Statistics I
Level 2: collect and display category data and whole number data in pictograms, tally charts, and bar charts, as appropriate. talk about the features of their own data displays; make sensible
statements about the situation represented by a statistical data display drawn by others.
Level 3: plan a statistical investigation of an assertion about a situation; collect and display discrete numeric data in stem-and-leaf graphs, dot plots, and strip
graphs, as appropriate. use their own language to talk about the distinctive features, such as outliers and clusters, in their own and others’ data displays; make sensible statements about an assertion
on the basis of the evidence of a statistical investigation.
Level 4: plan a statistical investigation arising from the consideration of an issue or an experiment of interest; collect appropriate data; choose and construct quality data displays (frequency tables,
bar charts, and histograms) to communicate significant features in measurement data; collect and display time-series data. report the distinctive features (outliers, clusters, and shape of data
distribution) of data displays; evaluate others’ interpretations of data displays; make statements about implications and possible actions consistent with the results of a statistical investigation.
Level 5: plan and conduct statistical investigations of variables associated with different categories within a data set, or variations of variables over time; consider the variables of interest, identify the
one(s) to be studied, and select and justify samples for collection; find, and authenticate by reference to appropriate displays, data measures such as mean, median, mode, inter-quartile range, and
range; discuss discrete and continuous numeric data presented in quality displays; collect and display comparative samples in appropriate displays such as back-to-back stem-and-leaf, box-andwhisker, and composite bar graphs. use data displays and measures to compare data associated with different categories; make statements about time-related variation as a result of a statistical
investigation; report on possible sources of error and limitations of an investigation.
Level 6: formulate statistical questions about situations involving possible relationships between variables; formulate questions about variations over time in continuous processes; identify data
collection methodology; collect bi-variate measurement and discrete number data, and clearly and concisely communicate the significant features in appropriate displays, including scatter plots. make
and justify statements about relationships between variables in a sample as a result of a statistical investigation; identify long-term and short-term features in time-series data; suggest improvements
in the investigation, design, data collection, or display, where possible inferences are inconclusive.
Support
(Level 2-3)
Lesson 1
Lesson 2
LO:
LO:

Alpha text book
dotplot p. 398 – “dot plot qs”
pictogram p. 401- “Pictogram” (see also
“Pictograph q”
Pie Chart (interpretation only) – “Pie chart qs”
Main
(Level 4-5)

Revise dot plot, pictogram
Understand how to use a tally table, frequency table, and draw a bargraph.
“Favourite Number” Activity
LO:
LO:


Revise dot plot, pie chart, stripgraph, pictogram
Alpha text book
dotplot p. 398
stripgraph p. 399
pictogram p. 401
pie chart p. 404 (including drawing)
Extension
(Level 5)
Lesson 3
LO:
Understand how to use a tally table,
frequency table, and draw a
bargraph.
“Favourite Number” Activity
LO:

Revise dot plot, pie chart, stripgraph,
pictogram

Understand how to use a tally table, frequency table, and draw a bargraph.
“Favourite Number” Activity
Alpha text book
dotplot p. 398
stripgraph p. 399
pictogram p. 401
pie chart p. 404 (including drawing)
Lesson 4
Lesson 5
Lesson 6
Support
(Level 2-3)
LO:
LO: Interpret a barchart
LO:
Understand how to use a tally table,
frequency table, and draw a
bargraph.
“Tallies and barcharts”
“Interpret barchart”
(see also “average wind strength”)
“Barchart”
Main
(Level 4-5)
Finish lesson 3
LO:
LO:






Draw a stem and leaf graph
Understand why to group
continuous data
Form a grouped frequency table
Draw a histogram
Measure the height of students in the
class in cm, and use above techniques to
produce a histogram.
Extension
(Level 5)
LO:
LO:




Draw a stem and leaf graph
Understand why to group
continuous data
Form a grouped frequency table
Draw a histogram
Measure the height of students in the
class in cm, and use above techniques to
produce a histogram.




Draw a stem and leaf graph
Understand why to group continuous
data
Form a grouped frequency table
Draw a histogram
Alpha text book
Stem-and-leaf p. 408
Frequency table p. 425
Grouped frequency table and histograms p. 429




Perform a statistical investigation
Draw a stem and leaf graph
Understand why to group continuous
data
Form a grouped frequency table
Draw a histogram
Alpha text book
Stem-and-leaf p. 408
Frequency table p. 425
Grouped frequency table and histograms p. 429
LO: calculate

median, mode, mean, range

Understand terminology “measure of
central tendency” and “measure of
spread”
Alpha text book:
Mean p. 417
Median p. 418
Mode p. 422
Range – Not covered in text book, but students
should calculate range of all data lists given.
Support
(Level 2-3)
Lesson 7
Lesson 8
LO:
LO: Use a stem and leaf diagram to
organise data


Use a stem and leaf diagram to
organise data.
Interpret a stem and leaf diagram
“Month of Birth”
“Stem and Leaf”
Main
(Level 4-5)
LO: calculate

median, mode, mean, range

Understand terminology “measure of
central tendency” and “measure of
spread”
Alpha text book:
Mean p. 417
Median p. 418
Mode p. 422
Range – Not covered in text book, but students
should calculate range of all data lists given.
Extension
(Level 5)
LO:


Find quartiles and calculate IQR
Draw a box-and-whisker plot
See “Box and Whisker”
Lesson 9
LO: Use a stem and leaf diagram to
organise data
Find the heart rate of the class before
and after exercise. Put into two parallel
stem and leaf diagrams (see Statistics
exemplar).
“Stem and leaf ex”
“Stem and leaf qs”
LO:
LO:


Find quartiles and calculate IQR
Draw a box-and-whisker plot


Find quartiles and calculate IQR
Draw a box-and-whisker plot
See “Box and Whisker”
“Heights of Year 9 Students”
LO:
LO: Describe box-and-whisker plots


Find quartiles and calculate IQR
Draw a box-and-whisker plot
“Heights of Year 9 Students”
“Commenting on Box and Whisker Plots”
Lesson 10
Lesson 11
Lesson 12
Support
(Level 2-3)
LO: Draw and interpret a strip graph
Main
(Level 4-5)
LO: Describe box-and-whisker plots
LO: Describe Box-and-Whisker Plots
LO: Read data from statistical charts
“Commenting on Box and Whisker Plots”
“Distribution matching cards”
“Information from statistical charts”
Ignore Q3. at this level. Ask a range of
questions like: “how many people had more
than two pets”, “how many had less than 3
pets” etc.
Alpha text. 399
And “ strip graph qs”
(At this level, ignore, or edit out, the names of
the distributions).
For lower ability classes, this lesson can be
extended, by “recovering” the data from the
dot plots and calculating quartiles and
medians).
Extension
(Level 5)
LO: Describe Box-and-Whisker Plots
LO: Read data from statistical charts
“Distribution matching cards”
“Information from statistical charts”
(At this level, students are expected to
learn the vocabulary associated with
distributions).
Ask a range of questions like: “how many
people had more than two pets”, “how many
had less than 3 pets” etc.
Make a poster explaining which cards go
together.
LO:
plan a statistical investigation arising
from the consideration of an issue or
an experiment of interest;

collect appropriate data;

choose and construct quality data
displays
“Sugar-Guzzlers”
Guide students towards using a stem-and-leaf
diagram to organise their data. Emphasise “I
noticed” and “I wondered” questions.

Lesson 13
Lesson 14
Lesson 15
Support
(Level 2-3)
Main
(Level 4-5)
LO:
Extension
(Level 5)
Finish lesson 12
LO: Plot a time-series
plan a statistical investigation arising from the consideration of an issue or an experiment
of interest;

collect appropriate data;

choose and construct quality data displays
“Sugar-Guzzlers”
Guide students towards using a stem-and-leaf diagram to organise their data. Emphasise “I
noticed” and “I wondered” questions.

LO: Plot a time-series
Alpha text book
Line graphs p. 410.
Alpha text book
Line graphs p. 410.
LO: Identify long and short term trends
from a time-series
“Trends”
Lesson 16
Support
(Level 2-3)
Main
(Level 4-5)
LO: Identify long and short term trends
from a time-series
“Trends”
Extension
(Level 5)
Lesson 17
Lesson 18