Victoria Point State High School

SUBJECT 10 Mathematics
STUDENT NAME CLASS

TEACHER

YEAR 10 ASSESSMENT CONDITIONS

SEMESTER 1, Term 1 Assignment – Statistics
2023
DRAFT FINAL
Unit: 1 Friday 17th March Monday 27th April or
DUE DATES Tuesday 28th April
Task PSMT
:
Conditions Vocabulary
Statistics
Length: 600-800 words, up to 6 pages (including tables, figures and diagrams) Mean
Time: Median
Assessment Technique: 3 weeks/9 lessons. Students will need to commit to homework time to complete this Box and whisker plot
Assignment assignment to the best of their ability. Five-number
Equipment: summary
 Scientific Calculator IQR
 Ruler Quartile
Scatterplot
Assessment Type:  Graphics calculator or computer (EXCEL/Word)
Evaluate
Instructions:
Summative  You may use any notes or class activities done prior to this assessment as
Compare
reference
Contrast
Describe
 This work is to be individual. There is no group component.
Standard Deviation
 You must work with the data allocated to you.
 Work must be completed on A4 paper and submitted by the due date as a hard
copy. All work done on a computer must be printed and digital copies of your
work must be emailed to your teacher by the due date.

COGNITIVE VERBS

Thinking skills developed during this unit:

Calculate: determine or find (e.g. a number, answer) by using mathematical processes; obtain a numerical answer showing the relevant stages
in the working; ascertain/determine from given facts, figures or information
Compare: display recognition of similarities and differences and recognise the significance of these similarities and differences
Construct: display information in a diagrammatic or logical form; make; build
Describe: give an account (written or spoken) of a situation, event, pattern or process, or of the characteristics or features of something
Evaluate: make an appraisal by weighing up or assessing strengths, implications and limitations; make judgments about ideas, works,
solutions or methods in relation to selected criteria; examine and determine the merit, value or significance of something, based on criteria
Justify: give reasons or evidence to support an answer, response or conclusion; show or prove how an argument, statement or conclusion is
right or reasonable
Make a decision: select from available options; weigh up positives and negatives of each option and consider all the alternatives to arrive at a
position

CRITERIA AND RESULTS

Fluency Reasoning Overall Judgement
A B C D E A B C D E A B C D E
Declaration of Integrity – Assessment Policy
The Victoria Point State High School Assessment Policy addresses the expectations, conditions and consequences for the completion and collection
of assessment. This policy can be found on DayMap and the School Website.
“I certify that I am aware of the School Assessment Policy and all unacknowledged work is my own. I can prove authorship through production of
preliminary work and/or drafts (if applicable) and I am willing to answer questions if deemed necessary. I have kept a copy of this assignment (if
applicable)”.

Student Name: Signed: Date: __________________

CONTEXT
Who Owns The Gold Coins?

The story so far……

A group of divers has just located a sack of gold coins on the seabed of the Pacific Ocean. In an effort to trace the
country of origin, Britain, Mexico and the USA have all claimed ownership.

Since the coins have been in the ocean for a considerable length of time, any identifying marks have been eroded away. The
three countries were each asked to supply a random sample of 20 of their gold coins which they suspect of being the type in
the raised treasure.

Measurements of these coins are to be compared with measurements of a sample of 20 from the discovered sack. A table of
the results of these measurements is included.

TASK
Using the unique coin data set provided by your teacher, your task is to investigate and compare the data to the known
samples and make a justifiable recommendation as to which country the discovered coins most likely originated from.

You are to write a report communicating your findings.

Use the Approach to Problem Solving and Mathematical Modelling and the included report format to complete the task.

To complete this assignment

You Must
 List the steps involved in completing the report and reaching a decision. This will include the data used and from where it was
obtained, what displays and statistics will developed from the data and reference to formulas used, how these statistics and
displays were used, how technology will support you
 Calculate the measures of central tendencies: mean, median and mode for each set of data
 Calculate the five number summary for each set of data: min, Q1 ,med, Q3, max
 Calculate measures of spread: range and interquartile range for each set of data
 Construct the most appropriate data displays and summary tables with which you can support your decisions and conclusion
(Box and whisker, stem and leaf, dot plot, scatterplot, table)
 Describe the statistics you have obtained
 Interpret the information you have shown on the graphical displays
 Compare and contrast the data of each country using the data displays and statistics.
 Decide who owns the coins using Maths to explain your decision.
 Ensure tables and graphs adhere to conventions of mathematics. Include information in appendices such as raw data, formulas
used. A concluding paragraph must include the decision made.

You Should
 Comment on any assumptions you have made and if they have an effect on the outcome you reach
 Analyse the information you have obtained to enable a decision as to coin ownership to be made

You Could
 Validate computer-generated statistics with some Mathematical processes (working)
 Comment on any strengths and limitations of the investigation
 Consider other ways to make the decision

An Approach to Problem Solving and Mathematical Modelling

(text in italics is from the Yr 11/12 General Mathematics syllabus. All Senior Syllabi include a very similar model)

Once you understand what the problem is asking, you must design a plan to solve the problem.
You will translate the problem into a mathematically purposeful representation by first
determining the applicable mathematical and/or statistical principles, concepts, techniques and
technology that are required to make progress with the problem. Appropriate assumptions,
 S
E
E
a
n
You need to select and apply mathematical and/or statistical procedures, concepts and techniques
d previously learnt to solve the mathematical problem to be addressed through their model. Possible
approaches are wide-ranging and include synthesising and refining existing models, and generating
and testing hypotheses with primary or secondary data and information, as well as using standard
mathematical techniques to produce a valid solution.
Solutions can be found using algebraic, graphic, arithmetic and/or numeric methods, with and/or
DO without technology.
 Calculate the measures of central tendencies: mean, median and mode for each set of
data
 Calculate the five number summary for each set of data: min, Q1 ,med, Q3, max
 Calculate measures of spread: range and interquartile range for each set of data
 Construct the most appropriate data displays and summary tables with which you can
support your decisions and conclusion (Box and whisker, stem and leaf, dot plot,
scatterplot, table)

Once a possible solution has been achieved, you need to consider the reasonableness of the solution
and/or the utility of the model in terms of the problem. Evaluate results and make a judgment about
the solution/s to the problem in relation to the original issue, statement or question.

This involves exploring the strengths and limitations of the solution and/or model. Where necessary,
this will require going back through the process to further refine the solution and/or model. In
mathematical modelling, you must check that the output of their model provides a valid solution to the
real-world problem it has been designed to address.
CHECK
This stage emphasises the importance of methodological rigour and the fact that problem-solving and
mathematical modelling is not usually linear and involves an iterative process.

 Describe the statistics you have obtained

 Validate those computer-generated statistics with some Mathematical processes
 Interpret the information you have shown on the graphical displays
 Compare and contrast the data of each country using the data displays and statistics.
 Analyse the information you have obtained to enable a decision as to coin ownership to e
REPORT FORMAT made.
 Comment on any assumptions you have made and if they have an effect on the outome you
reach. Include in this section any information regarding the use of or deletion of outliers.

The development of solutions and models to abstract and real-world problems must be capable of
being evaluated and used by others and so need to be communicated clearly and fully. You will
communicate findings systematically and concisely using mathematical, statistical and everyday
language. You must draw conclusions, discussing the key results and the strengths and limitations
of the solution and/or model.
You could offer further explanation, justification, and/or recommendations, framed in the context of
the initial problem.

Ensure tables and graphs adhere to conventions of mathematics. Include information in

appendices such as raw data, formulas used. A concluding paragraph must include the decision
made.
Recovered coins
Britain Mexico USA
Your unique set __
Diameter Thickness Diameter Thickness Diameter Thickness Diameter Thickness
(mm) (mm) (mm) (mm) (mm) (mm) (mm) (mm)
30 2.8 32 2.6 34 2.2
35 2.5 31 3 35 3
32 2.8 31 2.7 36 2.4
31 3 32 2.4 27 2.6
36 2.7 29 2.7 32 2.4
33 2.8 27 2.7 30 2.5
29 3 27 3 34 2.8
29 2.9 32 2.7 28 2.5
33 2.9 30 3 28 2.3
35 2.8 32 3 32 2.7
34 3 27 3 30 2.2
35 0.3 11 2.5 35 2.3
33 2.9 28 2.4 33 3
29 3 33 2.7 31 2.8
30 2.6 32 3 28 2.9
29 2.8 27 2.6 35 2.9
30 2.3 34 2.8 31 2.9
30 2.8 34 3 34 2.4
33 3 34 2.6 34 2.2
34 2.7 29 2.6 29 3

This data will be provided by your teacher. It is your unique data set.
Your answer must reflect this data. If you lose this data set you will
need to contact your teacher or Mathematics HOD to get this
reissued.
 Fluency Reasoning

 Calculate quartiles and inter-quartile ranges. Compare data sets by referring to the shapes of the
 Describe statistical relationships between two continuous various data displays.
variables.

In complex unfamiliar situations, students can recall and use of

facts, definitions, technologies and procedures to
 accurately calculate required statistics for all data sets
and provide analytical solutions to verify technology Clear explanation of mathematical thinking
outcomes and reasoning, including logical
 construct accurate and suitable graphical displays for justification of choices made, evaluation of A
all data sets strategies used, proofs formulated and
 accurately describe and compare the trend shown by conclusions reached.
the scatterplots
Effective and clear use of appropriate mathematical
terminology, diagrams, conventions and symbols

In complex familiar situations, students can recall and use of

facts, definitions, technologies and procedures to
 accurately calculate measures of central tendencies and
Explanation of mathematical thinking and
five-number summary
reasoning, including reasons for choices
 construct suitable graphical displays for all data sets
made, strategies used, proofs formulated B
 describe and compare the trend shown by the and conclusions reached.
scatterplots
Consistent use of appropriate mathematical terminology,
diagrams, conventions and symbols

In simple familiar situations, students can recall and use of facts,

definitions, technologies and procedures to:
 calculate quartiles and inter-quartile ranges (with minor
inaccuracy) description of mathematical thinking and
 construct boxplots for diameter or thickness (all reasoning, including discussion of choices
countries) made, strategies used, proofs formulated C
 construct scatterplots and conclusions reached
 describe the trend shown by the scatterplots
Use of appropriate mathematical terminology, diagrams,
conventions and symbols

Some recall and use of facts, definitions, technologies and

simple procedures to
 calculate mean, median, mode and range statements about choices made, strategies
 provide a boxplot or scatterplot used and conclusions reached D
use of aspects of mathematical terminology, diagrams and
symbols

partial recall of facts, definitions or simple procedures to

isolated statements about given strategies E
 calculate mean, median, mode or range
or conclusions
use of everyday language
Required for all responses. Use this template to help you organise your work. You will need to access it
electronically to change the size of each section.
SEE

STATE the problem in your own

words.

PLAN

FORMULATE a process to solve the

problem.

 What do you know?

 What do you need to know?
 List the steps you will take to
solve the problem.
 Describe how will technology
be used
DO

SOLVE the problem using your

chosen method.
CHECK
From the data analysis you need to
ensure your decisions are
reasonable. To EVALUATE and
VERIFY your response:
 What conclusions have you
come up with?
 Have you met all conditions?
 Do the conclusions appear
valid? Is your working correct
and reasonable?
 Describe the strengths and
limitations of the processes
you carried out and how they
could have affected your
outcomes.
 How could the investigation
be improved?
COMMUNICATE Have you

This is covered across your entire
assignment. Present your findings
in a manner that would be suitable
for any year 10 student to read.
Ensure you use mathematical
language where appropriate.
 Used appropriate spelling and grammar
 Used sentences
 Referred to your working and diagrams
 Included titles and headings where appropriate
 Included mathematical terms and formula where appropriate
 Shown mathematical justification and rules where appropriate
 Ensured Graphs, tables and diagrams contain all necessary features and labelling
 Included an acknowledgement of sources if secondary data or information is used?