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# Mathematics Matters Lesson Accounts 18 - Measuring Readability

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Created on 28 May 2008 by ncetm_administrator
Updated on 16 June 2008 by ncetm_administrator
 Mathematics Matters Lesson Accounts A collection of memorable mathematics lessons that conference and colloquia delegates had observed or taught which they felt were successful.  Each account refers to one or more of the values and principles in the report.

# Lesson Account 18 - Measuring Readability

 Written by Jan Watson Organisation University of Leicester Age/Ability Range Year 8 top set – could be used with other sets.

Pupils were asked previously to bring in two books. One they enjoy now and one for younger reader. (Spares provided)

Asked how they could measure which was easier to read. Discussion in groups and as a class on how it could be done.

Pupils decided all to look at work length – suggested choose a section of book and collected information for 50 words. Pupils collected, tallied – analysed their chosen books.

Children encouraged to summarise data using measures for average and spread.

Compared 2 books. Discussed within groups and with rest of class.

What were the critical moments?
Ownership of resources – brought in or chosen and ways of analysing. Discussion of what the measures showed, some surprises when younger book was harder. Discussion of why.

What mathematics was learnt? (on plan and off plan) and what is the evidence of learning?
Maths/statistics could be used to measure in an everyday context.
Which statistical measures were ‘best’.
Not an overall conclusion – would need to collect more data – continue cycle.

How was that mathematics learnt?
Applying statistical techniques to real data.
Discussion in groups, whole class.
Drawing conclusions – asking more questions.

Other memorable outcomes
Involvement of all children. Their interest in answers and why unexpected outcomes occurred.

## Values & Principles

 Strategies for investigation and problem solving Appreciation of the power of mathematics in society Builds on the knowledge learners already have Uses higher-order questions Encourages reasoning rather than ‘answer getting’

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