Support (from Y9 teaching programme)
• 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 (a) line graphs for time series (b) 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
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Core (from Y9 objectives for able pupils)
• Identify possible sources of bias and plan how to minimise it
• Identify what extra information may be required to pursue a further line of enquiry.
• Find the median and quartiles for large data sets; estimate the mean, median and interquartile range of a large set of grouped data.
• Select, construct and modify, on paper and using ICT, suitable graphical representation to progress an enquiry, including:
- frequency polygons;
- 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 , recognising the limitations of any assumptions and their effect on conclusions drawn.
• Analyse data to find patterns and exceptions, look for cause and effect and try to explain anomalies |
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Mymaths
Various under data section
Active worksheets
Various activities
Keymaths
9-3 Chapter 4, 9
HORN, Cornwall
~ Drawing scatter graphs
KS3 Securing progression in handling data
~ 10 questions bank
~ 3 from 6 pupil responses
~ Discussing pupil responses
~ Revising explanations
SHELL
~ The cassette tape L7/8
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30 Calculator lessons for KS3
~ Lesson 25 Cumulative Frequency
HORN, Cornwall
~ Grouped mean
~ Drawing scatter graphs
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GCSE assessment criteria
MAP
Random number generator |
Give an example of a survey for which your class would make a fair sample
Give an example of a survey for which your class would make a biased sample
Can the mean = median = mode?
Two amounts, £12,500 and £15,000 were given as the average wage in a company. One was given by the workers union and one was given by the manager. Who gave what and why? Which average gave each figure? Explain you reasons.
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MAP – Level Ladders
~ Collecting, processing and interpreting data
MAP
Extended task:
World Statistics
Database
Outline
Task-sheet
Mark-scheme
Developing reasoning: KS3 Developing and Revising explanations
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