Expected level of development
Australian Curriculum Mathematics V9: AC9M4ST01, AC9M4ST03
Numeracy Progression: Interpreting and representing data: P4
At this level, students conduct statistical investigations, collecting data through survey responses and other methods. They record and display data using digital tools, interpret the data and communicate the results of their findings.
Outline the key stages of a statistical investigation. Elaborate on the key elements and purpose of each stage.
Use a relevant example to model the steps of a statistical investigation using a familiar context and 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. 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 type of pet owned by students in our class? A column graph would be one suitable way to represent the dataset. On the other hand, a question such as ‘what time of the day is usually the warmest’ would involve collecting continuous data, for example, measuring the temperature during the day, perhaps over a week, to look for any relationships or trends. In this case, a line graph would be suitable.
Prompt students to analyse the trends in data or draw conclusions from the data display (visualisation).
Digital tools can be introduced to efficiently record data in tables, and 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.
Please note: This site contains links to websites not controlled by the Australian Government or ESA. More information here.
Teaching strategies
A collection of evidence-based teaching strategies applicable to this topic. Note we have not included an exhaustive list and acknowledge that some strategies such as differentiation apply to all topics. The selected teaching strategies are suggested as particularly relevant, however you may decide to include other strategies as well.
-
Explicit teaching
Explicit teaching is about making the learning intentions and success criteria clear, with the teacher using examples and working though problems, setting relevant learning tasks and checking student understanding and providing feedback.
Go to resource -
Questioning
A culture of questioning should be encouraged and students should be comfortable to ask for clarification when they do not understand.
Go to resource -
Feedback
It has been shown that good feedback can make a significant difference to a student’s future performance.
Go to resource -
Mathematics investigation
By giving students meaningful problems to solve they are engaged and can apply their learning, thereby deepening their understanding.
Go to resource -
Differentiated teaching
Differentiation involves teachers creating lessons that are accessible and challenging for all students.
Go to resource
Teaching resources
A range of resources to support you to build your student's understanding of these concepts, their skills and procedures. The resources incorporate a variety of teaching strategies.
-
Where’s the mankarr? Video observation data: Part 1
In this first of two lessons, students investigate data from animal observations recorded by a video camera.
Go to resource -
Where’s the mankarr? Recording and visualising data: Part 2
In this second of two lessons, students record and visualise data about the bilby (mankarr).
Go to resource -
Scrabble stats
Students acquire data as they analyse a paragraph of text from a recent newspaper, magazine or book.
Go to resource -
Paper planes
Students gather data to respond to the conjecture that symmetry is important to help things fly.
Go to resource -
Leisure survey
This interactive tool has students making choices about questions to ask, then guides the sorting of data in preparation for a news article.
Go to resource -
Rubbish recording and reduction: Part 1
In this lesson sequence, students survey and collect data concerning what is brought to school each day and subsequently becomes rubbish.
Go to resource -
Rubbish recording and reduction: Part 2
In this lesson sequence, students use a spreadsheet to present data in a variety of ways.
Go to resource -
reSolve: Sport stats
An inquiry-based lesson about collecting and representing data, using the context of scores from a sports game.
Go to resource -
Mathematics – 3–6 – Multi-age – Year A – Unit 5
This unit introduces the big idea that questions can be asked and answered by interpreting data.
Go to resource
