• 5.

2 STATISTICS AND PROBABILITY

Single Variable Data Analysis

Context Duration
Stage 5.2 Mathematics students at a public high school. 4 weeks
20 students in the classroom
50 min/period. 4 periods/week
Syllabus: pg. 387 - 388

Outcomes Related life skills Outcomes

A student: MALS-35SP
recognises data displayed in a variety of formats
• selects appropriate notations and conventions to communicate mathematical ideas and solutions
MA5.2-1WM MALS-36SP
gathers, organises and displays data
• constructs arguments to prove and justify results MA5.2-3WM
MALS-37SP
• uses quartiles and box plots to compare sets of data and evaluates sources of data MA5.2-15SP interprets information and draws conclusions from data
displays

Overview
Assumed knowledge:
S4 Data Collection and Representation
S4 Single Variable Data Analysis
Teachers should adjust and modify the learning to meet the needs of the students in their class. Teachers can decide based on their students if they need to introduce 5.1 content prior to 5.2, or
furthermore review related stage 4 content.
NOTE: Some students may need to review the concepts contained in these Stage 4 sub strands to access the content contained in this unit of work.
Formative assessment Summative Assessment
Students are continuously assessed for learning throughout the unit through: 1 summative assessment at the end of unit of work.
-diagnostic assessment at the beginning of the unit of work
-students complete a reflection-evaluation survey Or Exit slip at the end of each lesson.
-observation of their participation in class activities
-collecting and sorting data.
-conducting practical investigation.
-participation in class discussion
-checking homework
- presentations

le

Literacy Focus Numeracy Focus ICT Focus

Vocabulary lists along with definitions are provided Students: Research using computers and smart devices.
throughout the unit. -identify, collect and sort data. Khan academy
Students identify and describe concepts and data. -measure facial features. Create a PowerPoint presentation
Students collect information from primary and secondary -construct box plot Videos
resources. -mathematically create a five-number summary Excel
Notetaking, answering questions, communicate ideas with -mathematically analyse population data TI-Nspire CAS
their peers and to the class.
-displays data in different formats ClassPad
Summary of content written during and after investigations.
Smartboard
 Determine quartiles and interquartile range (ACMSP248)
Content
REVISION
• determine the upper
and lower extremes,
median, and upper and
lower quartiles for sets
of numerical data, ie a
'five-number summary'
describe the proportion of data
values contained between various
quartiles, eg 75% of data values lie
between the lower quartile and the
upper extreme (Communicating,
Reasoning)
Teaching and learning strategies Extension or Adjustment Resources
Prior-knowledge
Diagnostic assessment
Students complete a short pre-unit test on assumed knowledge Adjustment: For this task,
content related to this unit of work. Teacher can use the results to students prior knowledge is
guide the teaching and learning of this unit of work. assessed.
Revision based on diagnostic assessment Extension: extension section
Review the following content: included in the worksheet to
-measures of centre (about which point is the distribution challenge students.
centred?)
- measures of spread (how are the scores in the distribution spread
out?
Student-directed activity: investigation
Students work in 2 groups. 10 students per group. Groups created
by students randomly picking out coloured cards from a basket (red
Vs Yellow). Adjustment: scaffold the
Students in each group carry out measurements of their learning for students who need
classmates. Data is used to create life-size diagram of a head, per further assistance to complete
group. task.
Each student provides the following measures: head
circumference, nose length, space between eyebrows, space
between eyes, length of ear, width of mouth (closed), distance Adjustment: Students who Butcher paper
from ear to eye. enjoy working in a team, can Colored pencils
Students decide: rely on their peers for guidance Measuring tape
How to best record data collected? Who will record the data? who (peer- learning) Ruler
will measure? who will calculate mean?
Yellow/ red cards
Students reflect on their progress and construct a stem plot for
data collected. Learning journals
Students present their diagram along with their findings to the Learning journals
class.
Allow both groups to compare their findings and discuss if they
were the same or different and why?
Students are asked to keep measurements for further use
throughout the unit.
Content
• determine the
interquartile range for
sets of data
recognise that the interquartile range
is a measure of spread of the middle
50% of the data (Reasoning)
• compare two or more
sets of data
using parallel box plots
drawn on the same
scale
describe similarities and differences
between two sets of data displayed
in parallel box plots, eg describe
differences in spread using
interquartile range, and suggest
reasons for such differences
(Communicating, Reasoning)
Teaching and learning strategies Extension or Adjustment Resources
Vocabulary: find the definition for.. Adjustment: have a completed Vocabulary worksheet .
Students are provided with a vocabulary worksheet. vocabulary factsheet to give to
Words provided for which students must research to find their students after they have
Slides:
definitions. completed their worksheet to
compare their answers.
Linking knowledge and understanding class activity
-calculate median in a data set, provide rule and examples to solve.
Students line up in a straight line from shortest to tallest to
determine:
-median. Students visually interpret how equal number of students
are on both sides of the median. Students explain how 50% of
values in the data set are less than or equal to the median Adjustment: (briefly describe
-range of the distribution of student’s height. indication of the how to interpret data in a stem
absolute spread of the distribution. plot)
-Q1 , IQR , Q3
-upper and lower extremes.
-Use ordered stem plot to interpret data
Motivation problem: five-number summary
Knowing the following: Minimum, Q1, M, Q3,
Maximum
Students interpret the information given in a
box-and-whisker plot on results from a pre-test
for students for the year 2000 and the year
2010. What do these results tell us about how
students performed on the 29-question pre-test Box and whisker plot diagram activity:
for the two years?
Think-pair-share
Students record their interpretations into their
learning journals, then communicate them with
their peers.
Teacher builds on students’ interpretations
introducing new content: five-number summary
via box-and-whisker plot also known as box plot.
Learning journals
Teacher-directed instruction
Content
• compare the relative
merits of the range and
the interquartile range
as measures of spread
explain whether the range or the
interquartile range is a better
measure of spread for particular sets
of data (Communicating, Reasoning)
Construct and interpret box plots and use them to compare data sets (ACMSP249)
Content
• construct a box plot
using the median, the
upper and lower
quartiles, and the upper
and lower extremes of a
set of data
Teaching and learning strategies Extension or Adjustment Resources
Students learn how box and whisker is a visual
representation of the distribution of data.
-Median
-Lower and upper extremes.
-First quartile and third quartile Adjustment: students work in Internet
Students summarise the information provided pairs to assist each other
Laptops
into their learning journals through the activity. Peer
learning.
Research
Students work in pairs using the internet to
Extension: students can
explain:
research and collect 2 different
Why is the IQR a more useful measure of spread than the range? sets of data to compare.
Students use the internet to research a topic of interest and use
the data to create five-number summary.
Present findings to the class by creating a PowerPoint.
Exit slips
Exit slips Evaluation survey
Assess knowledge and understanding of the lessons.
Evaluation survey
Teaching and learning strategies Extension or Adjustment Resources
Data representation: box plot
Using the five-number summary students display Adjustment: scaffold the
data into a box plot, using data collected from learning for students to guide
Data collected from investigation carried out in
investigation (life-size diagram of a head). completion of the task. Provide
week 1.
- students use their data to calculate median, sheets with labelled box plot.
upper and lower quartiles, upper and lower
extremes. Extension: both groups
-students construct box plot describes compare their findings in a box
plot of different data in parallel
Content
• compare two or more
sets of data
using parallel box plots
drawn on the same
scale
Compare shapes of box plots to
corresponding histograms and dot
plots (ACMSP250)
• determine quartiles
from data displayed in
histograms and dot
plots, and use these to
draw a box plot to
represent the same set
of data
 identify skewed and
symmetrical sets of
data displayed in
histograms and dot
plots, and describe
the shape/features
of the corresponding
box plot for such
sets of da
Teaching and learning strategies Extension or Adjustment Resources
similarities and differences between two sets of
data displayed in parallel box plots, eg describe
differences in spread using interquartile range,
and suggest reasons for such differences
Data for constructing box plot: 19 marks.
Constructiing box plot using different types Adjustment: students work in
of ICT pairs to assist each other 28 21 21 3 22 31 35 26 27 33 36 35 23
Students work in pairs to display a set of 19 through the activity. Peer 24 43 31 30 34 48
learning.
marks in the form of a box plot Laptops
Students choose 1 of the the following methods Teacher guides the learning . TI-Nspire CAS
to construct the box plot.
Video: creating box plot in Excel
-TI-Nspire CAS: using the data and statistics https://www.youtube.com/watch?v=EiS-q6euyf8
application
-ClassPad: using the statistics application
- Excel- video provided to demonstrate how to
create box plot in Excel.
Students attempt to create box plot in excel
using the data provided.
Teacher-directed: Comparing box plots to histograms
Students learn how to relate box plots to distribution shapes: Laptops
-A symmetric distribution Excel
Adjustment: assist students in
-positively skewed distribution Data from week 1 ( investigation)
working through their Excel
-negatively skewed distribution task.
Innovative activity: Histogram and dot plots Extension: students can choose
Students decide which data they want to use from the 2 different sets of data to
compare .
investigation conducted in week 1, to create EXCEL
spreadsheet .
Khan academy:
Online activity: KHAN ACADEMY https://www.khanacademy.org/math/pre-
Students log onto the following website: algebra/pre-algebra-math-reasoning/pre-
https://www.khanacademy.org/math/pre-algebra/pre- Extension: What information is algebra-frequency-dot-plot/v/comparing-dot-
lost when a histogram is used to
algebra-math-reasoning/pre-algebra-frequency-dot- represent a data distribution plots-histograms-and-box-plots
plot/v/comparing-dot-plots-histograms-and-box-plots instead of a dot plot?
students complete the comparison activities
online. Video : start playing at 1 min 40 seconds : box
plots. https://www.youtube.com/watch?
Video v=pfujiA5Mk_U
Content Teaching and learning strategies Extension or Adjustment Resources
Students watch video demonstrating the comparison
between box plots and distribution curve, quartiles and
median on Histogram.
Teacher stops video at intervals for students to take notes of
the information provided and draw diagrams into their
learning journals.

Investigate reports of surveys in digital media and elsewhere for information on how
data was obtained to estimate population means and medians (ACMSP227)

Content Teaching and learning strategies Extension or Adjustment Resources

• investigate survey data
reported in the digital
media and elsewhere to
critically evaluate the
reliability/validity of the
source of the data and
the usefulness of the
data
 describe bias that
may exist due to the
way in which the data
was obtained, eg who
instigated and/or
funded the research,
the types of survey
questions asked,
the sampling method
used (Reasoning)
Revision of stage 4
Students review definitions of and differences Adjustment: review previous
between a population and a sample covered in content.
stage 4.
Relating content to real world
Students link content covered to real world via
viewing examples where five number summary/
box plot assist in interpreting data using
different resources. Articles and reports containing statistical data.
Laptops
In-class activity: instructional
reliability/validity of sources of data and their
usefulness
teacher provides students with a media
report/article resulting from surveys conducted
to estimate population means and medians,
Working as a class, students critically evaluate
the reliability and validity of the source by
investigating how the data was obtained, what
data was collected, who carried out the
investigation, what methods were used to
collect data, when was the data collected?
Content
• make predictions from a
sample that may apply to
the whole population
 consider the size of
the sample when
making predictions
about the population
(Reasoning)
Teaching and learning strategies Extension or Adjustment Resources
Class discussion describing any bias existing in
the data collection, predictions made based on
the data obtained in relation to the population. Formative assessment task sheet:
reliability/validity of sources of data
Formative assessment: investigation and their usefulness
students conduct their own investigation to
conduct reliability/validity of sources of data
and their usefulness.
Linking back to content
Using the data from the report/article, how can
we present the data?
- five-number summary
- histograms/box plots

Summative assessment: Reliability/validity of sources of data and their usefulness

10%

Reflection on the unit of work

Evaluation (Questions you would ask yourself / students in order to assess your unit of work)

What did you find challenging throughout this unit?

What did you enjoy?
Which topic did you understand most and why?
Which activity helped you most and why?
Which activity did you find least interesting and how would you replace it? What other alternatives are there?
 Formative assessment resources
-Exit slips

-Reflection/Evaluation surveys
Students to complete the following at the end of each lesson (3min)

NAME: ----------------------------------------------------------------- LESSON: ------------------------------------------------

Today I found it difficult to …

Next time I will…

I found it interesting that ….

Something new I learnt today was..

I rate this lesson a _______ out of 10, because_________________________

__________________________________________________________________________________________________
____________________________________

Extension: what would you have done different? GET CREATIVE!

Formative assessment: diagnostic test

Formative Assessment: Investigation

Reliability/validity of sources of data and their usefulness

Name:
Chosen media report/article:
Duration: 2 lessons

Task:
Working in pairs, choose a media report or article and critically evaluate the reliability
and validity of the source by investigating how the survey data was obtained.
Present your investigation to the class as a PowerPoint presentation.

Your presentation must include the following:

Part A

– Who instigated or funded the survey?

– What questions were asked in the survey?
– What sampling method was used?
– What was sample size?
– When was the data collected?
-Who collected the data?
– How was the data collected?

Part B

 discuss, determine and describe any issues in relation to the way in which the data
was obtained that may have resulted in bias in the data.
 Include five-number summary, explain how you achieved it.
 Construct box plot using the data obtained using Excel
 Make predictions for the whole population using the percentages or proportions
quoted in the survey
Marking Rubric : Reliability/validity of sources of data and their usefulness
Name of person presenting: ------------------------------------------------------------------------------------------- GRADE:
----------------------
Team article/ report :-----------------------------------------------------------------------------------------------------

Criteria Limited Working towards Satisfactory Excellent

0 1 2 3
Presentation is well organised and
captivating.
Task questions answered evidently
and coherently. With clear, efficient
understanding.
Students presented confidently to the
class, loud clear voice

Includes five-number summary with

no errors

Students include Excel spreadsheet to

present data obtained into a box plot.
Plot is constructed correctly with no
mathematical errors.
Students flexibly discuss, determine
and describe issues in relation to the
way in which the data was obtained
that may have resulted in bias in the
data.
Students show a rich understanding
of the content through mathematical
reasoning of data obtained and
comparing to whole population
Comments:
Summative Assessment
Five-number summary and box plots

Name:
Understanding

1. Analyse the box plots to answer the questions

A group of students sat 2 tests: Test A and Test B. The following box and whisker plots were
obtained from the data collected.

Mark (%)

a. What are the two median marks for the tests?

b. Explain the distribution of marks for test A.

c. Compare the spread of marks between the two tests.

d. 75% of the data is greater or less than what number in each set.

Fluency

2. the Dot plot below represents the number of people with the same name.

a. Prepare a five-number summary for the following dot plot

b. Use the five-number summary to draw a box plot, correct to scale.

Problem solving

3. A random sample was obtained by recording download internet speeds (Mb/sec) for
customers for a T.V show in Kingswood region.

47 47 93 43 74
55 65 32 35 57
23 83 58 47 84

Use the data obtained to construct

a. five-number summary

Min ------------ Q1------------ Median------------ Q3--------------- Max-------------

b. Use your answers to construct a box plot.

Reasoning
4. how is the data in each plot skewed.

----------------------------------------------

----------------------------------------

--------------------------------------------

Name : -----------------------------------
Limited
1 mark
Understanding Student has a basic understanding
of statistical concepts. Does
attempt to calculate Median with
mathematical errors. Cannot
demonstrate understanding by
comparing 2 sets of data. Does not
attempt to compare the spread of
marks between parallel box plots.
Limited interpretation of
mathematical information.
fluency Student attempts some questions
but does not have the ability to
perform the mathematical
problems. Student cannot apply
statistical procedures accurately,
efficiently and flexibly.
Box plot diagram incomplete
Marking Ruberic
Emerging
2marks
Student demonstrates sufficient
understanding of statistical
concepts. Students attempts to
calculate Median with some
mathematical errors. Attempts
to compare 2 sets of data but
lacks clarity.
Basic interpretation of
mathematical information.
Student answers all questions
but with many mathematical
errors. However, identifies
which procedures to use to
answer questions.
Recalls some factual
knowledge to find solutions
Boxplot diagram somewhat to
scale and missing data.
Developed Advanced
3marks 4 marks
Student demonstrates a Student demonstrates a in-
satisfactory understanding depth understanding of
of statistical concepts. statistical concepts.
Completes calculation for Calculates Median without
Median with no errors. Few any mathematical errors.
errors in comparing parallel Comparison of data is
box plots, however, supported by clear, coherent
demonstrates a coherent and intangible understanding.
level of understanding of Understanding of spread is
the data spread. clear and concise.
Good level of interpretation Robust knowledge of
of mathematical information commonalities and
differences in data.
Student answers all Student answers all questions
questions with few with no mathematical errors.
mathematical errors. Clearly Applies high level of
identifies which procedures accuracy, efficiency and
to use to answer questions. flexibility. Box plot drawn to
Applies statistical scale inclusive of all
procedures accurately and components.
efficiently. No errors
Box plot diagram to scale
and complete.
Problem solving Student is unable to interpret or
formulate the problem. Incapable
of solving five-number summary
based on the data provided.
Furthermore, cannot make
connections between data
provided and constructing a box
plot. Many errors
Reasoning Student cannot reason how each
plot is skewed. No application of
evaluating and analyzing data
plots.
No correct answers.
GRADE
Comments/feedback
Student slightly interprets and
formulates the problem
provided. Attempts to complete
five-number summary with
many errors. Cannot make
connections between data
provided and constructing box
plot, however, attempts to
construct box plot with many
errors.
Students demonstrate little
understanding with minimal
evaluation strategies.
1 answer correct
/16
Student can interpret and
formulate the problem.
Applies good strategies to
seek solutions and makes
connections between data
obtained for constructing
box plot.
Five-number summary all
correct
Box plot is correct with
minimal errors.
Students demonstrate
sufficient understanding by
analyzing the plots to
distinguish how each is
skewed.
Two answers correct
Student interprets and
formulates the problem
competently. Applies correct
strategies to seek solutions
and make connections
between data.
Five-number summary all
correct
Box plot constructed without
errors.
Student demonstrates
increasingly sophisticated
understanding through
analyzing, evaluating and
applying mathematical
reasoning to determine how
each plot is skewed.
All 3 answers correct
%
Resources

Additional PowerPoint slides :

Vocabulary worksheet

median

first quartile, Q1

second quartile, Q2

third quartile, Q3

interquartile range

Five-number summary

Box plots
Critical Reflection

The construction of the unit, stage 5.2 statistics, encompasses a variety of interactive

activities, data collection and investigations, while incorporating capabilities, working

mathematically skills and meeting mathematical proficiencies: understanding, fluency,

problem solving and reasoning. Moreover, it supports differentiation through

adjustments and extensions to accommodate for all learners and assesses students

understanding of the content through formative and summative assessment.

New content is introduced by first assessing students’ metacognitive knowledge via a

diagnostic test followed by a class investigation. This is used to identify individual’s

specific areas of weakness and strength to assist in adjusting and modifying lessons to

best suit students’ needs. As Robertson (2007) mentioned, an effective way to bridge

gaps and to make content more accessible is by drawing on students’ background

knowledge. If students cannot associate new information to pre-existing basic

foundations, they tend to discard new learnt knowledge. Students’ metacognitive

knowledge is assessed throughout the unit, to gather information on what the student

knows and scaffold accordingly. It is beneficial to pack on prior knowledge, so students

can bridge old information with the new information. As made mention by Briggs (2018)

“Effective teaching supports students recognise patterns and put new information in

context with the old–a crucial part of passing new working memories into the brain’s

long-term storage areas”.

Students always question the relevance of the task and research shows that relevant

learning means effective learning (Education Queensland 2001 p. 4). Many students

have difficulties in connecting mathematics to real world applications and this could be a

reason for failure in mathematics (Chang, 2011). Consequently, in this unit of work, data

is obtained from real world situations, such as data collected for student test results,

measurements of facial features and data associated with population. Students can

identify with these examples and relate the content they are learning to themselves and
to the real world. To support this, Freire argues “that any pedagogy must be of

demonstrable relevance to the immediate worlds of the students and it must enable

them to analyse, theorize and intellectually engage with those worlds” (Education

Queensland 2001 p. 4). Student critically analyse the extensive use of statistics in the

real world via investigating media reports and articles to demonstrate understanding of

the content and its relevance.

The unit deviates from a traditional approach to learning and incorporates an Inquiry

Based Learning (IBL) approach, where students are given an innovative task to work on

in collaboration with their peers or individually. In a study conducted by Fielding-Wells

and Makar (2008) on students’ engagement with mathematics using an inquiry-based

approach to mathematics instruction versus traditional methods, there was a significant

higher interest and demolishing of frustration towards mathematics when using the

inquiry- based methods. Therefore, in the unit students work on tasks and use the

internet to research a topic of their choice consisting of statistical data to construct a

box plot using the five-number summary. Students also work in pairs to take part in an

investigation to test reliability and validity of sources of data and their usefulness, using

their statistical understanding and applying their mathematical skills.

In the Australian curriculum ICT is a general capability ("Information and Communication

Technology (ICT) Capability", 2017) and it suggests that to participate in knowledge-

based economy and to be empowered within a technologically sophisticated society now

and into the future, students need the knowledge, skills and confidence to make ICT

work for them at school, at home, at work and in their communities. Therefore, the

activities implemented throughout the unit enrich students with different forms of ICT, to

engage and motivate a wide spectrum of learners. Students get the opportunity to

endeavor on different ways they could apply data in different software to construct a box

plot and a histogram: Excel, TI-Nspire CAS or ClassPad. Giles & Shaw (2011) add, “If

technology is absent in our schools, students will struggle to become literate in our
society”, therefore students are encouraged throughout the unit to research online, use

their smart devices and create PowerPoints.

Literature also suggests that peer learning yields supportive relationships and promotes

active learning, well-being, good communication skills and higher achievement rates and

greater productivity in terms of enhanced learning outcomes (Briggs, 2018). Therefore,

thought the unit, tasks have been designed to allow students to work collaboratively in

pairs or collectively as a group, whether it is working on a worksheet, research or

presenting to the class, building upon their personal and social capabilities.

The program aims to positively engage all students in the learning, providing

adjustments and modifications where needed to elicit positive habitus within the

classroom for the students.

To monitor students’ progression and understanding of the content formative

assessment is conducted throughout the unit, student’s complete reflection sheets or

exit slips at the end of each lesson reflecting on what they have learnt, what questions

they still have and what they found interesting or difficult. This provides the teacher with

constant feedback to work towards the next lesson, modifying where necessary and

scaffolding the learning. A summative assessment is inclusive in the unit of work,

accounting for 10% of students total marks. Marking criteria for the summative

assessment is based on a rubric, incorporating mathematical proficiencies:

understanding, fluency, problem solving and reasoning, satisfying 21st century learners.

The four strands have been assessed to enable students to cope with mathematical

challenges of daily life and enable them to continue their study of mathematics for

future endeavours.
Reference list

ACARA. (2018). Senior secondary curriculum. Retrieved from

https://www.australiancurriculum.edu.au/senior-secondary-curriculum/
Briggs, S. (2018). How Peer Teaching Improves Student Learning and 10 Ways To Encourage It –
InformED. Retrieved from https://www.opencolleges.edu.au/informed/features/peer-teaching/
Briggs, S. (2018). How To Make Learning Relevant To Your Students (And Why It's Crucial To Their
Success) - InformED. Retrieved from https://www.opencolleges.edu.au/informed/features/how-to-make-
learning-relevant/
Chang, J. M. (2011). A practical approach to inquiry-based learning in linear algebra. International
Journal of Mathematical Education in Science and Technology, 42 (2), 245–25.Education Queensland
2001 New Basics – The Why, What, How and When of Rick Tasks
Queensland Government, Brisbane Web:
http://www.education.qld.gov.au/corprate/newbasics
Information and Communication Technology (ICT) Capability. (2017).
Fielding-Wells, J. & Makar, K. (2008). Student (dis)engagement in mathematics. In AARE 2008
International education conference Brisbane: Changing climates: education for sustainable futures (pp. 1–10).
AARE. Retrieved January 9, 2013 from http://aare.edu.au/08pap/mak08723.pdf
National Research Council. 2002. Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High
Schools. Washington, DC:
The National Academies Press. https://doi.org/10.17226/10129.
Roberston, k. (2007). Connect Students' Background Knowledge to Content in the ELL Classroom. Retrieved from
http://www.readingrockets.org/article/connect-students-background-knowledge-content-ell-classroom
https://www.google.com/search?
q=statistics+worksheet+year+8&source=lnms&tbm=isch&sa=X&ved=0ahUKE
wi7ofbA0ffhAhWv6XMBHT7lD2YQ_AUIDigB&biw=1607&bih=766#imgrc=ZloLp7
y0NKXk7M:

https://www.khanacademy.org/math/statistics-probability/summarizing-
quantitative-data/box-whisker-plots/v/interpreting-box-plots