Statistics Planning & post-lesson reflection

Achievement Objectives: Statistical investigation: • Plan and conduct investigations using the statistical enquiry cycle: – determining appropriate variables and data collection methods; – gathering, sorting, and displaying multivariate category, measurement, and time-series data to detect patterns, variations, relationships, and trends; – comparing distributions visually; – communicating findings, using appropriate displays. Statistical literacy: • Evaluate statements made by others about the findings of statistical investigations and probability activities. Probability: • Investigate situations that involve elements of chance by comparing experimental distributions with expectations from models of the possible outcomes, acknowledging variation and independence. • Use simple fractions and percentages to describe probabilities.
Week two: Looking at different types of data (quantitative and qualitative), multivariate, time series & measurement data - Discrete vs Continuous data. How to display these. Looking into what good questions are.
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What are different types of data? How are they different? How do we display the different types? What is the difference between discrete data and continuous data? Discrete: counted Continuous: measured Quantitative: Qualitative: Times Series: Multivariate: Activity L.I: Reaching conclusions based on qualitative data	L.I: Recognising patterns in time series data Discuss what time series data is and the best way to graph it 2. F.I.O L3-4, p.2-3    Whole class activity: Students work with a buddy, go through activity step by step as a class.	L.I: Comparing related but different data sets Show a scatter plot that displays different sets of data to be compared. F.I.O L3-4, p.11 ‘Where’s my bus?’	L.I: Exploring the relationship between two variables (multivariate data) Looking at measurement data F.I.O L3-4, p.12-13 ‘Fish Figures’ Need: a computer spreadsheet or graphing program	L.I: Coming up with good investigative questions F.I.O: L4, p.4-4 ‘What’s the question?’ What makes a good question: Checklist Use data cards from NZ census to write investigative questions
Reflection: We covered numerical data: discrete and continuous and categorical data. Didn’t get on to ordinal data or that categorical data can be numerical	Instead of this lesson we did a follow up activity about data types and graph types. Did lesson on drawing a pie graph by hand, using percentages & protractor etc. Need to continue this - David, Luis, Sean		Used Google sheets for graphing but can only make basic pie, bar, line graphs etc. Need to find site for making histograms etc are they using the right type of graph for the task? Data & Answering the question