Support (from Y8 teaching programme)
• Decide which data to collect to answer a question, and the degree of accuracy needed; identify possible sources.
• Collect data using a suitable method, such as observation, controlled experiment, including data logging using ICT, or questionnaire.
• Calculate statistics, including with a calculator; recognise when it is appropriate to use the range, mean, median and mode.
• Construct, on paper and using ICT (a) pie charts for categorical data (b) bar charts and frequency diagrams for discrete data; identify which are most useful in the context of the problem .
• Interpret tables, graphs and diagrams for discrete data and draw inferences that relate to the problem being discussed; relate summarised data to the questions being explored. |
Core (from Y9 teaching programme)
• Gather data from specified secondary sources, including printed tables and lists from ICT-based sources
• Find summary values that represent the raw data, and select the statistics most appropriate to the problem
• Suggest a problem to explore using statistical methods, frame questions and raise conjectures
• Discuss how data relate to a problem; identify possible sources, including primary and secondary sources
• Design a survey or experiment to capture the necessary data from one or more sources; determine the sample size and degree of accuracy needed; design, trial and if necessary refine data collection sheets ; construct tables for large discrete and continuous sets of raw data, choosing suitable class intervals; design and use two-way tables.
• Select, construct and modify, on paper and using ICT, suitable graphical representation to progress an enquiry, including:
- line graphs for time series;
- scatter graphs to develop further understanding of correlation; identify key features present in the data.
• Interpret graphs and diagrams and draw inferences to support or cast doubt on initial conjectures; have a basic understanding of correlation
• Compare two or more distributions and make inferences, using the shape of the distributions, the range of data and appropriate statistics.
• Communicate interpretations and results of a statistical enquiry using selected tables, graphs and diagrams in support , using ICT as appropriate |
Extension (from Y9 objectives for able pupils)
• Identify possible sources of bias and plan how to minimise it.
• Select, construct and modify, on paper and using ICT, suitable graphical representation to progress an enquiry, including (a) frequency polygons (b) lines of best fit by eye, understanding what they represent.
• Examine critically the results of a statistical enquiry, and justify choice of statistical representation in written presentations |
Starters |
Main |
ICT |
Scaffolding |
Key Questions |
Notes |
MAP
~ Exploring hypotheses
|
Mymaths
Various under data section
Active worksheets
Various activities
Keymaths
9-2 Chapter 4,9
MAP
~ Correlation |
MAP
~ Use Internet sources for data:
Census for schools
International database
|
CORNWALL
Vocabulary and key questions related to the Framework
GCSE assessment criteria |
Give examples of discrete / continuous data
Give examples of primary / secondary data
What do these words mean: hypothesis, discrete, continuous, sample?
If you repeated this experiment / survey what would you change?
How can you make sure the questions / experiment is fair?
What information do you need to collect?
|
MAP - Level Ladders
~ Processing, representing and interpreting data
MAP
Extended task:
World Statistics
Database
Outline
Task-sheet
Mark-scheme
|
SHELL
~ A2 Golf shot / Roller coaster L6
~ B1 Sketching graphs from tables L6/7
|
CAME
~ TTM 30 How do I handle the data? L6/7
MAP
~ Plenary processing averages
MEDIAN Averages
~ Can the mean=median=mode? Try with various sized data sets, generalise. L6-8
~ Weather L6/7
~ Grouped data - mean L6
~ Need for an average with a spread L6
|
30 Calculator lessons for KS3
~ Lesson 27 UK Births and deaths |
|
What is an appropriate graph / chart for this? Why?
Can the mean = median = mode?
What do the scales mean?
Where has the data come from?
Is it more efficient to use ICT here?
Are scatter diagrams appropriate for these data?
What does the graph tell you?
Why would you choose to use ICT here?
|
|
ATM Middles
~ The three meanies
SHELL
~ Growth curves L5/6
~ A2 Interpreting points L6
|
KS3
~ 10 questions bank (Securing progression)
~ 3 from 6 pupil responses
~ Discussing pupil responses
~ Revising explanations
~ L3-L5 9D1.1 Handling data L5
~ Y7 Intervention D2.4 L4
SHELL
~ The hurdles race L6
~ Looking at gradients L6/7
|
30 Calculator lessons for KS3
~ Lesson 28 Distance-time graphs |
|
What is wrong with this graph/chart?
Why is this graph misleading?
Does this piece of data fit the trend? If not, can you think of a reason why it doesn't?
|
~ Link with algebra 1/2 Year 9
BOLT 101MP : 12 -Predicting athletic performance - link across strands
Problem solving: KS3 Y9 Securing progression in handling data pack
|