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Students learn how to design a questionnaire without bias to collect primary qualitative and quantitative data sets. As learning progresses they use stratified sampling to determine sample size and how to design two-way tables and frequency trees to organise these data.

This unit takes place in Term 1 of Year 11 and follows on from calculating statistical measures.

- Interpret and construct statistical diagrams for discrete and continuous data and know their appropriate use.
- 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

- Infer properties of populations or distributions from a sample, whilst knowing the limitations of sampling.
- apply statistics to describe a population
- Interpret, analyse and compare the distributions of data sets from univariate empirical distributions through appropriate graphical representation involving discrete, continuous and grouped data.

- Students need to understand the benefits of using two-way tables as a means to exhaustively cover each outcome for multiple events and use them to calculate probabilities.
- When designing questionnaires students need to consider time periods, multiple check boxes which do not overlap and the need to collect a wide ranging sample to reduce bias.
- It is important to recognise the different statistical techniques that are used to analyse and represent qualitative, quantitative, discrete and continuous data.

- Students often have difficulty designing two-way tables.
- When designing questionnaires common errors include:
- No time period
- Overlapping responses
- Lack of ‘none’ or ‘other’ option.
- Check boxes with unequal widths.
- Double negative questions.

- Students often try to represent continuous data using methods that are only applicable for discrete sets.

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 […]