayak

E mail: [email protected]

Post Graduate Teacher,Kendriya Vidyalaya,Fort William

Interested in using Technology in Education

Introduction

1.1

Schools today face ever-increasing demands in their attempt to ensure that

students are well equipped to enter the workforce and navigate a complex world.

Research indicates that computer technology can help support learning, and that

it is especially useful in developing the higher order skills of critical thinking,

analysis, and scientific inquiry.

1.2

Mathematics, to most, is a complex and difficult subject. The tendency for

most students is to consider the subject as one that is boring, thus, creating lack

of interest in the topics being discussed. This poses a great challenge for

teachers and educators, especially in the primary and intermediate levels,

wherein a good study habit and a firm grasp of basic concepts should be

developed.

1.3

Don Knezek, the CEO of the International Society for Technology in Education,

compares education without technology to the medical profession without

technology.

“If in 1970 you had knee surgery, you got a huge scar,” he says. “Now, if you

have knee surgery you have two little dots.” Technology has become an integral

part of everybody’s life.

2. Need of using Technology in Teaching & Learning

2.1 Change of Scenario

For long, the role of Mathematics was limited to purely academic domain. Now,

the role of Mathematics is not restricted to purely academic domain. It has

entered the domain of Technology and Industry. New fields in Mathematics such

as Operation Research, Control theory, Signal Processing and cryptography

have been generated which need technology.

Technology can reduce the effort devoted to tedious computations and increase

students’ focus on more important mathematics.

2.2Technology focuses Student’s thinking

Technology can be useful to the extent it focuses student thinking in ways

that are germane, not extraneous.

2.3 Use of technology makes Ideas Tangible.

It helps to

• Build upon students’ prior knowledge and skills.

• Emphasize the connections among mathematical concepts.

• Connect abstractions to real-world settings.

3. What is technology?

Technology is the making, modification, usage, and knowledge of tools,

machines, techniques, crafts, systems, methods of organization, in order to solve

a problem, improve a preexisting solution to a problem, achieve a goal or perform

a specific function. It can also refer to the collection of such tools, machinery,

modifications, arrangements and procedures.

3.1 History of Use of Technology in Mathematics

The use of technology has a long history in mathematics education.

Starting from magic slate, book, magic lantern, Blackboard, OHP, radio, Slide

rule video tape, Television, Calculator, computer, Interactive Board, Apple I pad

all come under technology. Paper money and coins, beans, bears, buttons, and

other small items are helpful for counting and computation skills. Straws,

grouped by tens, are great for teaching Mathematics. Geo boards are useful for

introducing geometric concepts. Clinometers are useful for teaching and

learning of Trigonometry.

An abacus allows children to conceptualize math formulas by working with

tangible objects.

3.2 Digital technologies / Information Communication technologies

Information and Communication Technology (ICT) is basically an umbrella term

that encompasses all communication technologies such as internet, wireless

networks, cell phones, satellite communications, digital television computer and

network hardware and software; as well as the equipment and services

associated with these technologies, such as videoconferencing, e-mail and blogs

etc. that provide access to information.

4. How to use Technology as tools of Teaching

There are various types of technologies currently used in traditional classrooms.

Among these are: Radio, television, audio tape, video tape, slide projector,

overhead projector are of passive learning when interaction of the learner is

less.

4.1. Computer in the classroom, Class blogs and wikis,Interactive Whiteboards

Digital Games

4.2 Soft ware used for teaching learning Mathematics

Graphic Calculators,Dynamic graphing tools (Geo gebra ),Dynamic geometry

tools,Microsoft Excel / spreadsheet,Microsoft Mathematics,Geo Gebra,Auto

shape and Mat lab.

4.3. Learning resource centre (Indian system of Education)/Websites Thousands websites provide e-resource for both offline and online teaching –

learning.

IGNOU (http://www.ignou.ac.in/)

The Indira Gandhi National Open University (IGNOU),

http://www.ncert.nic.in/NCERTS/textbook/textbook.htm

http://www.ciet.nic.in

www.cbse.nic.in&http://www.icbse.com.

5, Experimentation on use of Technology in teaching & learning

Mathematics

In 2012-13 I am teaching Mathematics to 40 students of in Class VIIID of

Kendriya Vidyalaya,Fort William,Kolkta. I observed most of the students are very

much interested in games. They were very excited in the last week of July, 2012

when Summer Olympic started. Every day they were discussing about the events,

medals and other things related to Olympics. In the month of September I had to

introduce ‘Data handling” unit in Mathematics. It is a well known fact that statistics

has wide application in real life. So it is better to teach statistics using real life

data. The idea came to my mind.

Why won’t I teach the concept using data of Olympics?

It excited me also to experiment something new. So I started a project

“Handling Data of Olympics-2012 using technology”

5.1.Hypothesis


students’ focus on more important mathematics. Use of Technology will help the

students in active engagement. They will be able to construct more graphs using

MS.Excel and Geo gebra. This will increase their interest for Mathematics.

5.2. Aim of my action Research

� To use Technology in Teaching & learning Mathematics in class rooms.

� .Facilitating the students to acquire knowledge and understanding terms,

symbols, Concepts and principles related to the process of statistics.

� To develop necessary skills to apply Mathematical knowledge to solve real

life problems.

� To develop drawing skills, skill of drawing tables,drawing Bar Grapg and

Pie Chart using technology.

� To improve my professional growth to use technology in teaching.

� To increase interest in Mathematics.

Preparatory work

• I prepared a plan for the project mentioning learning outcomes, learning

activities, artifacts and evaluation tools.

Name Designation

Mrs. Pratima Nayak Post Graduate Teacher in Mathematics

School Name Kendriya Vidyalaya,Fort William

School City, State Kolkata,West Bengal

Unit Title

Handling Data of Olympics-2012 (Introduction to Statistics using Technology )

Unit Summary

In real life situation we need the knowledge of statistics. Most of the students are

interested in games. It is an experiment to introduce Statistics with help of Olympics

games using technology. Through the activity the students will learn steps of statistics

such as

• Collection of Data

• Tabulation of data

• Representation of Graph through Bar Graphs and Pie Charts

• Interpretation of Data

• Making Conclusions

• Use of Technology in every step.

Curriculum Links

Mathematics, History , English , Geography, Art, Sports & Games and Technology

The students will gather information about the events in different sports number of medals

awarded in different sports number of medals awarded by different countries.

They will tabulate the data country wise as well as sports wise. It will increase their

knowledge about different Countries as well as different sports.

5.3. Project Plan

They will represent data using Bar Graph and Pie Chart. It will increase their skill of

drawing. They will interpret the result.

They will interpret and make conclusions.They will learn technology .

Grade Level

8th Grades ( Class)

Approximate Time Needed

12 periods ( 40 minutes each) 1st August – 20nd December ,2012

Student Objectives/Learning Outcomes

• The students will learn the need of data handling in real life.

• They will learn to gather the data, tabulate, represent and interpret the data.

• It will help them to interpret graphs and diagrams and draw inferences to support.

• They will realize the need of technology in learning Mathematics.

• It will enhance their skills in technology use as they used computer & internet .

Printer and digital camera as well as different software.

• It will develop creativity (21st century skills) as they applied their own ideas to

present their work.

• It developed the skills of team work and leadership as they work in a group.

Essential Question What would be the rank of India in Olympic-2012?

Which country will get maximum gold medals? What are the sports played in Olympics?

Content Questions What are the steps for making conclusions?

How to make tables?

What are the ways to represent data?

How to draw conclusion?

Assessment Summary

The students’ work was assessed by

• Quiz

• Rubric for Bar Graph

• Worksheets

• Test

• It also included resources such as Newspaper and internet for collecting

data.

• I used their motivation for games as base for learning the concepts.

• The students were asked to guess about the gold medals winner, Rank of

India and whether India will get Gold or not.

The students were grouped in to six groups and encouraged to collect the data

and record in a diary. The students were divided in to six groups having five

members and a Leader in each group. Each group had mixed talents and one

technological expert. In the mean time I was developing their technological skills.

5,4

1. Execution of the Project

Steps of Statistics (Data handling)

1. Collection of data

� Since they are extremely and excited interested in games and sports they

started collecting the information from News paper as well as internet.

They wrote in diary on day to day basis event wise.

� Each group wrote about the Olympics in a scrap book. It included history

of Olympics in short, its basic features and principles.

2. Tabulation of data

The students in group compiled the result and made tables for sports wise

medals.

Execution

The teacher will act as facilitator. The students in group will collect data of Olympic games

and tabulate them .They will construct Bar Graph and Pie Chart to represent data both

manually and using technology.

They will compare and analyze the result sports wise as well as country wise and make

decisions about the rankings and achievement of India. The project will be collaborated in

the educational portal www.wikispaces.com.

Each one was assigned to draw Bar Graph of at least one country or one of the

events with their medals. Leaders were responsible to share the data and get the

work done. The Bar Graph was simple .But most of the students went on asking

that whether it can be done using Computer as they felt that it was tedious and

difficult.

3. Representation of Data

� The student learnt technology use to make Bar Graph as well as Pie Chart

manually as well as using MS Excel sheet.

Need of Technology

USA, China and Great Britten could not be constructed on the single

piece of graph paper .It developed the problem solving skills that

they were voluntarily became ready to learn the technology to draw

the Bar Graph.

4. Interpretation of result

The Summer Olympics 2012 began at London on Friday, July 27 and ended on

Sunday, August 12.85 of 204 participating nations in the games were successful

in winning at-least one medal.

54 participating nations won at-least one Gold medal, 65 nations won at-least

one silver while 71 won bronze medal. Bahrain, Botswana, Cyprus, Gabon,G

renada, Guatemala,and Montenegro were the ones who won their first ever

medal at the Olympics.

United States topped the medal tally with total of 104 medals including 46 Gold,

29 Silver and 29 Bronze. China finished second with total of 87 medals including

38 Gold, 27 Silver and 22 Bronze. Host Nation, Great Britain finished second with

total 65 medals including 29 Gold, 17 Sliver and 19 Bronze.

India’s tally of two silver and 4 bronze medals was its best tally in Olympics. 81 athletes from India had competed in 13 sports.

6.. Impact of technology on Teaching & learning Mathematics

Teacher’s reflection

Most of the students enjoyed the activity.

They became more interested in Mathematics. It was observed from the fact that

even during the games period they came to the computer lab and worked.

Except few, most of the students volunteered to solve some extra problems when

done through technology. The experimentation of using technology in learning

mathematics was a successful one.

They learned to surf internet, copying, pasting, downloading, uploading and

scanning documents .They learnt about the use of digital camera. Most of the

students opened e-mail account and communicated successfully through

www.datahandlingolympics.wikispaces.com ,the platform on which we

collaborated our project. This developed their technological skills.

The students learnt about the 85 countries, their codes, flags and sports persons

which were reflected in quiz competition. It developed internationalism.

The activity developed their problem solving skills. They themselves came up

with the idea to learn through technology which is easier than the manual data

handling.

They scored well in the final test and their total score for the whole activity is

better in compared to the last test conducted during FA-1& FA-2.

Even Nikhil Chaudhury who is a low achiever scored 80% in the test.

The students worked in groups and developed empathy and cooperation.

Leaders could develop leadership quality. They developed both written and

verbal communication.

The students saved time and could learn some new things such as different

designs of graph and other functions available in Ms.Excel .

Vishal and Argha were very happy as they had no need to bring any graph

paper or colours.

Happy Kumari,Ankita,Nikhil ,Zeenat do not fear Mathematics now. They feel

Mathematics is also colourful like other subjects.Rabi Kumar and Gaurab Giri sit

in the class with happy mood as Mathematics is related to their favourite subject

games and sports. Sumit and Koustav who are very slow in mathematics class

tried to analyze more result from the data as to country regarding India which

could not get any gold and which got only one.Vivek analysed data of India which

got no Gold but six other medals.

7.Conclusion

� By designing such learning environments in Mathematics, I could provide

them with more tangible visualizations. The students were able to

construct and observe varieties of Bar graph and Pie chart available in

Microsoft Excel Spread sheet by changing the option menu. Use of

technology made their ideas tangible.

� From their feedback I concluded that the students have more skills of

technology than us. They love technology and they like the teacher who

encourages it. So I taught the way they wanted to learn. It made me

successful.

� From the mark sheet it is very clear that marks of some of the students

(Shaded cells) have jumped to a higher level due to only the interest I

could arouse through the experimentation. My purpose of motivating them

towards Mathematics was fulfilled.

� It has led to develop their critical thinking about the prediction in next

Olympics.

8.Evaluation Sheet

Five activities are evaluated and sum is written in last column. This activity is taken as FA-4.Marks

was compared with FA-2

Group Student Name FA-2 Collection-5

Scrap

Book-5 B

ar Graph-8

quiz2

Work

sheet 10

Test 10

Total out of

40

1 Aditi Shreya 38 5 5 8 2 10 10 40

1 Alka Kumari 36 5 5 8 2 10 9 39

1 Aman Kr. Das 36 5 5 8 2 9 9 38

1 ANKITA 24 5 5 4 2 6 8 30

1 Anwesha Patra 40 5 5 8 2 10 10 40

1 Argha Sinha 28 5 5 8 2 6 8 30

1 Bidhisha Mandal 33 5 5 7 2 8 9 36

3 Biswajit Biswas 40 5 5 8 2 10 10 40

3 Gaurav Giri 14 5 5 5 2 5 8 30

3 Happy kumari 24 5 5 6 2 5 9 32

3 Kaustav Chowdhary 23 5 5 5 2 5 8 30

3 Kaustav Mondal 39 5 5 7 2 10 10 39

3 KRISHAN KUMAR SINGH 24 5 5 6 2 5 9 32

3 Krishna Ranjan Ojha 28 5 5 5 2 8 10 35

4 Kumari Nainika 24 5 5 5 2 4 9 30

4 Madhumita Kannan 40 5 5 8 2 10 10 40

4 Manisha Thapa 20 5 5 4 1 5 8 28

2 Nikhil Chowdhary 14 4 4 2 1 5 8 24

2 PAWANDEEP KAUR 26 4 4 6 1 5 9 29

2 PradeeptiI Sing 18 4 4 4 1 4 9 26

2 Priti Sah 35 4 4 8 2 10 10 38

2 RABI KUMAR GIRI 16 4 4 4 2 4 9 27

2 Ranjana 18 4 4 4 1 3 8 24

2 Riku Sharma 16 4 4 5 2 4 9 28

5 Rohini Chakraborty 40 4 4 8 2 10 10 40

6 Saikat Pattanayak 33 5 5 8 2 9 10 39

6 Sakshi Sarkar 31 5 5 8 2 9 10 38

5 Sanjana Dhanuk 22 4 4 8 1 4 9 30

6 Saumya Subhra Das 40 5 5 8 2 10 10 40

5 Shata Balmiki 8 4 4 4 0 4 8 24

5 Sk Mofassil Shahab 35 4 4 8 2 10 10 38

6 Snata Pal 36 5 5 8 2 10 10 40

3 Snehashish 40 5 5 8 2 10 10 40

3 Sourik Das 34 5 5 7 0 9 9 35

5 Sumit Ray 32 4 4 7 2 8 9 34

6 Tiyasa Roy 34 5 5 5 2 9 9 35

5 Vishal Jaiswal 23 4 4 5 2 6 8 29

6 Vivek Kumar 33 5 5 8 2 10 10 40

5 Zeenat Bano 10 4 4 4 1 4 8 24

5 ZEESHAN AKHTAR 24 5 5 8 2 10 10 40

9. Summary

8.1 Technology provides New Ways of Learning


students’ focus on more important mathematics. Equally importantly, technology

can represent Mathematics in ways that help students understand concepts. In

combination, these features can enable teachers to integrate project based

learning. With guidance from effective mathematics teachers, students at

different levels can use these tools to construct knowledge and develop 21st

century skills such as critical thinking, problem solving and decision making.

8.2 New Roles of the Teacher

In the present time the teacher’s role in teaching mathematics is facilitator. The

teacher has to facilitate the learning by providing students with access to

instructional technology, including appropriate calculators, computers with

mathematical software, Internet connectivity, handheld data-collection devices,

and sensing probes.

8.3 Teaching Mathematics Better and Teaching Better Mathematics

What needed in schools and colleges are student-led mathematical modeling,

problem solving and computer programming which makes use of the powerful

Mathematical digital technologies that are widely used in society and the

workplace.

10.References:

• The-Star-Trek-style-classroom-future-replacing-blackboards-books 2012

http://www.dailymail.co.uk/sciencetech/article-2236967/The-Star-Trek-style-

classroom-future-replacing-blackboards-books.html?ito=feeds-newsxml

• Royal Academy of Engineering, ICT for the UK's future: the implications

for the changing nature of Information and Communications Technology. 2009,

London: Royal Academy of Engineering.

• ICT in Education in India 2012-13 http://www.icbse.com/ict-education

• Evolving Classroom(2001) http://www.pbs.org/kcet/publicschool/evolving_classroom/technology.html

• Teaching with Technology 2006 http://cte.uwaterloo.ca/teaching_with_technology/

• Research Report of NCERT 2009

http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/education

al_technology.pdf

http://www.sjsu.edu/people/waimei.fang/articles/hinder-enhance.pdf

• Association of Mathematics Teacher Educators’ Technology Committee.

(2005). Draft position statement titled Preparing Teacher to Use

Technology to Enhance the Learning of Mathematics.

11.IMPLETMENTATION PLAN-DATA HANDLING –USE OF TECHNOLOGY

TASK

SUBTASK ROLE START

DATE

END

DATE

PRODUCT

(milestones are

highlighted)

Planning the

project

Planning internet

search

Lead coach-

Teacher

Before 1st August

Briefing project Brain storming, Teacher and

students

1st August Project

Launching

Grouping students

and preparing

action plan

Leader & Member

division

Lead coach-

Teacher &

students

1st August

Collection of data Library research

Online research

Lead

researcher

1st August 15

th

August

Record of

Data in Scrap

Book

Tabulation of Data a) Country wise

b) Sports wise

All members

of team

15th August 30

th

August

Scrap Book

Presentation of

data

a) Bar Graph

b) Pie Chart

All members. 4th Sept 25

th Sept Bar Graph

Pie Chart

Quiz a) Making

questions

b) Organizing

All members

of team

26th

September

26th

September

Group

discussion

Feed back

Presentation using

Technology

a) Bar Graph

b) Pie Chart

All members

of team

10th Sept 15

th

Nov,2012

Application of

technological

skill

Assessment and

grading

Short tests and rubric

preparation and filling Teacher

15th

Nov,2012

16th Nov

2012

Completion of

assessment

Reflection and

Evaluation

Student reflection and

evaluation Teacher

17th

Nov,2012

Completion of

reflection and

evaluation

Uploading in

wikispaces.com

a) Scanning

b) Uploading

c) Messaging

Leader &

Technology

Expert

15th Jan,

2013

Website

Data Collection

Scrap Book on general Olympics

Scrap Book on Olympics

1.

2.

3.

Artifacts

Scrap Book on general Olympics

Scrap Book on Olympics -2012

Tabulation of data

Resources for the project:

sports.ndtv.com/olympics

http://www.olympic.org/london

http://sport.maths.org/content/category/tags/ks2

http://www.bbc.com/sport/olympics/2012/medals/countries

http://www.olympic.org.nz/education/

http://www.london2012.com

http://technorati.com/sports/olympics/article/london

‘Digital Banner of our website

for the project:

sports.ndtv.com/olympics-2012

http://www.olympic.org/london-2012-summer-olympics

http://sport.maths.org/content/category/tags/ks2

http://www.bbc.com/sport/olympics/2012/medals/countries

http://www.olympic.org.nz/education/

http://www.london2012.com

/technorati.com/sports/olympics/article/london-olympics-2012-highlights/page

highlights/page-2/

Representation of Data ( Bar Graph)

Construction of Pie Chart using Spread Sheet

Top ten nations at the London Olympics 2012:

India’s Performance in Olympics

Artifacts

nations at the London Olympics 2012:

What India got?

India’s Performance in Olympics-2012

India’s tally of two silver and 4 bronze medals was its best tally in Olympics.

81 athletes from India had competed in 13 sports.

Who got Bronze?

Bar Graph showing Countries and Gold medals

,Krinshna Kumar , Vivek

Banner made by Students

ndia’s tally of two silver and 4 bronze medals was its best tally in Olympics.

81 athletes from India had competed in 13 sports.

Bar Graph showing Countries and Gold medals Constructed by Snehashish

ndia’s tally of two silver and 4 bronze medals was its best tally in Olympics.

Constructed by Snehashish

Who got Silver?

Bar Graph showing Silver Medals.(

Who got Gold?

Bar Graph showing Silver Medals.(This is original work of Krishnan)

Evaluation Tools

Work sheet-1 (highest achiever & lowest achiever)

Work sheet-2

Quiz questions:

1) Where was the 2012 Olympics held?

Ans. London.

2) When was the opening Ceremony of London Olympics held?

Ans. 27th July 2012.

3) How many events in London Olympics 2012 were held?

Ans. 302 events.

4) Which country has won the maximum numbers of medals?

Ans. United States of America (USA).

5) How many medals did India win in London Olympics 2012?

Ans. 6 medals (2 silver, 4 bronze medals).

N a m e t h e a t h l e t e s - Q 6 - 1 0

6) 7) 8)

Ans. Sushil Kumar Ans. Michael phelps Ans. Usain bolt 9) 10)

Ans. Saina nehwal Ans. Maria sharapova

Summative Test

Scanned copy of answer sheets of highest and lowest achiever

Evaluation Rubrics

Activity-1( Group wise)

What are Olympics? Olympics Motto Olympics Flag History Symbol

5 and Extra information Language written clearly. Pictures pasted

Less than 5 Pictures not pasted

Less than 5 Pictures not pasted Grammatical error

Marks 5 4 3

Activity-2( Group wise)

Olympics-2012 Place Time Event Countries participated

All the information given correctly Language written clearly. Pictures pasted

Some information missing Pictures not pasted

Less information Pictures not pasted Grammatical error

Marks 5 4 3

Activity -3 ( Group wise)

Tabulation Of whole event

All the information given correctly. Tables are appealing

Some information missing

Only 50% information

Less than 50%

Marks 5 4 3 2

Activity-4 Construction of Bar Graph manually (Individual Activity)

Bar Graph Axes are properly defined Graph title is there Colourful

Graph title is there Axes are properly not defined

Graph title is not there Axes are properly not defined

Graph is not complete

Marks 4 3 2 1

Activity-5 Construction of Pie Chart using technology ( Individual Activity)

Bar Graph Axes are properly defined Graph title is there Colourful

Graph title is there Axes are properly not defined

Graph title is not there Axes are properly not defined

Graph is not complete

Marks 4 3 2 1

Work sheets, Quiz and Test were evaluated using scoring key.

Feedback from the students

Students’Website

Our web site: www.datahandlingolympics.wikispaces.com