Planning tool

Students:

• pose relevant statistical questions and collect data
• use a frequency table to sort and categorise data
• represent data using a suitable data display
• interpret and analyse data displays
• communicate findings of a statistical investigation.

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 relevant data. For example, students can use a table to construct 4 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
  • when they will need the data by.

• 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 that it is not misleading. Provide guidance to help students make judgements about graphs. Discuss the features of a useful and accurate data display and what they should include, for example, the title and subtitles 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 answer questions using data.

Why are we learning about this?

• Statistical literacy is an important skill to develop.

What to do

1. View the column graph.
2. Your task is to think about what this column graph might represent.
3. Once you decide on what data is being represented complete the following:

• Construct the frequency table used to make this graph.
• Write down the question used to generate this survey.
• Include a scale and title for your graph.

Success criteria

I can:

• record data in a table
• select a relevant scale and add relevant information to a graph so it is clear.