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Statistics

The document outlines a project aimed at measuring and analyzing students' heights using statistical measures such as mean, median, mode, and range. The chosen method involves direct measurement with a tape measure and data analysis using Excel, resulting in a bar graph and a summary of findings. The project successfully engaged students in understanding statistics through real data, while also providing recommendations for future improvements.

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Luke
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55 views7 pages

Statistics

The document outlines a project aimed at measuring and analyzing students' heights using statistical measures such as mean, median, mode, and range. The chosen method involves direct measurement with a tape measure and data analysis using Excel, resulting in a bar graph and a summary of findings. The project successfully engaged students in understanding statistics through real data, while also providing recommendations for future improvements.

Uploaded by

Luke
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

---

*Title:* *Measuring and Comparing Students' Heights and


Finding the Mean, Median, Mode, and Range*

---

*Stage 1: Problem Identification*

*1.1 Problem Description:*


In many classes, students vary in height. However, we often
don’t know the average or common height. This project helps
understand class height patterns using maths.

*1.2 Statement of Intent:*


To collect and analyze students’ heights using statistical
measures like mean, median, mode, and range.
*1.3 Design Specification:*
- Measure the heights of at least 20 students
- Use centimeters
- Record data accurately
- Calculate mean, median, mode, and range
- Present data using tables and a bar graph

---

*Stage 2: Investigation of Related Ideas*

*Solution 1: Guessing Heights*


- *Advantages:* No tools needed
- *Disadvantages:* Inaccurate and unreliable

*Solution 2: Using School Health Records*


- *Advantages:* Quick access to some data
- *Disadvantages:* Might be outdated
*Solution 3: Measuring Directly with a Tape Measure*
- *Advantages:* Most accurate and updated
- *Disadvantages:* Time-consuming

*Recommendation:*
Measuring directly is best for fresh, reliable data.

---
*Stage 3: Generation of Ideas*

Three methods were considered:


- Manual measurement and handwritten table
- Measurement and entering data into Excel
- Group students by height ranges (e.g., 140–145 cm)

The second idea was chosen—measure heights and use Excel


for calculations and graphs.
---

*Stage 4: Development of Chosen Idea*

*Chosen Solution:*
Use direct height measurement and Excel to calculate stats and
create graphs.

*Why It Was Chosen:*


- Accurate
- Easy to analyze and present
- Saves time with automatic calculations

*Materials Needed:*
- Tape measure
- Excel or graph paper
- Ruler and pen

*Development Process:*
- Measured each student’s height in cm
- Recorded results in a table
- Calculated mean, median, mode, and range
- Created bar graph and sorted data
- Analyzed and interpreted the data

---

*Stage 5: Presentation of Results*

*Final Solution:*
- A table of all student heights
- Bar graph showing distribution
- Written explanation of the mean, median, mode, and range

*Summary of Observations:*
- The average height was 152 cm
- Most students were between 150–155 cm
- A few outliers were either much taller or shorter

*Effectiveness:*
Helped students understand statistics using real data from their
class.

---
*Stage 6: Evaluation and Recommendations*

*Relevance to Intent:*
The project met the goal—it used real height data and helped
students learn about statistical measures.

*Challenges Faced:*
- Some students moved during measurement
- Small errors in rounding needed correction

*Recommendations:*
- Use a fixed wall for consistent measurements
- Try comparing data between boys and girls or across classes
- Do similar projects with weight or shoe size

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