interpret information about a dataset and use it to draw conclusions construct and compare parallel The teacher enables students to link taking samples with creating box-plots: box-plots AAM complete a five-number Students compare parallel to the Matchbox Machine’: ‘Fix summary for different datasets (ACMEM058) Students use graphing technologies to construct and compare They compare groups in terms of make changes to the data and observe the subsequent changes in the central tendency (median), Students comment on the effect of the change in data to the shape of the Kai can work with a partner to spread (IQR and range) and display. construct and compare outliers (using appropriate criteria) The teacher prepares a set of that includes a box-plot, the five-number interpret and communicate summary and the simple dataset for about five different datasets. Students the differences observed work in small groups with a mixed set of cards to determine the matching between parallel box-plots in datasets. the context of the data The teacher may provide in-class time for students to finalise their response to Life Skills the formal assessment task and assist with the submission of any digital files. recognise and describe trends in data Life Skills use information to extrapolate or What effects does a continued increase in population have on a country? What make predictions from data effect a decrease in population have on a country? Do the leaders of a present findings of a statistical country need to be concerned about population growth? investigation using a range of Case study population growth – formats and techniques Students examine the population growth in Australia over the past 50 years compared to China’s population growth. What differences can be identified? Students predict the population of both China and Australia for the next year, for five years and ten years (using data). Students share their predictions, giving reasons. Students graph their predictions. Students can also create a digital presentation of their findings and predictions.
interpret information about a dataset and use it to draw conclusions construct and compare parallel box-plots AAM complete a five-number summary for different datasets (ACMEM058) compare groups in terms of central tendency (median), spread (IQR and range) and outliers (using appropriate criteria) interpret and communicate the differences observed between parallel box-plots in the context of the data Life Skills recognise and describe trends in data use information to extrapolate or make predictions from data present findings of a statistical investigation using a range of formats and techniques The teacher enables students to link taking samples with creating box-plots: Students compare parallel to ‘Fix the Matchbox Machine’: Students use graphing technologies to construct and compare They make changes to the data and observe the subsequent changes in the Students comment on the effect of the change in data to the shape of the display. The teacher prepares a set of that includes a box-plot, the five-number summary and the simple dataset for about five different datasets. Students work in small groups with a mixed set of cards to determine the matching datasets. The teacher may provide in-class time for students to finalise their response to the formal assessment task and assist with the submission of any digital files. Life Skills What effects does a continued increase in population have on a country? What effect a decrease in population have on a country? Do the leaders of a country need to be concerned about population growth? Case study – population growth Students examine the population growth in Australia over the past 50 years compared to China’s population growth. What differences can be identified? Students predict the population of both China and Australia for the next year, for five years and ten years (using data). Students share their predictions, giving reasons. Students graph their predictions. Students can also create a digital presentation of their findings and predictions. Kai can work with a partner to construct and compare
stage-6-support-material-mathematics-standard-yr-11-unit-statistical-analysis.docx