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Achievement objectives

What has changed:

Achievement objective S7-1

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:

• Carry out investigations of phenomena, using the statistical enquiry cycle:
• A. conducting surveys that require random sampling techniques, conducting experiments, and using existing data sets
• B. evaluating the choice of measures for variables and the sampling and data collection methods used
• C. using relevant contextual knowledge, exploratory data analysis, and statistical inference.

Indicators

• Uses the statistical enquiry cycle to conduct surveys and experiments and to analyse existing data sets.
• Conducts surveys to find solutions to problems (or uses existing data sets):
• Poses survey questions, considering sources of variation, for example, what are the variables to be collected, how each variable will be measured.
• Designs, trials, and improves questionnaires using a range of appropriate questions types, checking the survey questions using, for example, desk review, conducting pilot surveys.
• Selects and uses appropriate sampling methods, for example, simple random, systematic, stratified, cluster, and quota.
• Evaluates sampling method used, for example, is a sample sufficiently large, randomly chosen, and representative of the population.
• Collects and manages data.
• Uses exploratory data analysis to explore features of the data:
• Uses appropriate statistical graphs and tables to explore the data and communicates relevant detail and overall distributions.
• Uses appropriate measures to communicate features of the data.
• Uses relevant contextual knowledge when communicating findings.
• Makes informal  statistical inferences.
• Communicates findings in a report which includes:
• relevant summary statistics, graphs and tables to support the findings of the survey
• quantitative and qualitative statements
• informal statistical inferences
• justified conclusions.
• Conducts experiments to find solutions to problems:
• Poses investigative questions about an experimental situation.
• Plans experiments:
• Considers sources of variation, for example, what are the variables to be collected, how each variable will be measured.
• Evaluates the choice of variables and measures used in the experiment.
• Selects and uses appropriate data collection and recording methods.
• Conducts the experiment and collects data.
• Communicates findings in a report which includes:
• relevant summary statistics, graphs and tables to support the findings of the experiment
• quantitative and qualitative statements
• suggestive statistical inferences
• justified conclusions.
• See key mathematical ideas on NZmaths.

Progression

S7-1 links from S6-1 and to S7-2, S7-3, S8-1.

Possible context elaborations

• CensusAtSchool is a valuable website for classroom activities and information for teachers on all things statistics.
• You have been asked by the Ministry of Health to design a questionnaire that would enable them to find out more about the effects of high sugar intake on teenagers.
• Investigate a given claim from the media, where the raw data is available.
• Conduct an experiment to see if drinking a caffeinated drink improves reflexes, or memory, or athletic performance.
• Kiwi Kapers – uses a simulated data set of Kiwis to explore some of the big ideas.
• Sampling variation and making inferences:
• Teaching notes
• Data cards
• Population graphs and statistics
• Blank dot plot sheet for collecting weights
• Kiwi data in Excel
• Kiwi data in Fathom
• Deciding on the sample size:
• Teaching notes
• Student worksheet
• Fathom taking samples
• Example of output (different sample sizes)
• Fathom collecting sample medians
• Example of output (sample medians)
• Median
• Example of output (collation of class medians)
• Introduction to stratified sampling:
• Teacher notes
• Dot plot blank sheet for collecting heights
• Data cards
• Kiwi population (excel)
• Fathom taking samples
• Example of output (samples)
• Fathom taking counts of species
• PPDAC cycle – using stratified sampling:
• Teacher notes
• Student worksheet
• School population (fathom)
• School population (excel)
• Fathom file for taking sample
• Fathom file used for teacher notes
• Two further examples that can be used for the entire statistical enquiry cycle. Set up for sampling:
• the kiwi population is the same as used in Kiwi Kapers and introduction to stratified sampling:
• Fathom file for taking sample
• Kiwi population (excel)