1. Functional Question And lesson Foundation (Statistics 9) For the week beginning ….

2. Lesson Plan – Interpreting different types of chart Mental and Oral Starter Ask pupils to answer questions about the bar chart. The main part of the lessons starts with a whole group discussion to compare the advantages, disadvantages and practical applications of bar charts and pie charts. Learners then work in pairs to match the bar graphs to the pie charts. As they work on this task, encourage learners to explain how they know that particular cards match. When learners are stuck, ask questions that might help them to develop a strategy. Show pupils the box and whisker diagrams and explain how they are constructed and what they show. Time allowing ask pupils to match the box and whisker plots to the pie charts and bar charts. Plenary Hand out the functional question. Allow pupils 10 minutes to discuss with their partner and answer the question as fully as possible. Allow a further 5 minutes to show the mark scheme on the board. Explain how each mark is awarded and what is meant by a B1, A1, M1 and Q1. Finally ask pupils to decide whether they answer they have given would gain them the mark. Reflection Green Amber Red Objectives To interpret bar charts, pie charts, box and whisker plots. Keywords Interquartile, Range,

3. Developing AO3 skills is a process that depends on giving learners confidence to: · Try different approaches · Make mistakes and rectify them in a constructive environment · Justify decisions and explain consequences · Express ideas and communicate conclusions in a variety of ways and to different audiences. Assessment Objective - AO3 AO3 seeks to assess a learner’s ability to: · Process information · Pose problems and pursue them · Conjecture and investigate within mathematics · Reason concisely · Evaluate and check methods and results · Present solution(s) effectively There is a link to the three strands in Functional Mathematics: · Represent (strategy) · Analyse · Interpret However, not all AO3 questions will be “functional”.

4. RAG Pie Chart, Bar Chart, L0 To interpret and compare pie charts and bar graphs. 7-Sep-15 Have a go at answering the exam question. Break the question down into smaller parts. Are there any clues in the question that tell you what you might need to do. Remember write down as much information as you can. This is a 5 mark question. How many marks can you get????

5. 10 boys and 10 girls are each given 20 mental arithmetic questions. Here are the number of correct answers for each boy. 12 18 12 19 9 20 11 9 18 12 The range of the girls’ scores is 12 The mean of the girls’ scores is 14.5 Use the data to investigate the hypothesis ‘Boys are better at mental arithmetic than girls’..................................…………...….…….....………………………………………… …………………………………………………………………………………………… (5 marks)

6. 10 boys and 10 girls are each given 20 mental arithmetic questions. Here are the number of correct answers for each boy. 12 18 12 19 9 20 11 9 18 12 The range of the girls’ scores is 12 The mean of the girls’ scores is 14.5 Use the data to investigate the hypothesis ‘Boys are better at mental arithmetic than girls’..................................…………...….…….....………………………………………… …………………………………………………………………………………………… (5 marks)

9. This bar chart represents the scores that were obtained when a number of people entered a penalty-taking competition. Each person was allowed six penalty kicks. 1.How many people entered the competition? 2.How can you tell?

10. 1.What was the modal number of penalties scored?

11. 1.Could you calculate the mean from the bar graph. Yes or No?

12. 1.What fraction of the people scored one penalty?

13. 1.What percentage of the people scored one penalty?

14. 1.What fraction scored three penalties?

15. 1.Can you think of another statistical diagram that could have been used to represent this data?

16. Does the pie chart tell you how many people entered the competition?

17. What does it tell you?

18. Can you find the mode from the pie chart? Yes or No?

19. Can you find the mean from the pie chart? Yes or No?

20. Can you estimate the percentage that scored one goals?

21. If only four people had scored six goals, what would the pie chart have looked like?

22. If I halve/double the heights of all the bars in the bar chart, what will happen to the pie chart?

23. Today’s Task Work together to match the cards from each set. Try to do this without doing calculations. Take turns at explaining how you know particular cards match. Things to think about... By looking at the bar chart can you see which section of the pie chart should be biggest or smallest? Are any of the sections of the pie chart going to be the same size?

25. Plenary Which cards were the easiest to match up and why? Which cards were the hardest to match up and why?