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eP for TOPIC 1 (Statistics and Probability)

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eP for TOPIC 1 (Statistics and Probability)

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Reflection on 2 videos given

There are five statistical investigation processes. First, state the problem. This is the step where we identify what we are actually going to collect the data for and why we are collecting the data. The next step is to collect data. Obviously, statistics is largely about using numerical evidence to support something or find some kind of correlation between variables. Third, organize and display the data. It depends on the data that we want to collect, but it's important to organize our data in an appropriate way. Next, the fourth step is to analyze the data. Lastly, we interpret the data and form conclusions. In this investigation process, we can see that it's complicated, but as teachers, we can modify it to help our students understand more.

The following video discusses the roll of the dice in statistics. There are 6 numbers and 6 possibilities when we roll a die. So, the six possibilities are called sample spaces, and when we get any number, it is called a sample point. Next, events can be understood as two or more possibilities.

So, for this video, it is simple, and we can explain it in a very good way to students. To make them understand, as a teacher, interesting activities can be inserted to motivate our students more.

The following video discusses the roll of the dice in statistics. There are 6 numbers and 6 possibilities when we roll a die. So, the six possibilities are called sample spaces, and when we get any number, it is called a sample point. Next, events can be understood as two or more possibilities.

So, for this video, it is simple, and we can explain it in a very good way to students. To make them understand, as a teacher, interesting activities can be inserted to motivate our students more.

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Reflection on 2 videos given

I learned a lot of various types of lines from the first video. Take the horizantal line, for instance. A square or rectangle is constructed with a horizantal line. Apart from that, a line that's vertical. On the sides, squares and rectangles are also constructed with it. Afterwards, the video displays a dashed line, a perpendicular line, a diagonal line, a parallel line that does not touch, and a dotted line. In addition, there exist spiral, zigzag, curved, and wavy or curly lines. These lines are highly beneficial to assist us build or create whatever we want shape. It indicates I have to introduce this line as a teacher before discussing the different kinds of shapes and spaces.

In the second video, he discussed polygons and polyhedra. To avoid confusion when learning shapes, students must understand how to compare polygons and polyhedrons. It helps for educators to introduce students to polygons before trying to explain polyhedrons to them. By referring to polygons as 2-D shapes and polyhedrons as 3-D shapes, we can help our students understand. Recognizing polyhedrons is possible due to their faces, edges, and vertices. A cuboid, for instance, has eight vertices, twelve edges, and six faces. The number of faces, edges, and vertices can be determined using using the developed Euler's formula, even if we only have two pieces of information. The formula for Euler is Faces + Vertices - Edges = 2. However, it is more enjoyable for our students to explore it on their own and then learn the formula.

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Reflection on 2 videos given

Time is the space of time between two events that take place at a specific location. For instance, Kamal left for school at 7 a.m. and got there at 8.30 a.m. Thus, time can be understood as the interval of time between Kamal arriving and Kamal leaving for school.

Now, let's move on to the analysis of the two provided videos. I just found out that there is a water clock for both of these videos. I've never heard of a clock like this from the past. I was only previously aware of sundials and sand clocks. Not just the name, but also the historical use of the water clock.

All in all, this video greatly aided in my understanding of the time. She gave a clear explanation of the differences between the clocks our ancestors used and the ones we use today.

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Reflection on 2 videos given

To start teaching our students about measurement, it would be easier to use non-standard units. Non-standard units are very common to use, where we can use our body or whatever is around us to measure something.

On the first video, I learned that there are two standard units, which are uniform and non-uniform. To understand the difference, a uniform is a measurement where we can use anything like a toothbrush, pencil, or paper clip whose size is fixed. For non-uniform, it's a measurement where we use our body, our arm, and our hand, which is not fixed because the other person's body size is not the same as ours.

In the second video, I learned about mass and liquid volume. Mass can be measured in grams or kilograms. We can use balancing tools to measure mass, which can be categorized as non-standard units. We can compare, for example, how much paper clip is needed for the pencil to balance the balancing tools. Next, liquid volume. We can use a cup or any container to measure liquid volume. For instance, there is juice in a jug. The juice can be measured by using glass, where we can count how much glass is needed for the juice in the jug.