Conduct statistical investigations : Year 3: Planning tool

Expected level of development

Australian Curriculum Mathematics V9: AC9M3ST01, AC9M3ST03

Numeracy Progression: Interpreting and representing data: P4

At this level, students conduct guided statistical investigations, collecting data through survey responses and other methods. They record and display data using digital tools, interpret the data and communicate their results.

Outline the key stages of a statistical investigation. Elaborate on the key elements and purpose of each stage.

Provide students with examples of datasets that include:

categorical data (data organised into categories such as age, gender, ethnicity, favourite pet, eye colour)
discrete data (numerical information that has a countable number, such as cars observed on highway, passengers on a train, population of a country).

Guide students to conduct a statistical investigation using a familiar context and collecting a simple dataset. Discuss the types of questions that are suitable for a statistical investigation that will provide useful data. Discuss ways to record data, such as in a table, and the use of relevant headings and labels.

As a class, work through the process of conducting a statistical investigation. Model and explain the use of a relevant data display suitable for the data type. For example, this question would provide discrete data: What is the most common way students in our class travel to school? A pictograph, dot plot or column graph could be used to represent the dataset. Prompt students to interpret the graph and come up with true/false statements to share as a class.

Digital tools can be introduced to efficiently record data in tables, and then use that data to create charts and graphs. Model how to use a simple two-column table to record data and create a graph using a spreadsheet.

Teaching and learning summary:

Model the steps of a statistical investigation using a familiar context.
Introduce ways to use digital tools to efficiently record data and create charts.

Students:

use collected data to construct suitable data displays
interpret datasets
create a graph using data recorded in a table.

Some students may:

have difficulty asking questions that have a statistical application. A way to overcome this is to help students refine their question. This can be achieved by demonstrating which questions will allow them to collect data. For example, students can use a table to construct four different types of questions involving numerical and categorical variables. This can then be followed with a plan stating:
- how they will collect data
- who they will collect data from.
- How much data they will need, and why.
- How they will record the data.
have difficulty accurately representing data using a relevant data display. They may use a scale that is inappropriate or inaccurate and does not suitably fit the range of data points. To address this, as a class or in targeted teaching groups, show graphical representations and discuss issues and ask students to identify the issue and how it can be corrected. In terms of the scale being used, ensure that students relate this back to the context, that the choice of scale makes it easy to interpret the graph, and is not misleading. Help students make judgements about graphs. Discuss the features that a useful and accurate data display should include. For example, the title and labelling should be clear, data must be understandable, scales should use even and consistent intervals, and in column graphs, the columns should have equal spaces in between and each should be the same width.

The Learning from home activities are designed to be used flexibly by teachers, parents and carers, as well as the students themselves. They can be used in a number of ways including to consolidate and extend learning done at school or for home schooling.

Learning intention

We are learning to use a survey to collect data to answer a statistical question.

Why are we learning about this?

We can use data to help us answer questions of interest.
Organising data into categories can help us see patterns or trends in data.

What to do

1. We want to collect information from people across a large age group. The question of interest is: Is there a relationship between a person’s age and their preferred music type?

2. Our class will gather the data and use it to create a class table.

3. Use the following table to record the data. Survey family and family friends. Record their age range and music preferences.

Age range	Preferred music choice 1
0–10
11–20
21–30
31–40
41–50
50–60
60+

4. To make sure the data is usable, ask the person you are surveying to choose one music preference from the following list.

Preferred music choices

hip hop, dance music

hard rock, heavy metal, punk rock

alternative rock, indie rock

pop music, easy listening

country music, folk music

soul music

electronic music

classical music

blues

rap music

5. Why might it be important to provide a list of options?

6. Think of a question you would like to know the answer to.

a. Write your question.

b. Think of options that you could provide to help collect useful data.

c. Explain why you chose those options.

Success criteria

I can:

collect data using a survey
record data in a table
describe ways to ensure useful data is collected from surveying
create a graphical display of the data (at school)
describe findings of my investigation.

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