Given a problem that can be addressed by statistical methods, suggest possible answers.

Design a data collection sheet or questionnaire to use in a simple survey;

construct frequency tables for discrete data, grouped where appropriate in equal class intervals.

Calculate statistics for small sets of discrete data:

find the mode, median and range, and the modal class for grouped data;

calculate the mean, including from a simple frequency table, using a calculator for a larger number of items.

Construct, on paper and using ICT, graphs and diagrams to represent data, including:

frequency diagrams for grouped discrete data;

use ICT to generate pie charts.

Write a short report of a statistical enquiry and illustrate with appropriate diagrams, graphs and charts, using ICT as appropriate; justify choice of what is presented.

Core:

Discuss a problem that can be addressed by statistical methods and identify related questions to explore.

Decide which data to collect to answer a question, and the degree of accuracy needed; identify possible sources.

Plan how to collect the data, including sample size;

construct frequency tables with given equal class intervals for sets of continuous data.

Collect data using a suitable method, such as observation, controlled experiment, including data logging using ICT, or questionnaire.

Calculate statistics, including with a calculator; calculate a mean using an assumed mean; know when it is appropriate to use the modal class for grouped data.

Construct, on paper and using ICT:

bar charts and frequency diagrams for continuous data;

simple line graphs for time series;

identify which are most useful in the context of the problem.

Interpret tables, graphs and diagrams for continuous data and draw inferences that relate to the problem being discussed; relate summarised data to the questions being explored.

Compare two distributions using the range and one or more of the mode, median and mean.

Communicate orally and on paper the results of a statistical enquiry and the methods used, using ICT as appropriate; justify the choice of what is presented.

Compare experimental and theoretical probabilities in different contexts.

Solve more complex problems by breaking them into smaller steps or tasks, choosing and using graphical representation, and also resources, including ICT.

Extension:

Discuss how data relate to a problem; identify possible sources, including primary and secondary sources.

Design a survey or experiment to capture the necessary data from one or more sources; determine the sample size and degree of accuracy needed; design, trial and if necessary refine data collection sheets;

construct tables for large discrete and continuous sets of raw data, choosing suitable class intervals.

Compare two or more distributions and make inferences, using the shape of the distributions, the range of data and appropriate statistics.

Appreciate the difference between mathematical explanation and experimental evidence.

## Objectives:

Support:Core:Construct, on paper and using ICT:bar charts and frequency diagrams for continuous data;simple line graphs for time series;identify which are most useful in the context of the problem.Extension:Design a survey or experiment to capture the necessary data from one or more sources; determine the sample size and degree of accuracy needed; design, trial and if necessary refine data collection sheets;## Key Vocabulary:

## Suggested Lesson Outcomes:

SUPPORT

CORE## Framework:

## Teaching & Learning Resources:

DH Cycle Resources

Interpreting Graphs Resources

Data Planning Resources

Graphs Resources

Bar Charts Resources

Frequency Diagram Resources

Pie Charts Resources

Averages Resources

Scatter Graph Resources