Sample Unit – Mathematics Standard – Year 11

Sample for implementation for Year 11 from 2018

Unit title Classifying and Representing Data Duration 15 hours

Topic Statistical Analysis Subtopic MS-S1: Data Analysis

Subtopic focus Resources

The principal focus of this subtopic is planning and management of data Access for teacher and student to spreadsheet technology.
collection, classification and representation of data, calculation of summary
statistics for single datasets and their use in the interpretation of data. Access for teacher and student to the internet.

Australia Bureau of Statistics (ABS): www.abs.gov.au

Students develop awareness of the importance of statistical processes and CensusAtSchool Australia: http://www.abs.gov.au/censusatschool
inquiry in society.
Numeracy in the News:
http://www.mercurynie.com.au/mathguys/mercury.htm

Within this subtopic, schools have the opportunity to identify areas of Stage 5 AAMT Top Drawer Teachers: http://topdrawer.aamt.edu.au/Statistics/Good-
content which may need to be reviewed to meet the needs of students. teaching

Other www.nss.gov.au, www.statisticsworldwide.com, www.usa.gov/statistics

This unit provides opportunities for the integrated delivery of the Mathematics
Life Skills course. Eligibility for Life Skills courses is determined through the
school’s collaborative curriculum planning process. Personalised adjustments
have also been included to meet the needs of a student with disability. Read
the student’s case study here.

Outcomes Assessment strategies

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A student: Informal assessment:

› represents information in symbolic, graphical and tabular form MS11-2  Students respond to prompts of keywords related to the unit to establish
› develops and carries out simple statistical processes to answer questions what prior knowledge they have, either orally as a class, as a class
posed MS11-7 brainstorm, or in groups on paper. The ‘Chalk Talk’ Routine from ‘Visible
› uses appropriate technology to investigate, organise and interpret Thinking’ is one method of doing this.
information in a range of contexts MS11-9  Students read some questions on prior and early knowledge in the topic,
› justifies a response to a given problem using appropriate mathematical and traffic light the questions as green (I understand), amber (I understand
terminology and/or calculations MS11-10 bits or I sort of understand) or red (I don’t understand). This can be done by
showing a card of that colour, colouring in, or simply writing a G, A or R
The following Life Skills outcomes have been integrated into this unit: next to each question.
› engages with mathematical symbols, diagrams, graphs and tables to  Student responses to a class discussion can inform the teacher of the
represent information accurately MALS6-2 learning required.
› uses data in a range of contexts MALS6-9  Students work either individually or in small groups, to draw a mind map,
› engages with mathematical skills and techniques, including technology, to poster or summary of their prior learning in the topic.
investigate, explain and organise information MALS6-13  The teacher starts each lesson with a number of brief questions that review
› communicates mathematical ideas and relationships using a variety of the key concepts of previous lessons and/or key skills that will be required
strategies MALS6-14 in the lesson that will follow.
 As a plenary to a lesson ask students to summarise the core ideas they
have learnt in their book, on a piece of paper to hand in, or orally.
 Run a ‘micro-lab’ where students bring a question they were unable to
answer. Students work in groups of three to discuss the questions and
share their ideas. Emphasise that a minute of silence to consider each
question is important, to establish that thinking time is necessary in
mathematics.

Formal assessment:

An investigative task based on students using the knowledge, understanding

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 and skills they have developed in this topic to analyse data from government
websites, for example the Australian Bureau of Statistics, The Bureau of
Meteorology or Graduate Careers Australia.

Note: There is no requirement for formal assessment of Life Skills outcomes.

Content Teaching, learning and assessment strategies Personalised adjustments

Case study: Kai

S1.1: Classifying and representing The teacher conducts a class discussion about the ways in which surveys can Provide Kai with a graphic organiser,
data (grouped and ungrouped) be conducted and considers possible flaws in the methods of data collection. such as a Pros and Cons chart or
Questions to prompt discussion could include: What is the difference between Plus, Minus, Interesting table to
Students: a census and a sample? How can a sample be selected so that it most record the advantages and
accurately reflects the entire population? disadvantages of conducting
● describe and use appropriate surveys.
data-collection methods for Students conduct a census/sampling experiment where the entire class Kai to complete a vocabulary chart
samples and population ◊ responds to a simple survey question and then explores the differences that for terms associated with this topic,
arise when various samples are taken. including census and sample. The
– investigate whether a sample vocabulary chart should include the
obtained from a population Students explore the effect of different random samples on the understanding following columns:
of the population. For example use a mini pack of coloured lollies to count the
may or may not be – definition
number of each colour, in order to predict the proportion of each colour that
representative of the was intended in the factory settings. – example
population by considering – non-example
different kinds of sampling Students use a random sample generator to explore the differences that arise – connections (concepts the
methods: systematic when different samples or different sizes of samples are taken. For example: term is associated with)
sampling, self-selected http://www.cas.abs.gov.au/cgi-local/cassampler.pl Kai should be encouraged to add to
sampling, simple random the chart throughout the unit.
Students consider when the selection of a stratified sample by age could be
sampling and stratified used. For example can the gender ratio in Year 11 across NSW be estimated
sampling from the number of boys and girls in a particular Year 11 class?

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Content Teaching, learning and assessment strategies Personalised adjustments

Case study: Kai

– investigate the advantages

Students design and construct a questionnaire. They consider the number of
and disadvantages of each choices in a question, for example if only an even number of choices is given,
type of sampling this may force an inaccurate opinion from the respondents in relation to a
– describe the potential faults in particular question, while for some questions it may be appropriate to allow a Negotiate a topic for Kai’s survey
the design and practicalities neutral choice. Students also consider different ways of presenting questions in that is familiar to him, for example to
of data- collection processes, a survey, for example open questions, yes/no questions, tick boxes or find out which sports the school
eg surveys, experiments and response scales versus continuum scales. should offer to students the following
observational studies, year. Provide Kai with a model of
Students collect, display and discuss a variety of graphs sourced from the
misunderstandings and media and answer the following questions for each graph: Is the graph each of the different question types
misrepresentations, including misleading? How was the data collected? Is the story that accompanies the that can be included in a survey. Kai
examples from the media graph based on fact? What other data could be collected to clarify the issue? is to create at least one of each type
of question in his survey.

Life Skills The teacher conducts a class discussion which includes:

Provide Kai with a media article that
is accessible to him and scaffolded
● recognise information in a variety  the importance of collecting data for decision-making by governments
questions, such as:
of tables and graphs  the reasonableness of drawing conclusions about populations from particular
samples, for example whether it is appropriate to draw conclusions about the  How was the data collected?
● recognise examples of data whole school from data based on a single class  How is the data represented?
observable in their everyday life
 possible bias, such as how representative the sample chosen is, and other  Is the visual representation of the
● identify the purpose of collecting issues that may affect the interpretation of the results. data effective?
a set of data  Is the data accurately
represented?
● identify a range of ways that data
The teacher issues a formal investigative assessment task based on the
can be collected to answer a
analysis of data from various government websites. The teacher discusses the
given question
nature and scope of the task, the marking criteria and way in which the Refer to assessment activity for
students can access feedback and support. personalised adjustments for Kai.

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Content Teaching, learning and assessment strategies Personalised adjustments

Case study: Kai

Life Skills
Class discussion: Discuss different ways individuals use tables and graphs in
their everyday life.
Explore a range of sample tables and graphs. Each student is to select a table
and/or graph and identify the data being presented. Students are to discuss the
purpose of the graph or table they chose, focusing on:
 What type of data is presented?
 Why do you think they used a table/graph?
 Do you think the table/graph is an effective choice?
 Do you feel this data could be presented better? How?
 What was the purpose of collecting the data?
Questions to prompt discussion could include: Why do we collect data? What
is the difference between a graph and a table? Why do we use graphs? Why
do we use tables? What are some ways data can be collected?

Students explore the 2016 Census questions and classify the data collected: Provide Kai with a sample of
● classify data relating to a single
http://www.abs.gov.au/ausstats/[email protected]/Lookup/2901.0Main questions from the 2016 Census that
random variable ◊ %20Features802016/$FILE/2016%20Census%20Sample%20Household relate to familiar experiences and
– classify a categorical variable %20Form.pdf associated data. Ask Kai to classify
as either ordinal, eg income the data as:
level (low, medium, high) or Students explore the similarities and differences between different types of
– categorical – values that can
nominal, eg place of birth data. For example students use the CensusAtSchool Australia activities:
http://www.abs.gov.au/websitedbs/CaSHome.nsf/Home/CaSQ+3A+WHAT'S+T be sorted into groups
(Australia, overseas) – numerical – values that can
HE+DIFFERENCE+BETWEEN+NUMERICAL+AND+CATEGORICAL+DATA
– classify a numerical variable be measured.
and
as either discrete, for http://www.abs.gov.au/websitedbs/CaSHome.nsf/Home/
example the number of rooms CaSQ+3B+NUMERICAL+DATA:

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Content Teaching, learning and assessment strategies Personalised adjustments

Case study: Kai

+WHAT'S+THE+DIFFERENCE+BETWEEN+DISCRETE+AND+CONTINUOU
in a house, or continuous, eg
S
the temperature in degrees
Celsius
Life Skills
Provide students with a range of items that students are required to either
Life Skills categorise or count, eg categorise drawing pins according to colour, count the
number of drawing pins.
● identify a range of ways that data
can be collected to answer a Provide students with different survey topics and ask them to
given question identify if the topics will produce categorical data or numerical
● order and sort data into groups, data (the CensusAtSchool Australia activity will provide a basis
categories or ranges for teachers to develop survey topics:
http://www.abs.gov.au/websitedbs/CaSHome.nsf/Home/CaSQ+3
A+WHAT
%27S+THE+DIFFERENCE+BETWEEN+NUMERICAL+AND+CATEG
ORICAL+DATA). Questions from the last census might also be
useful for this activity.
The teacher reviews Stage 5 methods of organising and displaying data. Kai to complete the following table to
● review how to organise and
Students discuss the suitability of various types of graphical display to the data. illustrate the most appropriate types
display data into appropriate For example why is it inappropriate to use a line graph to display categorical of data for a range of graphical
tabular and/or graphical data?; why is it inappropriate to use a pie chart to explore trends in numerical displays:
representations AAM ◊ data? Graphical Type of data
– display categorical data in display
tables and, as appropriate, in Students use spreadsheets to organise and display the data they have
both bar charts or Pareto collected through a self-designed survey. They evaluate the merits and failings
of different graphical displays. Provide Kai with four sets of data in
charts
a spreadsheet, relating to a topic of
– display numerical data as Students gather data associated with the real-world context of driving. They interest or a familiar experience. He
frequency distribution tables display the data in a variety of appropriate graphical forms. Students interpret, is to visually represent the data and
and histograms, cumulative compare and contrast the graphs and tables as they respond to guided explain his choice of graphical

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Content Teaching, learning and assessment strategies Personalised adjustments

Case study: Kai

questions. For example: A lobby group is proposing that NSW introduces ‘triple display.
frequency distribution tables
demerit’ days. What evidence supports their proposition? What days should be
and graphs, dot plots and declared ‘triple demerit’ days? Students prepare a report that includes graphs Provide scaffolded questions for Kai
stem and leaf plots (including with visual impact. in relation to the data on driving. The
back-to-back where questions should move from literal to
comparing two datasets) ‘We are an environmentally friendly school.’ Students design a survey, collect inferential to applied (with more
– construct and interpret tables data and display the data in a variety of appropriate and visually appealing questions at the literal level).
and graphs related to real- forms in order to provide the school principal with evidence to support or refute
this claim. Discuss with Kai the sorts of data
world contexts, including but
that should be collected to support or
not limited to motor vehicle refute the claim, ‘We are an
Life Skills
safety including driver environmentally friendly school’.
behaviour, accident statistics, Discuss common features of graphs. Offer a range of graphs as examples for Allow him to develop a survey based
blood alcohol content over students to refer to. Ask students to identify the common features and why they on this discussion, using the models
time, running costs of a motor are important (heading, scale, key, axes, labels). of different types of survey questions
vehicle, costs of purchase Students consider the question, ‘Why do we use different methods to display previously provided. After Kai has
collected the data, he can use an
and insurance, vehicle data?’ Provide students with three different datasets and ask students to select
online scaffold such as canva.com to
depreciation, rainfall graphs, a line graph, column graph or pie chart to display the data. Students justify create an infographic to represent
hourly temperature, their choices. Students construct the graphical display, ensuring they are his data.
household and personal displaying the data accurately, for example: https://www.canva.com/create/
water usage  look at the data and decide on a scale infographics/
 label the axis and mark the scale
● interpret and compare data by  plot points on a graph/mark columns/indicate pictures
considering it in tabular and/or
 join the points/construct the column or add the picture
graphical representations AAM ◊
 create the key
 add the heading.
– choose appropriate tabular
and/or graphical Students engage in the activity to design a survey, collect and
representations to enable display data in order to support or refute the statement, ‘We are
comparisons an environmentally friendly school’.

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Content Teaching, learning and assessment strategies Personalised adjustments

Case study: Kai

– compare the suitability of

different methods of data
presentation in real-world
contexts, including their visual
appeal, eg a heat map to
illustrate climate change data
or the median house prices
across suburbs

Life Skills
● identify common features of
graphs, including heading, scale,
key, axes and labels, and locate
these on graphs
● choose the most appropriate
display for a dataset
● construct a line, picture or
column graph with increasing
accuracy, for example:
– use correct graphing
techniques eg equal
(measured) spacing, ruling of
lines
– include all relevant,
commonly accepted features
of graphs
– plot points or measure
columns accurately as

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Content Teaching, learning and assessment strategies Personalised adjustments

Case study: Kai

required
– use graph paper to assist with
creating graphs
– use digital technologies to
create a range of graphs

S1.2: Summary statistics Students are provided with a pack of cards that include at least five groups Provide Kai with a pack of cards that
comprising a table or graphical display of a dataset; the population mean; the include three groups comprised of: a
Students: population standard deviation; the sample mean; and the sample standard
table, the population mean, a graph.
deviation. Students sort the cards into matching ‘sets’ of the same dataset.
● describe the distinguishing Students then design a version of this game themselves, working in small Kai is to sort the cards into a
features of a population and groups to analyse a single dataset before duplicating each set to form the set matching ‘set’.
sample ◊ of cards.

– define notations associated Life Skills

with population values Discuss the term ‘average’. Demonstrate how an average is calculated.
(parameters) and sample- Students identify when averages are used in their everyday life, eg sport.
based estimates (statistics), Students to calculate a range of real-life sample averages, eg average cricket
including population mean μ, score, average weekly repayment for a car loan.
population standard deviation
Explain that the term ‘mean’ is the mathematical term for ‘average’.
σ , sample mean x and
sample standard deviation s Students to complete a range of mathematical calculations involving
mean.
Life Skills
● recognise the terms ‘mean’ and
‘average’ describe the same
concept in everyday use

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Content Teaching, learning and assessment strategies Personalised adjustments

Case study: Kai

● use statistical calculations to

investigate data in work or other
everyday situations

● summarise and interpret grouped Students measure the lengths of their lower and upper legs. The teacher Provide Kai with a copy of the data
and ungrouped data through coordinates the collection and analysis of data from all students in the class. collected from all students in the
appropriate graphs and summary Students use their knowledge about measures of central tendency to decide on
class.
the best measurements for a chair specifically designed for young people in
statistics AAM ◊
their age group. Kai can work with a partner to
– discuss the mode and calculate the mean, mode, range
Students solve problems involving measures of central tendency. For example: and median for the data. With his
determine where possible
(i) If the class were to calculate the mean and variance of their ages now and partner or in a group, he can decide
– calculate measures of central in 10 years’ time how would they have changed?
tendency, including the on the best measurements for a
(ii) A sample of size 20 has a mean of 2.2. Another two values are added to
arithmetic mean and the the sample, both being 3.3. What is the new mean? chair specifically designed for young
median (ACMEM050) a. If the word ‘mean’ was replaced by the word ‘median’, what can be said people in their age group.
– investigate the suitability of about the new median?
measures of central tendency b. If the word ‘mean’ was replaced by the word ‘mode’, what can be said
about the new mode?
in real-world contexts and use
them to compare datasets
Life Skills
Introduce the term ‘range’. Explain the range is the difference between the
– calculate measures of spread
highest score and the lowest score in a dataset.
including the range, quantiles
(including but not limited to Give students a range of different datasets and ask them to calculate the
quartiles, deciles and range.
percentiles), interquartile Introduce the terms ‘median’ and ‘mode’. Explain each term and why they are
range (IQR) and standard important when analysing data.
deviation (calculations for Using the same datasets, students calculate the median and mode.
standard deviation only
Case study – Sydney trains
required using technology)
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Content Teaching, learning and assessment strategies Personalised adjustments

Case study: Kai

Looking at data of Sydney trains, students are to identify:

Life Skills  Which train line is the most popular (mode)?
● calculate the range for a simple  What is the average number of people (mean) who travel on that train line
dataset and discuss its meaning daily or monthly?
 What is the average cost of a ticket on that line?
● calculate the mean, median and
 What is the range in time of the trains on that line?
mode for a simple dataset and
discuss each concept The following website might provide useful data:
https://public.tableau.com/profile/
● use statistical calculations to
bureau.of.transport.statistics#!/vizhome/PTVisualisation-Train-
investigate data in work or other
2_7_3-Nov16/Welcome
everyday situations

Students use a spreadsheet to explore the effect of outliers on the summary Provide Kai with visual
● investigate and describe the
statistics and the shape of the display. representations of outliers.
effect of outliers on summary
statistics ◊
– use different approaches for
identifying outliers, including Students solve simple problems involving the comparative size of the mean
consideration of the distance and median. For example add one score to a set of scores so that the median
from the mean or median, or remains unchanged but the mean increases or decreases; the mean remains
the use of Q 1−1.5 × IQR and unchanged but the median increases or decreases.
Q 3+1.5 × IQR criteria,
recognising and justifying
when each approach is Students analyse the effect of outliers on a dataset by first identifying outliers in
appropriate a set of data, then constructing a graphical display of the data with and without
– investigate and recognise the the outlier(s) and discussing the effect of removing the outlier on the five-figure Provide Kai with a dataset including
effect of outliers on the mean summary, the mean, median and the shape of the display. two outliers – one high and one low.
He uses this dataset to construct a
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Content Teaching, learning and assessment strategies Personalised adjustments

Case study: Kai

graphical display of the data. Ask Kai

and median
to find the mean, mode, range and
Life Skills median for the dataset.
Life Skills
Ask students to research the area in which they live and find out the mean,
● compare means and medians in
median and range of 10 current houses for sale. Students share their
a range of contexts, for example:
information with the class.
– compare and discuss why the Kai can complete the following
mean house price in a suburb Students respond to the following questions: exercises using his dataset:
might be much higher than  Do you feel the mean price is accurate?
the median house price if  Were there any houses in your area that were well above or below the ● Eliminate the high outlier and find
there is an unusually average prices? What does this do to the data? the mean, mode, range and
expensive sale median. Explain the difference to
 Why do you think there is a difference in house price between areas?
● interpret information about a your original findings.
 What does a higher mean tell us about the area?
dataset and use it to draw ● Eliminate the lower outlier and
 What does a lower mean tell us about the area?
conclusions find the mean, mode, range and
 What does a large range tell us about the area? median. Explain the difference.
● Eliminate both outliers and find
the mean, mode, range and
median. Explain the difference.

The teacher sources a recent article from the media that has a number of Provide Kai with a media article that
● investigate real-world examples
different data displays accompanying the text. Students respond to the article is on a topic that he is familiar with,
from the media illustrating
through key questions such as: Which organisation collected the data? Is the and that is accessible to him, for
appropriate and inappropriate
data display a reasonable choice of graphic? Students write a paragraph of example an article with one data
use or misuse of measures of
approximately 100 words comparing the data display with the text of the article display and accompanying text that
central tendency and spread
– are the conclusions made in the article reasonable? Students create different has been ‘chunked’ into smaller
(ACMEM056) AAM
graphical displays of the data in the article. If the article misrepresents or sections.
misuses the data, students correct the misrepresentation and rewrite the
Life Skills
relevant sections of the article.
● interpret graphs, tables and

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Content Teaching, learning and assessment strategies Personalised adjustments

Case study: Kai

Provide a scaffold for Kai to

datasets from a variety of
complete the paragraph comparing
common sources, for example: Life Skills the data display with the text.
– newspapers
Source a recent article from the media that includes at least one data display to
– television
accompany the text. Students answer the following questions:
– internet
 What does the data tell us?
 Do you believe the data is accurate? Why or why not?
 Does the graph appropriately represent the data?

Students explore the different shapes of the graphical display of data. For Provide Kai with a copy of graphical
● describe, compare and interpret
example complete the CensusAtSchool activity: displays that demonstrate a:
the distributions of graphical
http://www.abs.gov.au/websitedbs/CaSHome.nsf/Home/CaSQ+1D+NUMERIC
displays and/or numerical – positive skew
AL+DATA+USING+GRAPHS+TO+DESCRIBE+DISTRIBUTION
datasets and report findings in a – negative skew
systematic and concise manner or – symmetric skew.
AAM ◊ Assist Kai to write definitions of
– identify modality (unimodal, https://www.geogebra.org/m/UhM6eEyq these into his vocabulary chart
bimodal or multimodal) before completing the online
– identify shape (symmetric or activities.
positively or negatively Life Skills
skewed)
Students use the Job Outlook website to research five jobs they are interested
– identify central tendency,
in and compare the weekly earnings of each. Students create a graph
spread and outliers, using
displaying the data and determine the mean, mode, median and range.
and justifying appropriate
criteria http://joboutlook.gov.au/
– calculate measures of central Students describe their data display, providing possible reasons for the
tendency or measures of differences in weekly earnings between the jobs they have selected (eg
spread where appropriate experience, qualifications).

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Content Teaching, learning and assessment strategies Personalised adjustments

Case study: Kai

Life Skills
● use statistical calculations to
investigate data in work or other
everyday situations
● interpret information about a
dataset and use it to draw
conclusions

The teacher enables students to link taking samples with creating box-plots:
● construct and compare parallel
http://www.scootle.edu.au/ec/viewing/L2342/index.html
box-plots AAM
– complete a five-number
summary for different
datasets (ACMEM058) Students compare parallel box-plots to ‘Fix the Matchbox Machine’:
http://www.scootle.edu.au/ec/viewing/L2336/index.html
– compare groups in terms of
central tendency (median),
spread (IQR and range) and
outliers (using appropriate Students use graphing technologies to construct and compare box-plots. They
criteria) make changes to the data and observe the subsequent changes in the box- Kai can work with a partner to
plot. Students comment on the effect of the change in data to the shape of the construct and compare box-plots.
– interpret and communicate display.
the differences observed
between parallel box-plots in
the context of the data The teacher prepares a set of cards that includes a box-plot, the five-number
summary and the simple dataset for about five different datasets. Students
work in small groups with a mixed set of cards to determine the matching
Life Skills datasets.

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Content Teaching, learning and assessment strategies Personalised adjustments

Case study: Kai

● recognise and describe trends in

data The teacher may provide in-class time for students to finalise their response to
● use information to extrapolate or the formal assessment task and assist with the submission of any digital files.
make predictions from data
● present findings of a statistical
investigation using a range of
formats and techniques Life Skills
What effects does a continued increase in population have on a country? What
effect would a decrease in population have on a country? Do the leaders of a
country need to be concerned about population growth?
Case study – population growth
Students examine the population growth in Australia over the past 50 years
compared to China’s population growth. What differences can be identified?
Students predict the population of both China and Australia for the next year,
for five years and ten years (using data). Students share their predictions,
giving reasons. Students graph their predictions. Students can also create a
digital presentation of their findings and predictions.

Prior knowledge Questions and prompts for Working Summary of technology opportunities
Mathematically
Some experience in reading graphs and What would happen if …? Use spreadsheets to collate, analyse and display
interpreting visual displays will be beneficial. What is the same and different about …? data efficiently.
Explain why …
Use online survey forms and data-collection tools,
How can we be sure that …?
such as Google Forms or Survey Monkey, to assist
Of what is this a special case …? in the process of data collection and management.
Give me an example of … Generate random numbers using calculators or

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 What information has been lost? online to select random samples or datasets.
What else can be concluded?
Use graphing technologies such as GeoGebra or
Desmos to construct parallel box-plots and
compare datasets.

Use the internet to research media articles, find

data displays or find data sourced from real-world
situations.
Reflection on learning and evaluation – to be completed by teacher during or after teaching the unit.

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