hourly temperature, Students consider the question, do we use different methods to display of different types of survey questions ‘Why household and personal data?’ Provide students with three different datasets and ask students to select previously provided. After Kai has water usage a line graph, column graph or pie chart to display the data. Students justify their collected the data, he can use an choices. Students construct the graphical display, ensuring they are displaying online scaffold such as canva.com to interpret and compare data by the data accurately, for example: create an infographic to represent considering it in tabular and/or his data. look at the data and decide on a scale graphical representations AAM ◊ label the axis and mark the scale choose appropriate tabular plot points on a columns/indicate pictures and/or graphical join the points/construct the column or add the picture representations to enable create the key comparisons add the heading. compare the suitability of Students engage in the activity to design a survey, collect and display data in different methods of data order to support or refute the statement, are an environmentally friendly ‘We presentation in real-world school’. contexts, including their visual appeal, eg a heat map to illustrate climate change data or the median house prices across suburbs Life Skills identify common features of graphs, including heading, key, axes and labels, and locate these on graphs choose the most appropriate display for a dataset construct a line, picture or column with increasing accuracy, for example: use correct graphing techniques eg (measured) spacing, ruling of lines
hourly temperature, household and personal water usage interpret and compare data by considering it in tabular and/or graphical representations AAM ◊ choose appropriate tabular and/or graphical representations to enable comparisons compare the suitability of different methods of data presentation in real-world contexts, including their visual appeal, eg a heat map to illustrate climate change data or the median house prices across suburbs Life Skills identify common features of graphs, including heading, key, axes and labels, and locate these on graphs choose the most appropriate display for a dataset construct a line, picture or column with increasing accuracy, for example: use correct graphing techniques eg (measured) spacing, ruling of lines Students consider the question, ‘Why do we use different methods to display data?’ Provide students with three different datasets and ask students to select a line graph, column graph or pie chart to display the data. Students justify their choices. Students construct the graphical display, ensuring they are displaying the data accurately, for example: look at the data and decide on a scale label the axis and mark the scale plot points on a columns/indicate pictures join the points/construct the column or add the picture create the key add the heading. Students engage in the activity to design a survey, collect and display data in order to support or refute the statement, ‘We are an environmentally friendly school’. of different types of survey questions previously provided. After Kai has collected the data, he can use an online scaffold such as canva.com to create an infographic to represent his data.
stage-6-support-material-mathematics-standard-yr-11-unit-statistical-analysis.docx