Phase 1: Specify & Plan (One Lesson)

Phase 1: Specify & plan (one lesson) Year 8 Data Handling Oral & mental (5 – 10 mins) Main teaching (30 – 40 mins) Plenary (10 – 15 mins) Objectives, vocabulary Objectives, vocabulary & Activities Activities Activities & assessment & resources resources Objectives Recall Y7 vocabulary; Objectives Using a context (e.g. Framework p. 249 Begin with specific feedback from Calculate statistics, involve whole group by Discuss a problem that football), discuss together ‘What do we need to hypothesis testing and use this to draw including with a use of whiteboards. can be addressed by find out?’ out importance of how decisions were calculator; recognise statistical methods Form groups of 4 pupils, specify groups to made: when it is appropriate to Write 5, 8, 14 on the and identify related consider A and groups to consider B:  How comprehensive is the source? use the range, mean, board. Say that a pupil questions to explore.  How accurate is the source? median and mode; thought the mean is 8. A Who might be interested in the answer to  Was the design of the data collection construct and use stem- Are they right? Decide which data to this question? Why? sheet suitable? and-leaf diagrams. Discuss collect to answer a B What data do you need to collect? How  How often will it be updated? Calculate statistics for Ask pupils to show the question, and the would you do this?  How do I access it? small sets of discrete range. Degree of accuracy data: Then: needed; identify Take mini-plenary feedback from groups A and ‘YOU ARE HERE ON HD CYCLE’  Find the mode, possible sources. B. median and range; Show me:  Calculate the mean, Solve more complex M1 Five hypotheses and data: including from a  3 numbers with a problems by breaking simple frequency mean of 6 them into smaller steps or Ask same groups of 4 pupils to consider for table, using a  5 numbers with a tasks, choosing and using each of 4 examples: calculator for a large range of 10 resources, including ICT. number of items.  5 pupils whose  Are the collected data sufficient to test the median name length Plan how to collect the stated hypothesis? If not what other data is 4 letters. If Kath data, including sample should be collected? joins the group will size; design and use two- way tables for discrete Vocabulary the median change? If Jo and Sally join data. will the median change? Collect data using a suitable method, such as observation, controlled Resources experiment using ICT, or Whiteboards questionnaire.

Vocabulary

Resources Phase 2: Process & represent (two lessons) Year 8 Data Handling Oral & mental (5 – 10 mins) Main teaching (30 – 40 mins) Plenary (10 – 15 mins) Objectives, vocabulary Objectives, vocabulary & Activities Activities Activities & assessment & resources resources Objectives Seven hypotheses and Objectives M2.1 Travel (adapted from Framework p. 263) M1, example 2 Discuss a problem that questions (adapted from Calculate statistics for  For each example, which collection sheet  Is this tabular representation helpful can be addressed Framework p. 249) small sets of discrete data: could have generated the table, chart or in addressing the hypothesis? If not by statistical  Find the mode, median graph? what would you change? methods and Write hypotheses on and range;  What graphical representation identify related board and ask  Calculate the mean, Data CD, M2.2 Goals (adapted from Framework would be useful? questions to questions: including from a simple p. 249 football): Show 2 bar charts (premiership  What values would it be useful to explore.  What data are frequency table, using a and 2nd division). Ask pupils to sketch pie calculate (e.g. a measure of the needed? calculator for a large charts; compare and discuss. average and/or range)? Decide which data to  How do you collect number of items. Split class into two halves – each half, in pairs, collect to answer a them? estimate values of the median and mode for one ‘YOU ARE HERE ON HD CYCLE’ question, and the  How do you Construct, on paper and of the charts. Compare results: degree of accuracy represent them? using ICT:  What does each average tell you about the needed; identify  What other  Pie charts for charts? possible sources. hypotheses could categorical data;  For each bar chart construct an accurate pie you suggest?  Bar charts and chart. frequency diagrams for Vocabulary discrete data; M2.3 Sunshine and heights (adapted from  Simple scatter graphs; Framework p. 259); use example showing list of Identify which are most data, frequency table of same data, and useful in the context prepared bar chart. Pupils construct stem-and- of the problem. leaf diagram. Explain stem-and-leaf diagram Resources and demonstrate state of construction. Plan how to collect the Compare raw data, stem-and-leaf diagram, data, including sample frequency able and bar chart (note balance of size; design and use two- gain in visual simplicity against loss of detail). way tables for discrete data.

Collect data using a suitable method, such as observation, controlled experiment using ICT, or questionnaire.

Vocabulary Resources Phase 3: Interpret & discuss (three lessons) Year 8 Data Handling Oral & mental (5 – 10 mins) Main teaching (30 – 40 mins) Plenary (10 – 15 mins) Objectives, vocabulary Objectives, vocabulary & Activities Activities Activities & assessment & resources resources Objectives In pairs: whiteboard, Objectives M3.1 Weather: Show bar chart on OHT (title, Reflect on how interpretation of data is Calculate statistics for show me: Interpret tables, graphs axis labels and key hidden). Say chart is influenced by the way data was small sets of discrete  3 bars showing shoe and diagrams for concerned with weather. collected. data: sizes for total of 50 discrete data, and  What could the vertical axis be?  Find the mode, pupils draw inferences that Reveal the label ‘temperature’. M3.2: Show pie charts and ask: median and range;  As before but with relate to the problem  What about the horizontal axis?  Which country has a greater  Calculate the mean, modal shoe size 5 being discussed; Reveal the label ‘month’ and title. proportion of under 5s? including from a  4 bars, total 50 relate summarised  Why are there 2 bars for each month?  Which country has a greater simple frequency pupils, no discernible data to the questions Say that one key states ‘London’ and the other proportion of females in the 15-39 table, using a mode being explored. states ‘Wellington’. age range? calculator for a large  Which is for which? Follow this by asking: number of items. Make stem-and-leaf Communicate orally and  What do we need to consider when chart of time taken, in on paper the results of a M3.2 Greece and Ireland (adapted from designing/doing the data collection? Construct, on paper and minutes, to travel to statistical enquiry and the Framework p. 268): using ICT: school (as values are methods used, using ICT Show 2 pie charts on OHT (title, labels, and ‘YOU ARE HERE ON HD CYCLE’  Pie charts for called out). as appropriate; justify the statements hidden). categorical data; choice of what is  Why are there 2 pie charts? M3.3: Choose a chart and ask:  Bar charts and presented.  What could the title of the charts be?  What hypothesis might this chart frequency diagrams Reveal title and tell pupils that charts are help us to support? for discrete data; Solve more complex concerned with age.  How does this particular type of problems by breaking  Simple scatter  Which is which and why? chart help us to do this? them into smaller steps or graphs;  What are you saying you can see from the  Is there a calculation that would give tasks, choosing and using Identify which are most chart? additional information (average or resources, including ICT. useful in the Reveal labels ‘Greece’ and ‘Ireland’ and the 3 range)? context of the statements. Follow this by asking Plan how to collect the problem.  What do we need to consider when data, including sample  Which statement is true? we are using tables, diagrams and size; design and use two- Further practice: Framework p.269, crime Data CD, OM3 Show calculations to help us interpret way tables for discrete Independent group work: Data CD, M3.3 Mixed me data? data. charts ‘YOU ARE HERE ON HD CYCLE’ Collect data using a M3.4 Photos: Select from 6 photos of groups of Vocabulary suitable method, such as people. Estimate measures (mean, median and Complete HD cycle by returning observation, controlled range) of chosen variables, e.g. height, weight, attention to SPECIFY AND PLAN. experiment using ICT, or age, income, time to run 200m. Compare Discuss how what they have worked on questionnaire. groups using key vocabulary. Consider effect of Resources moving individuals between groups or would have changed “Specify and plan” combining entire groups. Vocabulary Compare mean weight of ‘children’ and ‘Sumo Resources wrestlers’.  What would happen to the mean weight if the groups were combined? Estimate mean income of ‘children’. Consider adding Liverpool footballer to group.  How will the mean change? Sketch possible distribution for heights of a group. Sketch on board unlabelled joint distribution of 2 groups. Ask pupils to identify the 2 groups.

M3.5 Reports, cut up into sections: Form groups of 4 pupils to sort and sequence the reports. Mini-plenary to report on reasons for the grouping and sequencing. Pupils split into pairs and work on one of the reports each: Add any elements missing (titles, labels, units etc.); discuss whether the conclusion of the report is convincing; suggest possibilities for further investigation.