| Year 8 | Summer Term | Unit 5 | Handling Data 3 | 7 Hours |
Core Objective
|
NNS
|
Possible
Resources |
|
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. |
Handling
data (248–275) |
|
|
Collect
data using a suitable method, such as observation, controlled experiment,
including data logging using ICT, or questionnaire. |
Handling
data (248–275) |
|
|
·
Construct, on
paper and using ICT: 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. |
Handling
data (248–275) |
|
|
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. |
Handling
data (248–275) |
|
|
Compare
experimental and theoretical probabilities in different contexts. |
Probability
(284–285) |
|
|
Solve
more complex problems by breaking them into smaller steps or tasks,
choosing and using graphical representation, and also resources, including
ICT. |
Solving
problems
(28–29) |
|
Indicative Attainment
| Level | Statement |
| 3 | I can read information from simple tables. |
| 3 | I can draw and read information from bar charts. |
| 3 | I can draw and read information from pictograms. |
| 4 | I can read information from line graphs. |
| 4 | I can construct a bar chart. |
| 4 | I can design a simple questionnaire and data collection sheet. |
| 4 | I can collect data using a tally chart. |
| 4 | I can put data from a tally chart into a frequency table. |
| 4 | I can find the mode of a set of data. |
| 4 | I can find the median of a set of data. |
| 5 | I can use pie charts and explain what I have found out from them. |
| 5 | I can read information from compound bar charts. |
| 5 | I can make a tally and frequency chart for grouped data. |
| 5 | I can construct a frequency diagram. |
| 5 | I can suggest answers to problems like, 'How do people get to school and why do they choose those methods?'. |
| 5 | I know what data would be relevant to the problem that I want to so solve. |
| 5 | I can construct a frequency table with equal class intervals. |
| 5 | I can suggest a sample size for a survey. |
| 5 | I can write a report on the findings of a survey. |
| 5 | I can find and use the range of a set of data. |
| 5 | I can find the mean of a set of data. |
| 5 | I can explain when I need to use either the mean, median, mode or range and what they will tell me. |
| 5 | I can read and plot a stem and leaf diagram. |
| 5 | I can plot a scatter graph. |
| 6 | I can construct a pie chart. |
| 6 | I can construct a line chart for a time series. |
| 6 | I can construct a line graph comparing two variables. |
| 6 | I can suggest further questions to problems like 'How much TV do pupils and adults watch?'. |
| 6 | I know to what degree of accuracy my data needs to be to. |
| 6 | I can construct a frequency table for continuous data. |
| 6 | I can design a two-way table. |
| 6 | I can describe correlation in relation to scatter graphs. |
| 7 | I can plot the line of best fit on a scatter graph. |