Presenting and

Chapter 20 interpreting data 2

Key terms Prior knowledge assumptions
• correlation • Students can draw and interpret dual and compound
• positive correlation bar charts.
• negative correlation • Students can draw and interpret a pie chart.
• conjecture or hypothesis • Students can interpret an infographic.
• interpolation • Students can draw and interpret a scatter graph.

• extrapolation
• causation

Chapter overview
Section Links Objectives covered Thinking and working
mathematically activities

20.0 Getting started Student’s Book Drawing conclusions from

pp. 222–223 a rose diagram based on
mortality rates during the
Crimean war.

20.1 Pie charts and Student’s Book 9Ss.03 Record, organise and Drawing a single graph by
bar charts pp. 223–228 represent categorical, combining the information
Workbook discrete and continuous data. from several other graphs.
pp. 137–142 Choose and explain which Making some conclusions.
representation to use in a
20.2 Infographics Student’s Book given situation: Interpreting three
pp. 229–235 – dual and compound bar population pyramids to
Workbook charts discuss how Japan’s
pp. 142–145 population is changing.
– pie charts
20.3 Correlation Student’s Book – scatter graphs Naming variables that
pp. 235–241 – infographics. would display different
Workbook 9Ss.05 Interpret data, types of correlation with a
pp.145–149 identifying patterns, trends variable.
and relationships, within and
between data sets, to answer
statistical questions. Make
informal inferences and
generalisations, identifying
wrong or misleading
information.

Consolidation Student’s Book

exercise pp. 241–244

End of chapter Student’s Book

reflection pp. 244–246

Topic review End of chapter

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 Chapter 20 Presenting and interpreting data 2

Ideas for lesson starters

Starting point check: Exploring infographics
When to use: Section 20.2
Purpose: To consolidate learning about infographics
Organisation: Whole-class discussion
Resources: Access the website https://www.gapminder.org/ (use the ‘tools’ tab to access bubble charts)
Task: Show students various infographics generated by this website.
• The link above is a bubble chart showing life expectancy plotted again income per person. Ask
students questions about the nature of the relationship and the significance of the colours and size of
the bubbles. Other possible questions include:
– Which continent has countries with the lowest life expectancies?
– Which country has the highest income?
– Which country has the highest life expectancy?
– How has the data changed over time? (Use the slider under the graph to go back in time.)

Tip: The name of the country comes up when you hover over a point.
Tip: You can make the data for a particular continent flash by clicking on the map.

• Explore other infographics on the site. For example, you could discuss infographics showing the
number of people in the world of different ages or the number of people with different incomes.

Tip: The site has information for teachers on how to use the material in the classroom.

Adaptation: Tailor the questioning to the ability level of students.

Mental maths
When to use: Section 20.1
Purpose: To develop mental maths strategies relevant to the topic.
To consolidate relevant previous learning.
To consolidate language relevant to the topic.
Task: Read out questions from one of these sets.
Set A Set B

1. A cupboard has 120 balls. 24 of the 1. A cupboard has 30 tennis balls,

balls are tennis balls. Write the number 12 footballs and 18 netballs. Write the
of tennis balls as a fraction of the total. number of netballs as a fraction of the
Simplify your answer. total. Simplify your answer.

2. Chocolates are shared between two 2. Apples are shared between three people in
people in the ratio 2 : 3. Write the larger the ratio 2 : 4 : 3. Write the smallest share
share as a fraction of the total. as a fraction of the total.

3. Peter and Abby share $150 in the ratio 3. Sai, Arjun and Rudra share $270 in the
3 : 7. Find how much Peter receives. ratio 2 : 4 : 3. Find how much Saj receives.

4. Write 0.09 as a percentage. 4. Write 0.025 as a percentage.

5. A pie chart has a sector that is 20% of 5. A pie chart has a sector that is 15%.
the total. Find the angle of the sector. Find the angle of the sector.

6. A pie chart has a sector that is 36°. Find 6. A pie chart has a sector that is 18°. Find
the percentage this sector is of the total. the percentage this sector is of the total.

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Adaptation: The questions could be put on the board.

What is the relationship?

When to use: Section 20.3
Purpose: To review previous learning and understanding
Organisation: Whole-class discussion or pair work
Task: Ask students to describe what relationship they would expect between each of these pairs
of variables:
• number of people in a household and the cost of food per month
• number of letters in a student’s name and the distance they live from school
• number of lessons missed and mark in a test.
Encourage students to give a reason for their answers.

Section 20.0: Getting started Student’s Book pp. 222–223

When to use: As an introduction to the chapter or as a lesson starter for Section 20.2
Purpose: To promote discussion by considering a statistical graph of historical importance.
Organisation: In pairs then whole-class discussion
Use in the classroom:
Students could discuss the graph in pairs and come up with some conclusions from it. Then each pair
could join up together with another pair to share the conclusions that they have made. This could then be
followed by some whole-class discussion.
Some conclusions that could be made include:
• Much larger numbers of soldiers were dying in the period April 1854–March 1855 than in the second
12-month period.
• Deaths from preventable infectious diseases peaked in January 1855 and then fell steadily.
• Deaths from wounds peaked in November 1854. (They were high again in June 1855.)
Encourage students to notice that deaths from infectious diseases fell gradually from February 1855
onwards, coinciding with when new methods for preventing infection were introduced.
Support: Less able students could be shown simpler rose diagrams before moving on to this one.
Adaption: Students could research historical statistical diagrams produced by other statisticians, such as
those produced by Charles Joseph Minard – one of his diagrams has been voted the best statistical graph
ever drawn. Hans Rosling also produced some influential graphs comparing data relating to countries (life
expectancy, income, and so on).
Extension: Students could make up their own similar (rose) diagram to show a set of data and ask
someone else to interpret what it shows.
Assessing thinking and working mathematically:
Students who make conclusions about the changes in mortality rates with possible reasons are showing
elements of characterising (TWM.05).

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Section 20.1: Pie charts and bar charts Student’s Book pp. 223–228

Misconceptions Probing questions

• When comparing bars in percentage
compound bar charts, students
sometimes need to be reminded that each
bar shows proportions.
• Students sometimes struggle to convert
between percentage pie charts and angle
pie charts.
• How would you explain to someone how
to interpret a compound bar chart?
• Describe to me the difference between
a compound bar chart and a percentage
compound bar chart.
• What are the advantages and
disadvantages of dual versus compound
bar charts?

Support
• Give students different bar charts and pie
charts with errors and talk them through
identifying each error.
• Students can get confused between the
frequency of a pie chart sector and the
angle or percentage.
Extension
• Working in pairs, students could collect
data and draw a chart. Then swap with
their partner and convert the chart into
another form.

Thinking and working mathematically activity page 228

When to use: At the end of the lesson covering pie charts and bar charts or as homework
Purpose: To draw a single graph by combining the information from several other graphs
Organisation: Individual work
Use in the classroom:
• Encourage students to think about what type of graph would be suitable for showing all the information.
• Encourage students to write appropriate conclusions. Ask students to think about which of the graphs
is easiest to make conclusions from.
Assessing thinking and working mathematically:
Students are critiquing (TWM.07) when they decide on an appropriate graph to show the data. Students
are showing elements of conjecturing (TWM.03), characterising (TWM.05) and convincing (TWM.04)
when they make conclusions from the data and give reasons.

Technology idea
When to use: In class or as homework
Organisation: Individual work
Resources: Spreadsheet package.
Students explore creating dual bar charts, compound bar graphs and pie charts using real data.
Encourage students to think about which presentation is best.

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Section 20.2: Infographics Student’s Book pp. 229–235

Misconceptions Probing questions

• Students sometimes get confused with
the different non-conventional varieties of
charts used in infographics.
• The large numbers that are sometimes
used in infographics can be confusing for
less able students.
• The representation of quantities using
areas in infographics can be confusing for
less able students.
• Explain why companies use infographics.
• When should you not use an infographic?
• Show students infographics and ask
questions about each section, such as:
– What is this section telling us?
– How could you redesign this section to
make it easier to understand?
– What message is the infographic
giving us?

Support
• Give students graphs and charts on a
topic and ask them to create an
infographic using the information.
• Less able students can find population
pyramids difficult to interpret. Get them to
draw a population pyramid to represent
the population of a country.
• Photocopiable resource 20A can be used
to help students draw the infographic in
Exercise 2, Question 2.
Extension
• More able students could research a topic
and produce an infographic using a
computer package.
• Students could make a poster showing
infographics used in the media. They
could critique the presentation.

Thinking and working mathematically activity page 235

When to use: At the end of the lesson
Purpose: Using population pyramids to understand a country’s changing population
Organisation: Whole-class discussion
Use in the classroom:
• Show students the three graphs from the Student’s Book.
• Ask students to describe the population structure of Japan from each graph.
• Now ask students to compare the graphs and explain how the population has changed and it is
predicted to change.
• Ask students why they think the population is changing.
Assessing thinking and working mathematically:
Students who can explain how the population is changing are showing elements of characterising
(TWM.05). Students who can explain why they think the population is changing are conjecturing
(TWM.03) and convincing (TWM.04).

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Section 20.3: Correlation Student’s Book pp. 235–241

Misconceptions Probing questions

• Thinking that correlation will always imply • Sketch a scatter graph with eight points
causation. plotted that shows:
• Thinking that a line of best fit will always – weak negative correlation
go through the origin. – strong positive correlation
• Some students will struggle to understand – no correlation.
why extrapolation may not give accurate
results.

Support
• Less able students may find it difficult to
determine the type of correlation.
Emphasise that the difference between
positive and negative correlation is in
whether the points show an upwards or
downwards trend.
Extension
• More able students could find examples of
graphs that become misleading graphs
when they are extrapolated, such as world
records over time.
• Students could plot the double mean point
to help them draw a more accurate line of
best fit.

Thinking and working mathematically activity page 236

When to use: After students have met the different types of correlation
Purpose: To develop students’ understanding of correlation
Organisation: Students work individually
Use in the classroom:
• Ask students to name variables that would give positive, negative and no correlation with the time it
takes someone to run 100 m.
(Positive correlation examples include mass and time taken to run 200 m. Negative correlation
examples include hours of training and length of legs. No correlation examples could include number
of brothers or sisters.)
• Ask students to explain their reasoning why the variable will give the type of correlation.
• Discuss causation with students. Do any of the variables they suggest cause spurious correlations?
• Discuss extrapolating the data and its reliability.
Assessing thinking and working mathematically:
Students who name variables with different types of correlation and explain why they correlate are
classifying (TWM.06), conjecturing (TWM.03) and convincing (TWM.04).

Extra thinking and working mathematically activity: Exploring correlation

When to use: At the end Section 20.3 as homework or in class
Organisation: Students can collect data in groups and share as a class
Task:
• Tell students they will be testing the hypothesis:
Students who have larger handwriting tend to write more slowly.
• Students should gather their own data related to this task. They should form their own ideas about how
they could collect information about size of handwriting and writing speed.

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• Ask students to produce a scatter diagram of their results, using spreadsheet or statistics software.

Tip: Remind students of the importance of labelling axes.

• Encourage students to interpret their scatter diagram and to write a conclusion to the hypothesis.
Support: Give students ideas for how they could collect suitable data. For example, they could time how
long it takes people to write the sentence ‘Scatter graphs are used to look for correlation.’ The length (in
centimetres) of the sentence would give a measure of handwriting size.
Extension: Students could compare differences in handwriting size and writing speed between males and
females.
Assessing thinking and working mathematically:
Students who come up with their own ideas for collecting data and then make conclusions are
conjecturing (TWM.03) and convincing (TWM.04).

Consolidation exercise Student’s Book pp. 241–244

The Consolidation exercise on pages 241–244 of the Student’s Book provides additional questions linked
to the content of this chapter. These questions could be used in class or for homework.

Topic review End of chapter

You may also wish to use the Chapter 20 Topic review (on the next page) to provide formative
assessment of the topic. This resource could be used in class or for homework. Alternatively,
it could be used as a more formal test.

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Chapter 20 Presenting and interpreting data 2: Topic review

1) A farmer grows three types of vegetable.

The compound bar chart shows the number of tonnes of each type he grew in
four years.

a) Find how many tonnes of potatoes were grown in 2016.

………… tonnes [1]

b) Find the percentage of vegetables grown in 2017 that were swedes.

……………….% [3]

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Chapter 20 Presenting and interpreting data 2

c) Describe the trend in how many tonnes of swedes are grown.

………………………………………………………………………………………… [1]

d) Redraw the amount grown for 2019 as a pie chart.

[3]

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 Chapter 20 Presenting and interpreting data 2

2) The upper arm is the part of the arm between the shoulder and the elbow.
Jackie wishes to investigate the relationship between the length of the upper arm
and height in young children.
She takes measurements from 10 children and draws this scatter graph.

Tick ( ) to show if each statement is true or false.

True False

Four of the children had an upper arm length greater than 21 cm.

The scatter graph shows positive correlation.

Children with a longer upper arm tend to be taller than children

with a shorter upper arm.
[1]

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3) The infographic shows the percentage of India’s population in 2020 in different age
groups.

a) Find the percentage of India’s population that is 60 years or older.

………………% [2]

b) Write down the modal age group. ……………… [1]

c) Compare the percentage of males and females aged under 20 years.

…………………………………………………………………………………………

………………………………………………………………………………………… [1]

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4) A music exam has two parts: a theory paper and a practical examination.
The table shows the marks scored by 8 students in these exams.

Theory paper 24 27 41 50 35 39 17 44
Practical examination 94 126 136 145 124 123 105 147

a) Draw a scatter graph to show the data.

[2]

b) Draw a line of best fit on the scatter graph. [1]

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Chapter 20 Presenting and interpreting data 2

c) Tilly scored 30 marks in the theory paper.

She missed her practical examination.
Use your line of best fit to estimate the mark she would have scored on the
practical examination.

………………… [2]

d) Explain why it may not be reliable to estimate the mark in the practical
examination for a student scoring 10 marks in the theory paper.

…………………………………………………………………………………………

………………………………………………………………………………………… [1]

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Chapter 20 Presenting and interpreting data 2:

Topic review mark scheme
Question Answer Mark Part marks

1(a) 18 (tonnes) 1

1(b) 31(%) OR 30.5(08…)(%) 3 Award 2 marks for

× 100) or (× 100)
OR
Award 1 mark for 59 or for 41
or for 18.

1(c) The amount grown has increased each 1 Or equivalent.

year.

1(d) A fully correct pie chart, for example: 3 For full marks, all angles
should be drawn correctly
(2° tolerance on angles) and
sectors should be labelled with
crop name. (Angle values do
not need to be included.)
Award 2 marks for all angles
correct (2° tolerance on
angles) but with sectors not
labelled or for a labelled pie
chart with one angle correct
(2° tolerance on angle).
OR
Award 1 mark for sight of one
correct angle in working or on
pie chart.

2 1

3(a) 10(%) 2 Award 1 mark for correct

working (3.2 + 3.2 + 1.5 + 1.3
+ 0.4 + 0.4).
Allow one incorrect value or
one omission.

3(b) 10 – 19 1

3(c) A correct comparison, for example: 1

There is a greater percentage of males
(aged under 20).

4(a) All points plotted accurately (allow small 2 Award 1 mark for at least five
square tolerance). points plotted accurately (allow
small square tolerance).

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Chapter 20 Presenting and interpreting data 2

4(b) Suitable line of best fit through their points, 1 Line should go in the direction
for example: of the points and there should
be a balance of points either
side of the line.

4(c) Accurate reading from their line of best fit. 2 FT Follow through from their line
Expect an answer around 117. of best fit.
Award 1 mark for a line
drawn up from 30 to the line
of best fit.

4(d) TWM 10 is outside of the range of the data that 1 Or equivalent (such as
has been plotted. reference to extrapolation).

TOTAL = 19 marks

Suggested formative assessment guidelines

A mark of less than 6 The student is working towards an understanding of the objectives.

A mark of between 6 and 10 The student shows a basic understanding of the objectives.

A mark of between 11 and 15 The student shows a good understanding of the objectives.

A mark of 16 or more The student has an excellent understanding of the objectives and can
apply their understanding to solve problems.

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Photocopiable resource 20A: Grid for Exercise 2, Question 2(a)

Population of North Macedonia

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