A student is using a spreadsheet app and a graphing app as part of their mathematical toolkit. They have entered the following values for daily travel time (in minutes) over 5 school days:
| Day | Travel time (min) |
|---|---|
| Mon | 22 |
| Tue | 18 |
| Wed | 25 |
| Thu | 20 |
| Fri | 15 |
The spreadsheet has a function that can automatically calculate summary statistics, and the graphing app can display these data using different types of graphs.
List one type of graph (by name) that would be suitable for displaying these travel times for the week.
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Create Free Account Log inThis is a free VCE Units 1 & 2 VM Numeracy practice question worth 1 mark, testing your understanding of Functionalities of math technologies. It falls under Mathematical toolkit in Unit 1: VM Numeracy Unit 1. Submit your answer above to receive instant AI-powered marking and personalised feedback.
In Unit 1 students will develop their numeracy practices to make sense of their personal, public and vocational lives. They will develop mathematical skills with consideration of their local, community, national and global environments and contexts, and an awareness and use of appropriate technologies. These units provide students with the fundamental mathematical knowledge, skills, understandings and dispositions to solve problems in real contexts for a range of workplace, personal, further learning and community settings relevant to contemporary society.
On completion of this unit, the student should be able to select and effectively and accurately use the appropriate mathematical tools and applications chosen from a developing mathematical toolkit relevant to the key knowledge and key skills specified in the Areas of Study 1-4, and across the chosen range of numeracies. The purpose of Outcome 3 is for students to develop a mathematical toolkit to use where necessary as they undertake their numeracy practices, activities and tasks. At the end of Units 1 and 2, students should be developing their skills of both analogue and digital technologies with the ability to identify and use a range of appropriate mathematical tools (analogue and digital/technological) to solve and communicate mathematical problems embedded in practical contexts.
the numerical, graphical, symbolic, geometric and statistical functionalities of this range of technologies
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