Academic ielts reading test 104 with answers

     
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Suggested Citation:"Comparing Grizzly Bears & Black Bears." National Research Council. 1993. Measuring Up: Prototypes for Mathematics Assessment. Washington, DC: The National Academies Press. Doi: 10.17226/2071.

Suggested time allotment

One class period

Student social organization

Students working alone or in pairs

Task

Assumed background: This vật phẩm assumes that children have had extensive experience with analyzing sets of data, and, especially, with drawing the type of graph sometimes called a line plot. Students should be accustomed lớn deciding what kinds of analytic approaches khổng lồ take. That is, their background


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Suggested Citation:"Comparing Grizzly Bears và Black Bears." National Research Council. 1993. Measuring Up: Prototypes for Mathematics Assessment. Washington, DC: The National Academies Press. Doi: 10.17226/2071.

should go beyond creating graphs và computing averages to include making decisions about what kinds of computations or visual representations are appropriate in a given situation.

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Presenting the task: The teacher should provide a short introduction to lớn the subject matter of the assessment task — two kinds of bears that live in the Rocky Mountains of Montana. Rangers & biologists sometimes collect data on samples of bears. The task is lớn analyze two lists of data from individual grizzly bears và black bears.

As always, pencils, rulers, graph paper, calculators, etc., should be available.

Student assessment activity: See the following pages.


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Suggested Citation:"Comparing Grizzly Bears and Black Bears." National Research Council. 1993. Measuring Up: Prototypes for Mathematics Assessment. Washington, DC: The National Academies Press. Doi: 10.17226/2071.
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Name ________________________________________ Date _____________

The data below give the weights of some grizzly bears & black bears living in the Rocky Mountains in Montana.


Grizzly bears

Black bears

Bob

Male

220 lbs.

Blackberry

Female

230 lbs.

Rocky

Male

170 lbs.

Greta

Female

150 lbs.

Sue

Female

210 lbs.

Freddie

Male

140 lbs.

Linda

Female

330 lbs.

Harry

Male

230 lbs.

Wilma

Female

190 lbs.

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Ken

Male

170 lbs.

Ed

Male

180 lbs.

Hilda

Female

220 lbs.

Glenda

Female

290 lbs.

Grumpy

Male

160 lbs.

Bill

Male

230 lbs.

Blackfoot

Female

150 lbs.

Marcy

Female

170 lbs.

Grempod

Male

200 lbs.


Organize these data in a way that would help you find which kind of bear is heavier — grizzly bears or black bears. (You can use another piece of paper to vì chưng this. Please be sure khổng lồ put your name on it!)

Write down three things that you can tell about the weights of the bears. (You may want to lớn use your answer from question 1 to help you.)


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Suggested Citation:"Comparing Grizzly Bears and Black Bears." National Research Council. 1993. Measuring Up: Prototypes for Mathematics Assessment. Washington, DC: The National Academies Press. Doi: 10.17226/2071.
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Based on these data, how much heavier is a typical bear of one kind than a typical bear of the other kind?

How did you figure out your answer?


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Suggested Citation:"Comparing Grizzly Bears & Black Bears." National Research Council. 1993. Measuring Up: Prototypes for Mathematics Assessment. Washington, DC: The National Academies Press. Doi: 10.17226/2071.
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Rationale for the mathematics education community

The task requires students to lớn analyze a fairly complex set of measurements obtained from a "real world" context that is appealing to lớn children of this age group. Rather than simply reading individual values on a graph or from a table, they must view the data mix as a whole. More specifically, the problem reveals students" ability to lớn create a representation that shows these data on a reasonable scale in a way that allows comparison of the two groups. (Some students may also find ways to lớn show males & females within each group, thereby coping with one numerical and two categorical variables.)

A second reason for including the task in this collection is that it pushes the curriculum lớn include work in data analysis, specifically:

organizing unordered data in a representation that reveals the overall shape and characteristics of the data set;

describing data sets;

summarizing data in a way that enables one to compare two data sets.

As with the other tasks in the collection, it requires students khổng lồ communicate their thinking verbally & graphically.

Task kiến thiết considerations: lưu ý that there are not the same number of bears of each type, which forces the student lớn consider more than just the total weights. In fact, the data have been adjusted so that the sums of the weights are the same. This will serve as a subtle hint khổng lồ the child who adds the two columns of figures và is tempted khổng lồ stop at that point.

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The heaviest bear in the entire phối is a grizzly, which is the heaviest kind of bear. When looking at student responses, one must be careful lớn distinguish reasoning that relies on the difference between the central values of the weights from reasoning that simply cites the heaviest bear.

Even though many of the difficulties associated with performing computations on data have been obviated by the advent of inexpensive hand-held calculators, finding suitable "real world" data is still tricky. Of course children should have