muddying the waters r1.pdf

# He used the results to draw this chart scatter chart

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He used the results to draw this chart: Scatter chart: Chemical concentration and number of visitors At the same time the manager asked 18 visitors this question: ‘The odor you can smell originates from the pollution in the river. Is it spoiling your enjoyment of the Center?’ He displayed the results as a pie chart. Pie chart showing the percentage of visitors whose enjoyment was spoiled. ±²² ±²³ ±²´ ±²µ ±²¶ ±²· ±²¸ ±²¹ ±³º º ± ² ³ ´ µ · ¸ ¹ ±º ±± ±² ±³ ±´ ±µ !"#\$%#&'(&)"# "+ \$,%-)\$(. )# ')/%' 0-1 2%' \$34)\$ -%&%'56 73-4%'"+/)8)&"'8&"9)/%'!%#&%' %(\$,-"#&,6 The Center Manager writes to the Environmental Officer to try to get something done about the river pollution: Tasks 1. Describe in detail what you think the two charts show. 2. Do you think the Riverside Center Manager’s argument is fair? Explain your reasoning. Dear Environmental Officer, Please find enclosed two charts. The scatter chart clearly shows that the increase in the concentration of the chemical in the river has caused a real drop-off in visitor numbers to the Center over the last year. The pie chart proves that people (not surprisingly) don’t like the acrid smell of pollution wafting up from the river. The river needs to be cleaned up; it’s not good for the environment and it’s certainly not good for my business. Please let me know what action you intend to take. Yours faithfully, Manager, Riverside Center

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Teacher guide Interpreting Data: Muddying the Waters T-3 Your goal is to be able to answer questions like these confidently by the end of the next lesson. At this stage, do not help students with the task or comment on their work. Stop them after 15 minutes, whether or not they have finished. Collect in students’ papers for analysis. Preparation for the next lesson (5 minutes) Explain the theme for the next lesson. You need three copies of the role-play script A Case of Muddying the Waters . Next lesson we are going to continue the theme of river pollution with some role-play. The role-play sets the scene for the task. An Assistant DA talks to a local Environmental officer and a Factory owner about the pollution of a river. Who wants to play these three roles? Give each volunteer a copy of the role-play script A Case of Muddying the Waters . Ask the volunteers to read over their parts before the next lesson. If you wish, enrich the role-play by asking the volunteers to bring in a few theatrical props. Assessing students’ responses Collect students’ responses to the task. Make some notes on what their work reveals about their current levels of understanding. The purpose of this is to forewarn you of issues that will arise during the lesson itself, so that you may prepare carefully. We suggest that you do not score students’ work. Research shows that this is counterproductive, as it encourages students to compare scores and distracts their attention from how they may improve their mathematics.
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