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Students how to calculate the mode, median, mean and range from a set of data in a list and stem and leaf diagram. As learning progresses they use these measures of location to compare two or more distributions.

This unit takes place in Term 2 of Year 7 and is followed by representing and interpreting statistical diagrams.

- Solve comparison, sum and difference problems using information presented in a line graph
- Complete, read and interpret information in tables, including timetables.
- Interpret and construct pie charts and line graphs and use these to solve problems
- Calculate and interpret the mean as an average.

- The mode is the most common item in a set of data. It is the only average that can be used for qualitative data. A data set can have two modes. This is called bi-modal.
- People often refer to the mean when using the word ‘average’. It is the sum of the data divided by the sample size. The mean takes into account every piece of data.
- The median is the middle number when all the numbers have been put into ascending order. The median can be between two numbers.
- The range is the difference between the largest and smallest data values. The range is a measure of distribution or consistency.
- To compare data sets students should use the range and one or more of the averages.
- A key is critical to interpreting stem and leaf diagrams.

Develop fluency

- Select and use appropriate calculation strategies to solve increasingly complex problems

Reason mathematically

- Explore what can and cannot be inferred in statistical settings, and begin to express their arguments formally.

Solve problems

- Begin to model situations mathematically and express the results using a range of formal mathematical representations.

__Statisitics__

- Describe, interpret and compare observed distributions of a single variable through: appropriate graphical representation involving discrete, continuous and grouped data; and appropriate measures of central tendency (mean, mode, median) and spread (range, consideration of outliers)

June 24, 2019

When learning how to write 3-part ratios students need to understand how ratios can be made equivalent. The start of the lesson reminds students by asking which of six ratios is the odd one out. This is presented to the class as they come into the lesson. Writing Equivalent Ratios A few students immediately go […]

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. […]