hourly temperature, household and personal water usage interpret and compare data by considering it in tabular and/or graphical representations AAM ◊ choose appropriate tabular and/or graphical representations to enable comparisons compare the suitability of different methods of data presentation in real-world contexts, including their visual appeal, eg a heat map to illustrate climate change data or the median house prices across suburbs Life Skills identify common features of graphs, including heading, key, axes and labels, and locate these on graphs choose the most appropriate display for a dataset construct a line, picture or column with increasing accuracy, for example: use correct graphing techniques eg (measured) spacing, ruling of lines Students consider the question, ‘Why do we use different methods to display data?’ Provide students with three different datasets and ask students to select a line graph, column graph or pie chart to display the data. Students justify their choices. Students construct the graphical display, ensuring they are displaying the data accurately, for example: look at the data and decide on a scale label the axis and mark the scale plot points on a columns/indicate pictures join the points/construct the column or add the picture create the key add the heading. Students engage in the activity to design a survey, collect and display data in order to support or refute the statement, ‘We are an environmentally friendly school’. of different types of survey questions previously provided. After Kai has collected the data, he can use an online scaffold such as canva.com to create an infographic to represent his data.
interpret information about a dataset and use it to draw conclusions construct and compare parallel box-plots AAM complete a five-number summary for different datasets (ACMEM058) compare groups in terms of central tendency (median), spread (IQR and range) and outliers (using appropriate criteria) interpret and communicate the differences observed between parallel box-plots in the context of the data Life Skills recognise and describe trends in data use information to extrapolate or make predictions from data present findings of a statistical investigation using a range of formats and techniques The teacher enables students to link taking samples with creating box-plots: Students compare parallel to ‘Fix the Matchbox Machine’: Students use graphing technologies to construct and compare They make changes to the data and observe the subsequent changes in the Students comment on the effect of the change in data to the shape of the display. The teacher prepares a set of that includes a box-plot, the five-number summary and the simple dataset for about five different datasets. Students work in small groups with a mixed set of cards to determine the matching datasets. The teacher may provide in-class time for students to finalise their response to the formal assessment task and assist with the submission of any digital files. Life Skills What effects does a continued increase in population have on a country? What effect a decrease in population have on a country? Do the leaders of a country need to be concerned about population growth? Case study – population growth Students examine the population growth in Australia over the past 50 years compared to China’s population growth. What differences can be identified? Students predict the population of both China and Australia for the next year, for five years and ten years (using data). Students share their predictions, giving reasons. Students graph their predictions. Students can also create a digital presentation of their findings and predictions. Kai can work with a partner to construct and compare