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Achievement objective S8-3

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:

  • Evaluate a wide range of statistically based reports, including surveys and polls, experiments, and observational studies:
    • A. critiquing causal-relationship claims
    • B. interpreting margins of error.


A. Critiquing causal-relationship claims:

B. Interpreting margins of error:

Using informed approximations or rules of thumb to interpret reported margins of error linked to confidence intervals.


S8-3 links from S7-3.

Possible context elaborations

  • CensusAtSchool is a valuable website for classroom activities and information for teachers on all things statistics.
  • Colmar Brunton political polls.
  • School should start later for year 13 students to better suit body clock! Report finds 15-year-olds are too young to drive! Texting improves spelling! Omega-3 improves your grades at school! Sleep deprivation caused by late night texting. Cellphones and texting cause more accidents while driving.
  • Critiquing causal-relationship claims – this activity explores causal-relationship claims and suggests questions students could ask in evaluating and critiquing causal-relationship claims:

Assessment for qualifications

NCEA achievement standards at levels 1, 2 and 3 have been aligned to the New Zealand Curriculum. Please ensure that you are using the correct version of the standards by going to the NZQA website.

The NZQA subject-specific resources pages are very helpful. From there, you can find all the achievement standards and links to assessment resources, both internal and external.

The following achievement standard(s) could assess learning outcomes from this AO:

Last updated September 17, 2018