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Students learn how to calculate the mean, median, mode and range of discrete and continuous data. They use these to compare distributions and analyse sets of data. Learning progresses from working with data in a list to data presented in a grouped frequency table.

This unit takes place in Year 9 Term 3 and is followed by representing data

- Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.
- Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.

interpret, analyse and compare the distributions of data sets from univariate empirical distributions through:

- appropriate graphical representation involving discrete, continuous and grouped data
- appropriate measures of central tendency (median, mean, mode and modal class) and spread

apply statistics to describe a population

- It helps to teach students to associate the sound of median and mode to middle and most.
- The range is not an average but a measure of spread.
- Illustrate the concept of the mean average as shown below.

- A frequency table is used when the sample size increases beyond simple calculations being possible from a list.
- The median average of a class width is used as the mid-pint when calculating the mean from grouped data.

- Students tend to confuse the median, mode and mean averages.
- The range is often incorrectly thought of as a type of average.
- Students often find it difficult to calculate the median average from data presented in a frequency table.
- When sorting continuous data into a grouped data table students often struggle to fully understand the inequality notation.

June 5, 2019

Students should be able to represent the solutions to an inequality on a number line, using set notation or as a list of integer values. Here’s how I teach using the balance method for solving inequalities using a number line. Matching inequalities, Number sets and Number Lines At the start of the lesson students recap […]

May 1, 2019

In this blog I will share some practical tips for using mini-whiteboards in a mathematics lesson. I use mini-whiteboards nearly every lesson because they help the students show me the progress they are making. When I understand what the misconceptions are I am able to address them in subsequent examples as part of my feedback. […]

April 17, 2019

Demonstrating student progression during a mathematics lesson is about understanding the learning objective and breaking that down into explicit success criteria. Using Success Criteria Take, for example, a lesson on calculating the area of compound rectilinear shapes. The intended learning objective was written on the main whiteboard. Success criteria were used to break down the individual […]