Surf’s Up in the River

Torrens Data Investigation

SUBJECT Maths YEAR 7
LEVEL

DUE DATE In class assessment

Task Requirements

To complete this assessment, you will use the data collected during our field investigation to the River
Torrens. You must organise the categorical, discrete and continuous primary and secondary data. It is
important to choose the appropriate data that best matches what each question is asking you to do.
Remember, you are communicating your understanding of both the data that you have collected and
Task
how to best display that information for others to read.
1. Create a clear table(s) that documents all data collected from your field
investigation.
2. Choose an appropriate set of data to:
a) Create a frequency table and connecting dot plot.
b) Explain why you chose the data that you did to display on a dot plot.
3. Recorded underneath is the daily rainfall data from the River Torrens (amounts
have been rounded to a whole number):
a) Create a frequency table
b) Create a stem and leaf plot.
c) Work out what the mean, median, mode and range is for this data set.
d) Create a line graph (don’t forget to add all important labels)
e) How reliable do you think the data is? Discuss the variation and the sample size
and how these might have affected your results.
572mm 571mm 569mm 567mm 571mm 567mm
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4. Use the data you collected on the different types of plants found along the River
Torrens to:
a) Create a pie graph.
b) Record a table that demonstrates how you created your pie graph:
Type of plant Amount recorded Fraction of a Pie section angle
whole ( )̊
Gum tree 20 20/150 48 ̊
c) What can you interpret from your graph?
5) Describe any patterns have you have found throughout this assessment task.
Australian Curriculum
Focus A B C D E
Assessment Criteria
Students solved a Students adapted Students Students Students did not
problem strategies competently sometimes solve many
they hadn’t seen they had used solved problems solved problems problems
before by before to solve similar to that successfully even
using their own a problem that ones they had were similar to when they were
invented was new, completed ones they similar to those
strategies and rather than using previously, using had completed completed
thinking, a formula rehearsed in class previously, and
rather than using they had strategies that but this was with substantial
Problem Solving a formula memorised. they had inconsistent. teacher
(Thinking and they have Teacher may memorised. Teacher may guidance.
Reasoning) memorised. have prompted, Teacher may have
Teacher may have guided, or lead have provided
made throughout the prompted, substantial
suggestions to problem as long guided and lead guidance
help the as this throughout the throughout the
student get involved asking problem problem solving
started and to questions solving process. process.
help them rather than telling
evaluate their the student
ideas carefully. what to do.
Students clearly Students proved Teacher could Teacher had Student did not
proved how how they got interpret difficulty show how they
they got their their answer. This how the student interpreting obtained their
answer. This included obtained how the answer.
included detailed working, their answer. student
Reasoning
working, drawings and/or obtained their
(Communicating)
drawings and/or explanations, but answer.
explanations. may have
skipped some
details.

Students Students made Students Students had Students had

demonstrated a connections explained some some difficulty stating
deep level of between the patterns and difficulty patterns and
mathematical patterns and principles that explaining principles that
understanding by principles that underpin patterns and underpin
making underpin mathematics, principles mathematics.
connections mathematics. but that underpin
between the With some had difficulty Mathematics,
patterns and teacher input and making and did not
principles that guidance, connections make
Understanding underpin they adapted between connections
(Reflecting) mathematics. mathematical these. They between these.
They formulae and used They
showed ability to algorithms when mathematical sometimes used
adapt and solving non- formulae mathematical
manipulate standard and algorithms formulae
mathematical problems. in routine and algorithms
formulae and and application in routine
algorithms for questions, questions, but
themselves when but had had
solving difficulty with difficulty with
non-standard nonstandard application.
problems. problems.
Overall Result