Year 9 Handling
Data Task
8
7
6
5
4
3
2
1
0
1
2
3
4
Mindmap – Begin by identifying the
skills the pupils possess and how they link
Level 4-6 Skills
Pictograms
Bar Charts
Pie Charts
Stem and Leaf diagrams
Equal width Histograms
Frequency Polygons
Two-way tables
Scatter graphs
Line graphs
Calculate:
Labelled
Key required
For discrete and grouped data
Basic understanding of correlation
Identify rogue values
Understanding and drawing lines of best fit by eye
Understand that lines joining points may have no meaning
Mean
Range
Median Small data sets, both continuous and discrete
Modal class
Continuous data
Level 5-8 Skills
Box Plots – understand the relationship between a box plot and a cumulative
frequency curve.
Cumulative Frequency curves: Finding Q1, Q2, Q3 and 0.5(Q3-Q1) and
interpreting.
Find the median and quartiles from a frequency table or list of discrete data.
Justify which average is appropriate to the situation.
Find an estimate of the mean from a grouped frequency table
Distinguish between positive, negative and zero correlation using lines of best
fit.
Use y = mx + c to establish a relationship and appreciate that using the line of
best fit to predict values outside the plotted range may not be reliable.
Select and justify a sampling scheme, including random and stratified.
Understand the terms primary and secondary data.
Interquartile range = spread of the middle 50%, is centred on the median, and
that it eliminates extreme values from the measure of spread.
Discuss
Discuss the data that is available
(in decimal form for Sets 1-4 or in integer form for sets 5 and 6)
2005 SATs Results - All Pupils
1
7.9
26
7.2
51
7.9
76
7.2
101
6.6
2
7.6
27
7.2
52
8.6
77
7.6
102
7.6
3
7.6
28
8.2
53
4.2
78
7.2
103
6.2
4
5.6
29
6.2
54
7.9
79
7.2
104
8.2
5
7.2
30
7.2
55
6.6
80
5.2
105
7.9
6
7.9
31
7.2
56
8.6
81
7.6
106
7.2
7
8.2
32
6.9
57
5.2
82
6.6
107
3.2
8
6.2
33
4.2
58
8.6
83
6.6
108
6.6
Also 2004 – All Pupils, 2004 & 2005 Girls, 2004 & 2005 Boys
Specify and Plan
Discuss possible hypotheses – The two obvious ones
are:
“Boys are brighter than girls.”
“2005 results were better than 2004”
or the converse.
Sampling Data
Discuss stratified, random and systematic sampling and
the strengths and weaknesses of each
Decide which one to use and ensure that you explain
your reasons clearly, including why you didn’t use each
of the other methods – be explicit.
In pairs do the following and then have a class discussion
about some of the plans – highlight weaknesses and
strengths and get pupils to amend theirs if necessary.
Look at the data
Decide on a hypothesis and record it
How much data are you going to collect?
How are you going to record your results?
What graphs are you going to use?
Why?
What averages are you going to use?
Why?
Writing Frames provide a framework
Hypothesis
I believe that …
I expect my research to show that …
The reason I believe this is because …
Writing Frames provide a framework
Sampling
To complete this task I will need to collect
…… pieces of data
because …
I am going to collect this data by …
The reason I have chosen this method is …
Plan
I will draw … and … to display my results.
The reason I will do this is because I expect it
to show me that …
Writing Frames provide a framework
Plan
I will calculate the
and
. The reason I
will do this is because I believe it will show me
that …
Interpretation
This shows me that … This agrees/disagrees
with my original hypothesis. I was surprised to
note that … This may have been because …
Note the following
All graphs must be clearly labelled
There must be an interpretation of every
graph or statistic calculated
Refer comments back to the original
hypotheses
Explain any possible causes of bias or
limitations/improvements