WNCP: |
Outcome SP4.1: |
Demonstrate an understanding of many-to-one correspondence by:
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Comparing correspondences on graphs
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Justifying the use of many-to-one correspondences
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Interpreting data shown using a many-to-one correspondence
- Creating bar graphs and pictographs using many-to-one correspondence.
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Indicators: |
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Compare graphs in which the same data have been displayed using a one-to-one and a many-to-one correspondence, and explain how they are the same and different.
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Explain why a many-to-one correspondence is sometimes used rather than a one-to-one correspondence.
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Find examples of graphs in which a many-to-one correspondence is used in print and electronic media, such as newspapers, magazines, and the Internet, and describe the correspondence used.
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Answer a question using a graph in which data are displayed using a many to one correspondence.
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Mathematical Processes: |
Communication
Reasoning
Visualization
Logical Thinking |
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Presentation |
Set
- Have the students watch the power point on the fur trade before explaining that the fur trade was one of the earliest and most important industries in North America and it played a role in developing North America. The fur trade started shortly after contact in 1500 between First Nations people and Europeans. Aboriginal people traded furs for implements, cloth, weaponry and other supplies, which aided in the quality of their livelihood.
Development
- Tell the students that this list (Appendix A) is from Albany, a trading post in the early 1700’s. This list is a one-to-one correspondence as there is one entry list for each good.
- Review the list with your class as some of the goods may be unknown to them. Ask the class how the items listed can be categorized (weaponry, clothing, household items, etc.).
- Provide the class with a set of the items cut out and have the class create a many-to-one correspondence chart with the items. Perhaps something like the chart below or perhaps your students can suggest other ways to display the correspondence.
- Discuss with your students situations where a many-to-one correspondence would be better used than one-to-one correspondence and situations where one-to-one is better than many-to-one. In this example, the owners of the trading post may want a one-to-one correspondence when the goods are delivered to check off that everything has arrived, but may want a many-to-one correspondence to arrange the goods in the store (a row for clothing, a row for household items, etc.).
- Ask the class if they can think of examples where they would find many-to-one correspondence (e.g., media, newspaper, magazines, websites that chart statistics, etc.)
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