Term 1
Unit 1 Getting things in order
6 hours
Programme of Study for Wales
Solve mathematical problems: select, organise and use the mathematics, sequences of operation and methods of computation needed to solve problems develop and use their own mathematical strategies and ideas, and consider those of others select a variety of possible approaches use their knowledge of mathematical relationships and structure to derive facts that they have not yet learned, and to solve numerical problems use a range of mental and written computational strategies use a variety of checking strategies
Communicate mathematically: use a wide range of mathematical language, notation, symbols and conventions to explain and communicate their work to others generalise and explain patterns and relationships in words and symbols; express simple functions in words and symbolically read mathematical forms of communication, including tables present work clearly, using diagrams and symbols explain strategies, methods, choices, conclusions and reasoning to others in a variety of ways, including orally and in writing
Reason mathematically: justify how they arrived at a conclusion to a problem interpret and use simple algebraic relationships and functions; predict subsequent terms or patterns in number or geometric sequences understand general algebraic statements; make and test generalisations; recognise particular examples of a general statement
Number 1: extend their knowledge of the number system, including decimals and fractions use place value in whole numbers and decimals in computation use negative numbers in a variety of contexts

Unit 2 Get in line
6 hours
Number 2: use a calculator efficiently calculate with whole numbers, negative numbers, decimals, fractions and percentages, understanding the effects of the operations
Number 3: examine features of numbers, including primes, powers and roots explore number and geometric patterns and sequences, e.g. patterns in the natural world, Fibonacci sequences and the Golden ratio
Algebra 1: appreciate the use of letters to represent variables or unknowns experience ways in which algebra can be used to model real-life situations and solve problems generate and generalise simple number sequences
Solve mathematical problems: select, organise and use the mathematics, resources, measuring instruments, units of measure, sequences of operation and methods of computation needed to solve problems select, trial and evaluate a variety of possible approaches use their knowledge of mathematical relationships and structure to derive facts that they have not yet learned use a range of mental computational strategies develop their skills of measuring
Communicate mathematically: use a wide range of mathematical language, notation, symbols and conventions to explain and communicate their work to others read mathematical forms of communication, including tables and diagrams present work clearly, using diagrams and symbols explain conclusions and reasoning to others in a variety of ways, including orally, graphically and in writing
Reason mathematically: give solutions in the context of the problem explain, follow and compare lines of mathematical argument
Number 2: calculate with whole numbers, understanding the effects of the operations

Unit 3 Definitely maybe
6 hours
Shape, position and movement 1: explore properties of shapes through drawing and practical work; construct 2-D shapes from given information explain and use angle properties of 2-D shapes explore the properties of polygons; use these to classify shapes
Solve mathematical problems: select, organise and use the mathematics, resources, sequences of operation and methods of computation needed to solve problems identify what further information or data may be required use a range of mental, written and calculator computational strategies
Communicate mathematically: use a wide range of mathematical language and conventions to explain and communicate their work to others read mathematical forms of communication, including tables, diagrams and graphs explain strategies, methods and choices
Reason mathematically: justify how they arrived at a conclusion to a problem; give solutions in the context of the problem interpret mathematical information presented in a variety of forms; draw inferences from statistics; recognise that some conclusions can be misleading appreciate the difference between mathematical explanation and experimental evidence; recognise inconsistencies and bias evaluate results by relating them to the initial question or problem; develop an understanding of the reliability of results; recognise that inferences drawn from data analysis may suggest the need for further investigation
Number 1: extend their knowledge of the number system, including decimals, fractions, percentages and the relationships between them
Number 2: calculate with whole numbers, decimals, fractions and percentages
Handling data 1: begin to develop an understanding of bias and reliability

Unit 4 Look the part
6 hours
Handling data 2: understand and use the vocabulary of probability and the probability scale from 0 to 1 through experience, experiment and theory recognise situations where probabilities can be based on equally likely outcomes and others where estimates must be based on experimental evidence; use relative frequency over a number of trials as an estimate of probability identify all the outcomes of a combination of two experiments or a compound event
Solve mathematical problems: select, organise and use the mathematics, sequences of operation and methods of computation needed to solve problems develop and use their own mathematical strategies and ideas, and consider those of others break complex problems into a series of tasks use their knowledge of mathematical relationships and structure to derive facts that they have not yet learned, and to solve numerical problems use a range of mental, written and calculator computational strategies
Communicate mathematically: use a wide range of mathematical language, notation, symbols and conventions to explain and communicate their work to others explain strategies and methods to others in a variety of ways, including orally, graphically and in writing
Reason mathematically: extend mental methods of computation to consolidate a range of non-calculator methods justify how they arrived at a conclusion to a problem; give solutions in the context of the problem; confirm that results are of the right order of magnitude
Number 1: extend their knowledge of the number system, including decimals, fractions, percentages and the relationships between them use place value in whole numbers and decimals in computation
Number 2: calculate with whole numbers, negative numbers, decimals, fractions and percentages, understanding the effects of the operations
Measures and money 1: find areas of common shapes

Unit 5 Function frenzy
6 hours
Measures and money 2: understand and use the conventional way of recording money calculate with money and solve problems related to spending interpret a calculator display in relation to money
Solve mathematical problems: select, organise and use the mathematics, resources, measuring instruments, units of measure, sequences of operation needed to solve problems identify what further information or data may be required in order to pursue a particular line of enquiry; formulate questions and identify sources of information break complex problems into a series of tasks use a range of mental, written and calculator computational strategies develop their skills of measuring
Communicate mathematically: use a wide range of mathematical language, notation, symbols and conventions to explain and communicate their work to others express simple functions in words and symbolically read mathematical forms of communication, including tables and graphs present work clearly, using labelled graphs and symbols
Reason mathematically: interpret and use simple algebraic relationships and functions understand general algebraic statements interpret mathematical information presented in a variety of forms
Number 1: extend their knowledge of the number system, including decimals use negative numbers in a variety of contexts
Number 2: calculate with whole numbers, negative numbers and decimals
Number 3: explore inverse number relationships, and use these in computation strategies

Unit 6 Measure up
6 hours
Measures and money 1: use and interpret scale on graphs read and interpret scales on measuring instruments and understand the degree of accuracy that is possible, or appropriate, for a given purpose
Measures and money 2: calculate with money
Algebra 1: extend their knowledge of number operations and relationships to develop the ideas of algebra; appreciate the use of letters to represent variables or unknowns experience ways in which algebra can be used to model real-life situations and solve problems construct and interpret tables and graphs of linear functions; explore the properties of linear functions and their graphs
Shape, position and movement 2: use Cartesian co-ordinates to specify location
Solve mathematical problems: select, organise and use the mathematics, resources, units of measure, sequences of operation and methods of computation needed to solve problems develop and use their own mathematical strategies and ideas, and consider those of others break complex problems into a series of tasks use their knowledge of mathematical relationships and structure to derive facts that they have not yet learned, and to solve numerical problems use a range of mental, written and calculator computational strategies use a variety of checking strategies, including mental estimation, approximation and inverse operations select an appropriate degree of accuracy
Communicate mathematically: use a wide range of mathematical language, notation, symbols and conventions to explain and communicate their work to others read mathematical forms of communication, including tables, diagrams and mathematical texts explain strategies, methods, choices, conclusions and reasoning to others in a variety of ways, including orally and in writing

Term 2
Unit 7 Into the unknown
6 hours
Reason mathematically: justify how they arrived at a conclusion to a problem; give solutions in the context of the problem; confirm that results are of the right order of magnitude interpret mathematical information presented in a variety of forms
Number 1: extend their knowledge of the number system, including decimals and fractions use place value in whole numbers and decimals in computation and metric measurement
Number 2: use a calculator efficiently to plan a complex calculation calculate with whole numbers, decimals and fractions
Measures and money 1: extend their understanding of the nature of measurement develop their understanding of the relationships between units, converting from one metric unit to another know imperial measures in common use and their approximate metric equivalents use compound measures, including metric units where appropriate find perimeters, areas and volumes of common shapes
Solve mathematical problems: select, organise and use the mathematics, sequences of operation and methods of computation needed to solve problems develop and use their own mathematical strategies and ideas, and consider those of others use their knowledge of mathematical relationships and structure to derive facts that they have not yet learned, and to solve numerical problems use a range of mental, written and calculator computational strategies
Communicate mathematically: use a wide range of mathematical language, notation, symbols and conventions to explain and communicate their work to others express simple functions symbolically read mathematical forms of communication, including tables, diagrams and mathematical texts present work clearly using symbols explain strategies, methods and reasoning to others in a variety of ways, including orally and in writing
Reason mathematically:

Unit 8 Clever calculations
9 hours extend mental methods of computation justify how they arrived at a conclusion to a problem interpret and use simple algebraic relationships and functions
Number 1: extend their knowledge of the number system, including decimals and fractions use place value in whole numbers and decimals in computation
Number 2: use a calculator efficiently to plan a complex calculation calculate with whole numbers and decimals
Number 3: examine features of numbers, including powers
Measures and money 1: find perimeters, areas and volumes of common shapes
Measures and money 2: understand and use the conventional way of recording money calculate with money and solve problems related to spending interpret a calculator display in relation to money
Algebra 1: extend their knowledge of number operations and relationships to develop the ideas of algebra; appreciate the use of letters to represent variables or unknowns experience ways in which algebra can be used to model real-life situations and solve problems construct, interpret and evaluate formulae and expressions given in words or symbols
Solve mathematical problems: select, organise and use the mathematics, units of measure, sequences of operation and methods of computation needed to solve problems develop and use their own mathematical strategies and ideas, and consider those of others select, trial and evaluate a variety of possible approaches; break complex problems into a series of tasks use their knowledge of mathematical relationships and structure to derive facts that they have not yet learned, and to solve numerical problems use a range of mental, written and calculator computational strategies

Unit 9 Tons of use a variety of checking strategies, including mental estimation, approximation and inverse operations develop their skills of estimating; select an appropriate degree of accuracy
Communicate mathematically: use a wide range of mathematical language, notation, symbols and conventions to explain and communicate their work to others read mathematical forms of communication, including tables, diagrams, mathematical texts and ICT present work clearly, using diagrams and symbols explain strategies, methods and reasoning to others in a variety of ways, including orally and in writing
Reason mathematically: extend mental methods of computation to consolidate a range of non-calculator methods justify how they arrived at a conclusion to a problem; confirm that results are of the right order of magnitude
Number 1: extend their knowledge of the number system, including decimals and fractions use place value in whole numbers and decimals in computation and metric measurement use negative numbers
Number 3: examine features of numbers, including powers and roots explore inverse number relationships, and use these in computation strategies
Measures and money 2: understand and use the conventional way of recording money calculate with money and solve problems related to saving and spending interpret a calculator display in relation to money
Algebra 1: appreciate the use of letters to represent variables or unknowns evaluate formulae and expressions given in symbols
Solve mathematical problems:

transformations
6 hours select, organise and use the mathematics, resources, measuring instruments, units of measure, sequences of operation and methods of computation needed to solve problems develop and use their own mathematical strategies and ideas, and consider those of others select, trial and evaluate a variety of possible approaches use their knowledge of mathematical relationships and structure to derive facts that they have not yet learned use a range of mental, written and calculator computational strategies
Communicate mathematically: use a wide range of mathematical language, notation, symbols and conventions to explain and communicate their work to others visualise, describe and represent shapes, movements and transformations, using related mathematical language read mathematical forms of communication, including tables, diagrams and ICT present work clearly, using diagrams and symbols explain strategies, methods, choices, conclusions and reasoning to others in a variety of ways, including orally, graphically and in writing
Reason mathematically: justify how they arrived at a conclusion to a problem
Number 1: extend their knowledge of the number system, including decimals, ratios and fractions use negative numbers in a variety of contexts
Number 2: calculate with whole numbers, decimals and fractions, understanding the effects of the operations
Measures and money 1: use and interpret scale on drawings
Shape, position and movement 1: explore properties of shapes through drawing and practical work; construct 2-D and 3-D shapes from given information understand congruence of simple 2-D shapes explore the properties of polygons and polyhedra; use these to classify shapes
Shape, position and movement 2:

Unit 10 Under construction
6 hours use line and rotational symmetries to solve problems in two and three dimensions use Cartesian co-ordinates to specify location develop their understanding of geometric patterns, e.g. wallpaper patterns, Islamic and Celtic designs, quilting patterns , and simple transformations of translation, reflection, rotation and enlargement
Solve mathematical problems: select, organise and use the mathematics, units of measure, sequences of operation and methods of computation needed to solve problems develop and use their own mathematical strategies and ideas, and consider those of others select, trial and evaluate a variety of possible approaches use a range of mental, written and calculator computational strategies use a variety of checking strategies, including inverse operations
Communicate mathematically: use a wide range of mathematical language, notation, symbols and conventions to explain and communicate their work to others read mathematical forms of communication, including tables and ICT explain strategies, methods and reasoning to others in a variety of ways, including orally and in writing
Reason mathematically: give solutions in the context of the problem; confirm that results are of the right order of magnitude interpret and use simple algebraic relationships and functions
Number 1: extend their knowledge of the number system, including decimals and fractions use place value in whole numbers and decimals in computation
Number 2: calculate with whole numbers, negative numbers, decimals and fractions
Number 3: examine features of numbers, including powers and roots explore inverse number relationships, and use these in computation strategies
Measures and money 1:

Unit 11 Dealing with data
6 hours use compound measures, including metric units where appropriate find areas of common shapes
Measures and money 2: understand and use the conventional way of recording money calculate with money and solve problems related to spending interpret a calculator display in relation to money
Algebra 1: extend their knowledge of number operations and relationships to develop the ideas of algebra; appreciate the use of letters to represent variables or unknowns experience ways in which algebra can be used to model real-life situations and solve problems construct, interpret and evaluate formulae and expressions given in words or symbols form, manipulate and solve linear equations
Solve mathematical problems: select, organise and use the mathematics, resources, units of measure, sequences of operation and methods of computation needed to solve problems identify what further information or data may be required in order to pursue a particular line of enquiry; formulate questions and identify sources of information develop and use their own mathematical strategies and ideas, and consider those of others select, trial and evaluate a variety of possible approaches; break complex problems into a series of tasks use a range of mental, written and calculator computational strategies
Communicate mathematically: use a wide range of mathematical language, notation, symbols and conventions to explain and communicate their work to others read mathematical forms of communication, including tables, diagrams, graphs, mathematical texts and ICT present work clearly, using diagrams, labelled graphs and symbols evaluate different forms of recording and presenting information, taking account of the context and audience explain strategies, methods, choices, conclusions and reasoning to others in a variety of ways, including orally, graphically and in writing
Reason mathematically: justify how they arrived at a conclusion to a problem; give solutions in the context of the problem; confirm that results are of the right order of magnitude interpret mathematical information presented in a variety of forms; draw inferences from graphs, diagrams and

Term 3
Unit 12 Number know-how
6 hours statistics; recognise that some conclusions and graphical representations of data can be misleading; examine critically, improve and justify their choice of mathematical presentation
Number 1: extend their knowledge of the number system, including decimals and percentages use place value in whole numbers and decimals in computation
Number 2: calculate with whole numbers, decimals, fractions and percentages
Measures and money 1: extend their understanding of the nature of measurement, including the difference between discrete and continuous measures
Measures and money 2: understand and use the conventional way of recording money calculate with money and solve problems related to spending interpret a calculator display in relation to money
Handling data 1: use a variety of means to collect data in order to follow lines of enquiry or to test hypotheses, e.g. the internet, questionnaires, data collection sheets, experiment begin to develop an understanding of bias and reliability construct appropriate diagrams and graphs to represent discrete and continuous data, including bar charts, line graphs, pie charts and scatter diagrams interpret information given in a wide range of graphs, diagrams and statistics, especially real-life data compare sets of data and their distributions, including methods that involve correlation
Solve mathematical problems: select, organise and use the mathematics, resources, units of measure, sequences of operation and methods of computation needed to solve problems develop and use their own mathematical strategies and ideas, and consider those of others select, trial and evaluate a variety of possible approaches; break complex problems into a series of tasks use their knowledge of mathematical relationships and structure to derive facts that they have not yet learned, and to solve numerical problems

use a range of mental, written and calculator computational strategies use a variety of checking strategies develop their skills of estimating; select an appropriate degree of accuracy
Communicate mathematically: use a wide range of mathematical language, notation, symbols and conventions to explain and communicate their work to others read mathematical forms of communication, including tables, diagrams, mathematical texts and ICT present work clearly, using symbols explain strategies, methods, choices, conclusions and reasoning to others in a variety of ways, including orally and in writing
Reason mathematically: extend mental methods of computation to consolidate a range of non-calculator methods justify how they arrived at a conclusion to a problem; give solutions in the context of the problem; confirm that results are of the right order of magnitude
Number 1: extend their knowledge of the number system, including decimals, fractions, percentages and the relationships between them use place value in whole numbers and decimals in computation and metric measurement
Number 2: use a calculator efficiently to plan a complex calculation calculate with whole numbers, negative numbers, decimals, fractions and percentages, understanding the effects of the operations
Number 3: examine features of numbers, including powers and roots explore inverse number relationships, and use these in computation strategies
Measures and money 1: develop their understanding of the relationships between units, converting from one metric unit to another know imperial measures in common use and their approximate metric equivalents use compound measures, including metric or common imperial units where appropriate find volumes of common shapes
Measures and money 2:

Unit 13 The plot thickens
8 hours understand and use the conventional way of recording money calculate with money and solve problems related to spending
Algebra 1: solve inequalities
Solve mathematical problems: select, organise and use the mathematics, resources, measuring instruments, units of measure, sequences of operation and methods of computation needed to solve problems develop and use their own mathematical strategies and ideas, and consider those of others select, trial and evaluate a variety of possible approaches; break complex problems into a series of tasks use their knowledge of mathematical relationships and structure to derive facts that they have not yet learned, and to solve numerical problems use a range of mental, written and calculator computational strategies recognise limitations on the accuracy of data; select an appropriate degree of accuracy
Communicate mathematically: use a wide range of mathematical language, notation, symbols and conventions to explain and communicate their work to others read mathematical forms of communication, including tables, diagrams, graphs and ICT present work clearly, using labelled graphs explain strategies, methods, choices, conclusions and reasoning to others in a variety of ways, including orally, graphically and in writing
Reason mathematically: justify how they arrived at a conclusion to a problem; give solutions in the context of the problem; confirm that results are of the right order of magnitude interpret and use simple algebraic relationships and functions interpret mathematical information presented in a variety of forms; draw inferences from graphs
Number 1: extend their knowledge of the number system, including decimals and fractions use place value in whole numbers and decimals in computation
Number 2:

Unit 14 Putting things in proportion
6 hours use a calculator efficiently to plan a complex calculation calculate with whole numbers, negative numbers and decimals
Number 3: explore number sequences
Measures and money 1: use and interpret scale on graphs read and interpret scales and understand the degree of accuracy that is possible, or appropriate, for a given purpose
Measures and money 2: understand and use the conventional way of recording money calculate with money and solve problems related to currency exchange rates
Algebra 1: extend their knowledge of number operations and relationships to develop the ideas of algebra; appreciate the use of letters to represent variables or unknowns experience ways in which algebra can be used to model real-life situations and solve problems construct and interpret tables and graphs of linear functions; explore the properties of linear functions and their graphs construct, interpret and evaluate formulae and expressions given in words or symbols form, manipulate and solve linear equations; solve simple quadratic equations, including trial-and-improvement methods where appropriate
Shape, position and movement 2: use Cartesian co-ordinates
Solve mathematical problems: select, organise and use the mathematics, resources, units of measure, sequences of operation and methods of computation needed to solve problems formulate questions and identify sources of information develop and use their own mathematical strategies and ideas, and consider those of others select, trial and evaluate a variety of possible approaches; break complex problems into a series of tasks use their knowledge of mathematical relationships and structure to derive facts that they have not yet learned, and to solve numerical problems use a range of mental, written and calculator computational strategies use a variety of checking strategies, including mental estimation, approximation and inverse operations

Communicate mathematically: use a wide range of mathematical language, notation, symbols and conventions to explain and communicate their work to others read mathematical forms of communication, including tables and diagrams present work clearly, using symbols explain strategies, methods, choices, conclusions and reasoning to others in a variety of ways, including orally and in writing
Reason mathematically: justify how they arrived at a conclusion to a problem; give solutions in the context of the problem; confirm that results are of the right order of magnitude explain, follow and compare lines of mathematical argument evaluate results by relating them to the initial question or problem
Number 1: extend their knowledge of the number system, including decimals, ratios, fractions and percentages use place value in whole numbers and decimals in computation and metric measurement
Number 2: use a calculator efficiently to plan a complex calculation calculate with whole numbers, negative numbers, decimals, fractions, percentages and ratios, understanding the effects of the operations
Number 3: examine features of numbers, including powers
Measures and money 1: calculate time differences develop their understanding of the relationships between units, converting from one metric unit to another find volumes of common shapes
Measures and money 2: understand and use the conventional way of recording money calculate with money and solve problems related to budgeting, saving and spending, and currency exchange rates interpret a calculator display in relation to money
Algebra 1:

Unit 15 Back to the drawing board
9 hours appreciate the use of letters to represent variables or unknowns experience ways in which algebra can be used to model real-life situations and solve problems form, manipulate and solve linear equations
Solve mathematical problems: select, organise and use the mathematics, resources, measuring instruments, units of measure, sequences of operation and methods of computation needed to solve problems develop and use their own mathematical strategies and ideas, and consider those of others select, trial and evaluate a variety of possible approaches; break complex problems into a series of tasks use their knowledge of mathematical relationships and structure to derive facts that they have not yet learned develop their skills of estimating and measuring; recognise limitations on the accuracy of measurement; select an appropriate degree of accuracy
Communicate mathematically: use a wide range of mathematical language, notation, symbols and conventions to explain and communicate their work to others visualise, describe and represent shapes and movements using related mathematical language read mathematical forms of communication, including tables and diagrams present work clearly, using diagrams explain strategies, methods, choices, conclusions and reasoning to others in a variety of ways, including orally, graphically and in writing
Reason mathematically: justify how they arrived at a conclusion to a problem; give solutions in the context of the problem interpret mathematical information presented in a variety of forms
Number 1: extend their knowledge of the number system, including decimals and ratios use place value in whole numbers and decimals in computation and metric measurement
Number 2: calculate with whole numbers, negative numbers, decimals and ratios
Measures and money 1: extend their understanding of the nature of measurement, including the difference between discrete and continuous measures use and interpret scale on graphs, maps and drawings

Unit 16 Statistically speaking
7 hours read and interpret scales on measuring instruments and understand the degree of accuracy that is possible, or appropriate, for a given purpose
Shape, position and movement 1: explore properties of shapes through drawing and practical work; construct 3-D shapes from given information explore the properties of polyhedra
Shape, position and movement 2: use Cartesian co-ordinates to specify location
Solve mathematical problems: select, organise and use the mathematics, resources, sequences of operation and methods of computation needed to solve problems identify what further information or data may be required in order to pursue a particular line of enquiry; formulate questions and identify sources of information develop and use their own mathematical strategies and ideas, and consider those of others select, trial and evaluate a variety of possible approaches; break complex problems into a series of tasks use a range of mental, written and calculator computational strategies
Communicate mathematically: use a wide range of mathematical language and conventions to explain and communicate their work to others read mathematical forms of communication, including tables, diagrams, graphs and ICT present work clearly, using diagrams and labelled graphs evaluate different forms of recording and presenting information, taking account of the context and audience explain strategies, methods, choices, conclusions and reasoning to others in a variety of ways, including orally, graphically and in writing
Reason mathematically: justify how they arrived at a conclusion to a problem; give solutions in the context of the problem interpret mathematical information presented in a variety of forms; draw inferences from graphs, diagrams and statistics; recognise that some conclusions and graphical representations of data can be misleading; examine critically, improve and justify their choice of mathematical presentation explain, follow and compare lines of mathematical argument; make conjectures and hypotheses, design methods to test them, and analyse results to see whether they are valid; appreciate the difference between mathematical explanation and experimental evidence; recognise inconsistencies and bias evaluate results by relating them to the initial question or problem; develop an understanding of the reliability of

results; recognise that inferences drawn from data analysis may suggest the need for further investigation
Number 1: extend their knowledge of the number system, including decimals use place value in whole numbers and decimals in computation
Number 2: use a calculator efficiently to plan a complex calculation calculate with whole numbers and decimals
Measures and money 1: use and interpret scale on graphs
Measures and money 2: understand and use the conventional way of recording money calculate with money interpret a calculator display in relation to money
Handling data 1: use a variety of means to collect data in order to follow lines of enquiry or to test hypotheses, e.g. the internet, questionnaires, data collection sheets, experiment construct appropriate diagrams and graphs to represent discrete and continuous data, including bar charts, line graphs and scatter diagrams calculate or estimate values of the mode, median, mean and range of sets of discrete, grouped and continuous data interpret information given in a wide range of graphs, diagrams and statistics, especially real-life data compare sets of data and their distributions, including methods that involve correlation and lines of best fit