Build quantitative literacy with your middle and high school math, science, and humanities students with the free, online feature “”

The graph has information removed and asks learners to consider what do they notice about the graph?

What do they wonder about the information presented in the graph?

On Tuesday, December 12 2017 and every second Tuesday through the school year, The New York Times Learning Network, in partnership with the American Statistical Association, hosts a live online discussion about a timely graph.�� Students from around the world “read” the graph by posting comments about what they notice and wonder in an online forum. ��Teachers live-moderates by responding to the comments in real time and encouraging students to go deeper.�� All releases are so that teachers can use previous graphs anytime.�� Visit to learn more.

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The STatistics Education Web,��,��website lists the appropriate year level (beginning with K-Kindergarten age through to Year 12), and the content focus of lessons.

Resources that could be useful for teaching Statistical Literacy (AS 2.11 & 3.12) include:

��and������These resources could support student learning identified by the : “Candidates needed to take more care with presenting any confidence intervals used as part of their answer, and should use appropriate notation and the percentage symbol, for example (55.8%, 62.2%). Candidates also needed to explain what the confidence interval means and its implication back to the target population (the inference).”

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These two resources could support student learning identified by the : “Understanding of sampling variability was not well demonstrated by candidates, with candidates commenting on the variability within a sample, rather than the variability of sample estimate(s). At this level, by quantifying the margin of error using the 1/root(n) rule of thumb, candidates should focus on the size of the sample and its effect on the expected variation of sample estimates.

��and����These learning experiences support student ability to distinguish between different study designs, specifically observational studies and experiments.

��and�� ��–����These resources may support student learning that the ��identified: “Candidates were not prepared to use knowledge from across the statistical investigations achievement objectives of the Statistics curriculum up to and including Level 7. For example, it was expected that candidates are familiar with a range of sampling methods. Many candidates confused cluster sampling with stratified sampling.”

The ASA runs an annual competition for teachers who wish to submit lesson plans, see��.

There are learning activities on each of the international Census at School websites. These ready-to-use activities designed by international teachers help students graph and analyze their own survey data and compare them with national and international results. You can adapt these international lesson plans for use with New Zealand Census at School data.

The lessons can be found at the following websites:

Australia:

Canada:

South Africa:

United Kingdom:

The post STEW STatistics Education Web – Statistical Literacy resources appeared first on ��Ӱֱ��.

The STatistics Education Web,��,��website lists the appropriate year level (beginning with K-Kindergarten age through to Year 12), and the content focus of lessons.

The ASA also run an annual competition for teachers who wish to submit lesson plans, see��.

There are learning activities on each of the international Census at School websites. These ready-to-use activities designed by international teachers help students graph and analyze their own survey data and compare them with national and international results. You can adapt these international lesson plans for use with New Zealand Census at School data.

The lessons can be found at the following websites:

Australia:

Canada:

South Africa:

United Kingdom:

The post STEW, STatistics Education Web appeared first on ��Ӱֱ��.

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