Achievement objective S6-1
In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to:
- plan and conduct investigations using the statistical enquiry cycle:
- A. justifying the variables and measures used
- B. managing sources of variation, including through the use of random sampling
- C. identifying and communicating features in context (trends, relationships between variables, and differences within and between distributions), using multiple displays
- D. making informal inferences about populations from sample data
- E. justifying findings, using displays and measures.
- Uses the statistical enquiry cycle to conduct investigations:
- Selects, uses and justifies
variables and their
measures to use in order to solve a problem. For example, if investigating how to improve the school canteen, students need to decide what ‘improve’ means and select data measures to capture improvement.
- Selects and uses appropriate
sampling methods, for example,
simple random techniques (names drawn from a hat, dice, or random number generators).
- Uses a variety of data collection methods, such as web survey, face-to-face questionnaire, and automated computer logs.
- Collects and manages
- Uses appropriate
statistical graphs and tables to explore the data and communicates relevant detail and overall distributions.
- Explores summary,
comparative, bivariate, and
time series data:
- Links multiple representations and sees the connections between them.
- Writes and presents a concise and informative report that includes communicating features in context; relevant summary statistics, graphs and tables to support the findings of the investigation; quantitative and qualitative statements;
informal inferences about a population from a sample; justified conclusions.
What is new/changed?
- Justifying variables and measures used.
- Looking at the different sources of variation, for example, measurement variation.
- Random sampling.
- Sampling variation.
- Informal inferences using informal decision criteria as evidence for making a claim which is based on an understanding of sampling variation.
- Alternative explanations for observed patterns in the data.
- Contextual knowledge plays an important role in the entire statistical enquiry cycle.
Possible context elaborations
CensusAtSchool – data collected by students, about students, for students – investigating comparative and bivariate situations using the CensusAtSchool database. For example, Do the bag weights of year 11 girls tend to be heavier than the bag weights of year 11 boys in the 2009 CensusAtSchool survey? Is there a relationship between heights of students and their neck circumference?
- Investigate the relationship between memory recall before learning memory recall skills and memory recall after learning memory skills.
Growing scatterplots – uses CensusAtSchool data and looks at relationships between neck and wrist circumferences:
Sleeping sheep – collecting reaction times, using a web-based application, for comparison:
You can’t fool me by giving me a cheap cola. Explores experiments and comparisons:
- Example of student performance
Do boy babies tend to be heavier at birth than girl babies? Comparisons using dot plots and box plots:
- Example of student performance
Assessment for qualifications
NCEA achievement standards at level 1 and 2 have been aligned to the New Zealand Curriculum. Please ensure that you are using the correct version of the standards by going to the
Aligned level 3 achievement standards will be registered by NZQA for use in 2013.
Full information on the level 3 draft standards and the alignment process can be found on
NCEA on TKI.
The following achievement standard(s) could assess learning outcomes from this AO.
- AS91035 Mathematics and statistics 1.10 Investigate a given multivariate data set using the statistical enquiry cycle
- AS91036 Mathematics and statistics 1.11 Investigate bivariate numerical data using the statistical enquiry cycle
Refer to the draft standards matrix.
Last updated September 25, 2012