Football investigation

The teacher showed the pupils how to use a spreadsheet as part of a mathematical investigation into probability.

Using a prepared spreadsheet, the teacher threw a die 30 times and demonstrated to the class how to transfer information from a tally into a spreadsheet. The pupils repeated the activity. The teacher asked them to predict the average frequency for each number. In groups, the pupils threw dice and recorded their results. They entered this information into the prepared spreadsheet. The teacher pointed out that the actual results ranged from two to 10. The teacher then taught the class to use the AVERAGE function within the spreadsheet. As a class, the pupils discussed results and created a chart showing the frequency of each number.

Later, the pupils investigated a number of scenarios using a spreadsheet. They were encouraged to collect their own data and design their own spreadsheets. They created charts, using them to identify patterns in the data.

To collect and enter information into a spreadsheet as part of an investigation into probability.

To use a spreadsheet and charts to look for patterns in information.

In this example, Ian has chosen to investigate the frequency and timing of goals in the Football Premiership and entered his data into a spreadsheet.

He has collected information from newspapers and designed his own spreadsheet, choosing to enter data about the frequency of goals at five-minute intervals. He has used the charting facilities of the software to look for patterns in the data. He has used the chart to hypothesise that 'most goals are scored just before half-time and in the last ten minutes of a match'.

The teacher has encouraged him to question the plausibility of the hypothesis by searching for more statistical data using the web. With some support, he has used the web to find an additional source of football statistics. He has printed out a graph entitled 'When the goals go in'. He has compared this new information with his own to question the plausibility of his hypothesis. He has noted that the pattern found in his data was reflected by the more extensive data-set on the website.

Ian has explained that he chose to use the line graph, even though the bar chart was most appropriate for the data, as it was visually easier to compare results from different weeks.

This example illustrates aspects of work at level 4. Ian collects data and uses ICT to organise and interpret the information, exploring patterns and relationships. He searches and locates additional information from the web to test the plausibility of his findings.

To make further progress, Ian could be given opportunities to undertake more complex investigations and construct a database to organise and interrogate data. He might combine different forms of information into a report for a specific audience.