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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.

January 13, 2020

To find the area of compound shapes students need to understand what the word compound means. Therefore, I ask students to discuss in pairs a definition for the word compound and to extend it to include the shapes below. As a result of their learning in science students agree that a compound can be defined […]

January 4, 2020

At the start of the Spring Term these are three main priorities for me as the Head of Mathematics.

January 1, 2020

I teach mutually exclusive outcomes directly after students have encountered Venn diagrams. This is the fifth Year 8 Probability lesson.