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 inon use of Technology inon use of Technology inon 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 inon use of Technology inon use of Technology inon 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 “21st
Century
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: pnpratima@gmail.com
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
BarGraph-8
quiz2
Work
sheet
10
Test10
Totaloutof
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 15th
August
Record of
Data in Scrap
Book
Tabulation of Data a) Country wise
b) Sports wise
All members
of team
15th
August 30th
August
Scrap Book
Presentation of
data
a) Bar Graph
b) Pie Chart
All members. 4th
Sept 25th
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 15th
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

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/pagehighlights/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.
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.
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)

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

Use_of_technologyin_teaching_Mathematics pratima_nayak

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

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