Year 9 Handling Data

Task0

1

2

3

4

5

6

7

8

1 2 3 4

Mindmap – Begin by identifying the skills the pupils possess and how they link

Level 4-6 Skills

Pictograms Bar ChartsPie Charts LabelledStem and Leaf diagrams Key requiredEqual width HistogramsFrequency PolygonsTwo-way tables For discrete and grouped dataScatter graphs Basic understanding of correlation

Identify rogue valuesUnderstanding and drawing lines of best fit by eye

Line graphs Understand that lines joining points may have no meaningCalculate: Mean

RangeMedian Small data sets, both continuous and

discreteModal class Continuous data

Level 5-8 Skills

Box Plots – understand the relationship between a box plot and a cumulative frequency curve.Cumulative Frequency curves: Finding Q1, Q2, Q3 and 0.5(Q3-Q1) and interpreting.

Find the median and quartiles from a frequency table or list of discrete data.Justify which average is appropriate to the situation.Find an estimate of the mean from a grouped frequency tableDistinguish between positive, negative and zero correlation using lines of best fit. Use y = mx + c to establish a relationship and appreciate that using the line of best fit to predict values outside the plotted range may not be reliable.

Select and justify a sampling scheme, including random and stratified.Understand the terms primary and secondary data.Interquartile range = spread of the middle 50%, is centred on the median, and that it eliminates extreme values from the measure of spread.

Discuss

Discuss the data that is available (in decimal form for Sets 1-4 or in integer form for sets 5 and

6)2005 SATs Results - All Pupils

1 7.9 26 7.2 51 7.9 76 7.2 101 6.6

2 7.6 27 7.2 52 8.6 77 7.6 102 7.6

3 7.6 28 8.2 53 4.2 78 7.2 103 6.2

4 5.6 29 6.2 54 7.9 79 7.2 104 8.2

5 7.2 30 7.2 55 6.6 80 5.2 105 7.9

6 7.9 31 7.2 56 8.6 81 7.6 106 7.2

7 8.2 32 6.9 57 5.2 82 6.6 107 3.2

8 6.2 33 4.2 58 8.6 83 6.6 108 6.6

Also 2004 – All Pupils, 2004 & 2005 Girls, 2004 & 2005 Boys

Specify and Plan

Discuss possible hypotheses – The two obvious ones

are:

“Boys are brighter than girls.” “2005 results were better than 2004”

or the converse.

Sampling DataSampling Data

Discuss stratified, random and systematic sampling and

the strengths and weaknesses of each

Decide which one to use and ensure that you explain

your reasons clearly, including why you didn’t use each

of the other methods – be explicit.

In pairs do the following and then have a class discussion about some of the plans – highlight weaknesses and strengths and get pupils to amend theirs if necessary.

Look at the dataLook at the data

Decide on a hypothesis and record itDecide on a hypothesis and record it

How much data are you going to collect?How much data are you going to collect?

How are you going to record your results?How are you going to record your results?

What graphs are you going to use?What graphs are you going to use?

Why?Why?

What averages are you going to use?What averages are you going to use?

Why?Why?

HypothesisI believe that …I expect my research to show that …The reason I believe this is because …

Writing Frames provide a framework

SamplingTo complete this task I will need to collect

…… pieces of data because … I am going to collect this data by … The reason I have chosen this method is …

PlanI will draw … and … to display my results.The reason I will do this is because I expect it to show me that …

Writing Frames provide a framework

PlanI will calculate the and . The reason I will do this is because I believe it will show me that …

InterpretationThis shows me that … This agrees/disagrees with my original hypothesis. I was surprised to note that … This may have been because …

Writing Frames provide a framework

Note the following

All graphs must be clearly labelledThere must be an interpretation of

every graph or statistic calculatedRefer comments back to the original hypothesesExplain any possible causes of bias or limitations/improvements