Sample Unit Mathematics Standard Year 11 – – Sample for implementation for Year 11 from 2018 Unit Classifying and Representing Data Duration 15 Topic Statistical Analysis Subtopic MS-S1: Data Analysis Subtopic focus Resources The principal focus of this subtopic is planning and management of data Access for teacher and student to spreadsheet technology. collection, classification and representation of data, calculation of summary Access for teacher and student to the internet. statistics for single datasets and their use in the interpretation of data. Australia Bureau of Statistics (ABS): CensusAtSchool Australia: Students develop awareness of the importance of statistical processes and Numeracy in the News: inquiry in society. AAMT Top Drawer Teachers: Other , , Within this subtopic, schools have the opportunity to identify of Stage 5 content which may need to be reviewed to meet the needs of students. This unit provides opportunities for the integrated delivery of the Mathematics Life Skills course. for Life Skills courses is determined through the school’s . Personalised adjustments have also been included to meet the of a student with disability. Read the student’s case study . Outcomes Assessment strategies A student: Informal assessment: represents information in symbolic, graphical and tabular form MS11-2 Students respond to prompts of keywords related to the unit to establish develops and carries out simple statistical processes to answer questions what prior knowledge they have, either orally as a class, as a class posed MS11-7 brainstorm, or in groups on paper. The Talk’ Routine from ‘Chalk ‘Visible uses appropriate technology to investigate, organise and interpret Thinking’ is one method of doing this. information in a range of contexts MS11-9 Students read some questions on and early knowledge in the topic, justifies a response to a given problem using appropriate mathematical and traffic light the questions as green (I understand), amber (I understand terminology and/or calculations MS11-10 bits or I sort of understand) or red (I don’t understand). This can be done by showing a card of that colour, colouring in, or simply writing a G, A or R next to each question. The following Life Skills outcomes have been integrated into this unit:
Sample Unit – Mathematics Standard – Year 11 Sample for implementation for Year 11 from 2018 Unit Classifying and Representing Data Duration 15 Topic Statistical Analysis Subtopic MS-S1: Data Analysis Subtopic focus The principal focus of this subtopic is planning and management of data collection, classification and representation of data, calculation of summary statistics for single datasets and their use in the interpretation of data. Students develop awareness of the importance of statistical processes and inquiry in society. Within this subtopic, schools have the opportunity to identify of Stage 5 content which may need to be reviewed to meet the needs of students. This unit provides opportunities for the integrated delivery of the Mathematics Life Skills course. for Life Skills courses is determined through the school’s . Personalised adjustments have also been included to meet the of a student with disability. Read the student’s case study . Resources Access for teacher and student to spreadsheet technology. Access for teacher and student to the internet. Australia Bureau of Statistics (ABS): CensusAtSchool Australia: Numeracy in the News: AAMT Top Drawer Teachers: Other , , Outcomes Assessment strategies A student: represents information in symbolic, graphical and tabular form MS11-2 develops and carries out simple statistical processes to answer questions posed MS11-7 uses appropriate technology to investigate, organise and interpret information in a range of contexts MS11-9 justifies a response to a given problem using appropriate mathematical terminology and/or calculations MS11-10 The following Life Skills outcomes have been integrated into this unit: Informal assessment: Students respond to prompts of keywords related to the unit to establish what prior knowledge they have, either orally as a class, as a class brainstorm, or in groups on paper. The ‘Chalk Talk’ Routine from ‘Visible Thinking’ is one method of doing this. Students read some questions on and early knowledge in the topic, and traffic light the questions as green (I understand), amber (I understand bits or I sort of understand) or red (I don’t understand). This can be done by showing a card of that colour, colouring in, or simply writing a G, A or R next to each question.