Externally assessed by OCR
Unit Title:
Interpret data and the outcomes of events
Level:
1
Credit value:
3
Guided learning hours:
30
Unit reference number:
R/504/5995
Unit purpose and aim
On completion of this unit the learner will be able to present small sets of data in graphical form
with correct axis and chart headings and understand the benefits in presenting information in this
way. The learner will gain a basic understanding of probability and be able to calculate and
understand the difference between mean and range.
The learner will be able to apply their understanding when working with discrete, real life data they
have gathered, presenting it in an appropriate graphical format and using probability to make
appropriate decisions.
Learning Outcomes
Assessment Criteria
The Learner will:
The Learner can:
1
1.1 Extract information from
 tables
 straight line graphs
 bar charts
 pie charts
 diagrams
 pictograms
Be able to interpret
information from tables,
charts and diagrams
1.2 Draw simple conclusions
from
 tables
 straight line graphs
 bar charts
 pie charts
 diagrams
 pictograms
© OCR 2012
Additional Information
Learners must understand the
meaning of titles, labels, keys,
scale on axis
*Maps to:
Adult Numeracy Core
Curriculum:
 HD1/L1.1: Extract and
interpret information e.g. in
tables, diagrams, charts and
simple line graphs
*Signposts to:
GCSE Maths criteria:
 Extract data from printed
tables and lists
 Interpret a wide range of
graphs and diagrams and
draw conclusions
Functional Skills criteria:
 Extract and interpret
information from tables,
diagrams, charts and graphs
1
Learning Outcomes
Assessment Criteria
2
2.1 Identify appropriate
methods of collecting data
for a specific purpose from
 counting
 questionnaires
Be able to collate and
organise discrete data
2.2 Organise data from
discrete data sets into:
 tally charts
 frequency tables
3
Be able to represent
discrete data in tables,
charts and diagrams
3.1 Identify appropriate labels
for a chart or headings for
a table
3.2 Select and mark
appropriate scales on axes
3.3 Present data in:
 pictograms
 straight line graphs
 bar charts
Additional Information
*Maps to:
Adult Numeracy Core
Curriculum:
 HD1/L1.2:Collect, organise
and represent discrete data
e.g. in tables, charts,
diagrams and line graphs
*Signposts to:
GCSE Maths criteria:
 Design data-collection
sheets, distinguishing
between different types of
data.
Functional Skills criteria:
 Collect and record discrete
data and organise and
represent information in
different ways
*Maps to:
Adult Numeracy Core
Curriculum:
 HD1/L1.2:Collect, organise
and represent discrete data
e.g. in tables, charts,
diagrams and line graphs
*Signposts to:
GCSE Maths criteria:
 Design data-collection
sheets, distinguishing
between different types of
data
 Produce charts and
diagrams for various data
types
Functional Skills criteria:
 Collect and record discrete
data and organise and
represent information in
different ways
4
Be able to calculate the
mean
4.1 Calculate the mean of up
to 10 data items
4.2 Identify the effect on the
mean of outlying values
2
Interpretation is important
*Maps to:
Adult Numeracy Core
Curriculum:
 HD1/L1.3: Find the
arithmetical average (mean)
for a set of data
© OCR 2012
Learning Outcomes
Assessment Criteria
Additional Information
*Signposts to:
GCSE Maths criteria:
 Calculate median, mean,
range, mode and modal
class
 Compare distributions and
make inferences
Functional Skills criteria:
 Find mean and range
5
Be able to calculate the
range
5.1 Calculate the range of up
to 10 data items
Recognise that the range
measures the “spread” of the
data
Interpretation is important
*Maps to:
Adult Numeracy Core
Curriculum:
 HD1/L1.4: Find the range for
a set of data
*Signposts to:
GCSE Maths criteria:
 Calculate median, mean,
range, mode and modal
class
Functional Skills criteria:
 Find mean and range
6
Be able to express
probability using common
vocabulary
6.1 Express probability:
 using the vocabulary
“xxx in xxx chance”
 as Impossible
 as Certain
 as More likely or Less
likely
 as Likely or Unlikely
*Maps to:
Adult Numeracy Core
Curriculum:
 HD2/L1.1: Use the
vocabulary of probability to
discuss the likelihood of
events
*Signposts to:
7
Be able to express the
probability of an event as a
fraction or decimal or
percentage
© OCR 2012
7.1 Place events on the
probability scale
7.2 List all possible outcomes
of a single trial
GCSE Maths criteria:
 understand and use the
vocabulary of probability and
the probability scale
Functional Skills criteria:
 Use data to assess the
likelihood of an outcome
Recognise that
o Impossible events
have probability zero
o Certain events have
probability = one
Interpretation is important
3
Learning Outcomes
Assessment Criteria
7.3 Express probability as the
number of ways the event
can happen divided by the
total number of possible
outcomes
Additional Information
*Maps to:
Adult Numeracy Core
Curriculum:
 HD2/L1.2: Express the
likelihood of an event using
fractions, decimals and
percentages with the
probability scale of 0 to 1
*Signposts to:
GCSE Maths criteria:
 Understand and use the
vocabulary of probability and
the probability scale
 Understand and use
estimates or measures of
probability from theoretical
models, (including equally
likely outcomes), or from
relative frequency
 List all outcomes for single
events, and for two
successive events in a
systematic way and derive
related probabilities
Functional Skills criteria:
 Use data to assess the
likelihood of an outcome
Assessment
Externally assessed by OCR set and marked tests, requiring short-answer responses.
Available as paper-based and on-screen assessment.
A calculator can be used in this unit.
*Mapping and Signposting Information
This unit covers elements of the Adult Numeracy Core Curriculum (ANCC). For ease of reference
we have indicated which parts of the unit map to elements of the ANCC.
Achievement of this unit will also support learners who wish to progress to other programmes of
learning and the Signposting information indicates areas within a Functional Skills
(English/mathematics) or GSCE (English/mathematics) programme of learning that a learner will
be able to more confidently progress towards after completion. This unit will not support
progression towards any parts of the GCSE or Functional Skills criteria that are in italics.
4
© OCR 2012