2Mindmap – Begin by identifying the skills the pupils possess and how they link
3Level 4-6 Skills Pictograms Bar Charts Pie Charts Labelled Stem and Leaf diagrams Key requiredEqual width HistogramsFrequency PolygonsTwo-way tables For discrete and grouped dataScatter graphs Basic understanding of correlationIdentify rogue valuesUnderstanding and drawing lines of best fit by eyeLine graphs Understand that lines joining points may have no meaningCalculate: MeanRangeMedian Small data sets, both continuous and discreteModal class Continuous data
4Level 5-8 SkillsBox Plots – understand the relationship between a box plot and a cumulative frequency curve.Cumulative Frequency curves: Finding Q1, Q2, Q3 and 0.5(Q3-Q1) and interpreting.Find the median and quartiles from a frequency table or list of discrete data.Justify which average is appropriate to the situation.Find an estimate of the mean from a grouped frequency tableDistinguish between positive, negative and zero correlation using lines of best fit.Use y = mx + c to establish a relationship and appreciate that using the line of best fit to predict values outside the plotted range may not be reliable.Select and justify a sampling scheme, including random and stratified.Understand the terms primary and secondary data.Interquartile range = spread of the middle 50%, is centred on the median, and that it eliminates extreme values from the measure of spread.
62005 SATs Results - All Pupils Discuss the data that is available(in decimal form for Sets 1-4 or in integer form for sets 5 and 6)2005 SATs Results - All Pupils17.9267.251761016.627.627528.6771023288.2534.2781036.245.629547910453055805.210563156811067326.957821073.28335883108Also 2004 – All Pupils, 2004 & 2005 Girls, 2004 & 2005 Boys
7Specify and Plan Discuss possible hypotheses – The two obvious ones are:“Boys are brighter than girls.”“2005 results were better than 2004”or the converse.
8Sampling Data Discuss stratified, random and systematic sampling and the strengths and weaknesses of eachDecide which one to use and ensure that you explainyour reasons clearly, including why you didn’t use eachof the other methods – be explicit.
9In pairs do the following and then have a class discussion about some of the plans – highlight weaknesses and strengths and get pupils to amend theirs if necessary.Look at the dataDecide on a hypothesis and record itHow much data are you going to collect?How are you going to record your results?What graphs are you going to use?Why?What averages are you going to use?
10Writing Frames provide a framework HypothesisI believe that …I expect my research to show that …The reason I believe this is because …
11Writing Frames provide a framework Sampling To complete this task I will need to collect …… pieces of data because … I am going to collect this data by … The reason I have chosen this method is … Plan I will draw … and … to display my results. The reason I will do this is because I expect it to show me that …
12Writing Frames provide a framework Plan I will calculate the and The reason I will do this is because I believe it will show me that … Interpretation This shows me that … This agrees/disagrees with my original hypothesis. I was surprised to note that … This may have been because …
13Note the following All graphs must be clearly labelled There must be an interpretation of everygraph or statistic calculatedRefer comments back to the originalhypothesesExplain any possible causes of bias orlimitations/improvements