Document with all three year plans

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The materials were developed in conjunction with and trialled by Auckland Girls鈥� Grammar School, Lynfield College, and Northcote College mathematics and statistics departments.听听

The summary investigation lessons are based on students undertaking a statistical enquiry to find out about the class or year level.听 Lessons 1, 2, 5, 6, 9, 10, 11 broadly follow a statistical enquiry using the PPDAC cycle; this is noted in each lesson.听 Lessons 3, 4, 7, and 8 are concept development lessons, timed to allow for data collection and data entry across a year level cohort for the statistical enquiry.

This teaching sequence covers the following statistical concepts:听

1. 1. investigate multivariate data situations for observational studies by
      
      1. exploring areas of interest (Lesson 1)
      2. posing summary investigative questions (Lesson 7, 9)
      3. make conjectures or assertions about expected findings (Lesson 4, 7, 9)
   2. plan how to collect or source data to answer investigative questions, including听
      
      1. identifying the variables needed to answer the investigative question听 (Lesson 2)
      2. planning how to make valid and reliable measures for the variables (when collecting) or finding out how they were collected (when sourcing) (Lesson 2, 7)
      3. identifying the group of interest or who the data was collected from (Lesson 2, 7, 9)
      4. using a set of interrogative questions that check the different ethical practices that should be considered through the entire statistical enquiry cycle, including checking data collection and survey questions before testing with peers (Lesson 2)
   3. collect or source data including (Lesson 6)
      1. making decisions about the validity of data and making simple edits (cleaning data) if appropriate (Lesson 5)
      2. creating a data dictionary (collected data) or finding the metadata (sourced data) (Lesson 2, 5, 7)
   4. create, describe and reason from data visualisations to support answering the investigative question, including
      1. using multiple visualisations to provide global and local views of the data (Lesson 3, 4, 6, 7, 9, 10)
      2. identifying relevant features in distributions (Lesson 3, 4, 6, 7, 8, 9, 10) – interweaving the context in the description of the distribution听
   5. communicate findings, using evidence from analysis, provide possible explanations for findings, reflect on听 conjectures or assertions, and evaluate the approach for the different phases of the statistical enquiry (Lesson 11)
   6. examine the data-collection methods and findings of others鈥� statistical investigations to see if their claims are reasonable, and critically consider data visualisations to see if they support or misrepresent the data (Lesson 12)

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Document with all three year plans

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A teaching plan covering听 statistics and probability learning outcomes

Activity 1: Introduction to data science, statistics & Dollar Street

Lesson 1: Introduction to data science and statistics

• Introduction to data science and statistics
• Finding out about Dollar Street, New Zealand Census, and CensusAtSchool websites

Lesson 2: Introducing the Dollar Street website to the class

• Introduction to Dollar Street
• Finding out about the $ values
• Finding out what variables Dollar Street collects
• Learning about attributing photographs from the internet

Activity 2: Dollar Street Investigation

Lesson 1 – Identifying our investigative focus

• Make a connection to the Social Studies big idea of people seeing the world differently depending on their values, traditions, and experiences. Diversity: looking between and within cultures.
• Students are introduced to the PPDAC statistical enquiry cycle for data investigations.
• Students decide on an investigative purpose to gather data from Dollar Street – what will they detect?
• Students make a conjecture about what they expect to find.

Lesson 2 – Planning to collect data from Dollar Street

• Students identify the variables that they want to collect for their investigative focus.
• This will include defining the variables and possible outcomes to consider.
• Students develop data collection questions.
• Students test out their data collection ideas to see that they will work. They update data collection tools.
• Students design a way to record the data they will collect.

Lesson 3 – Collecting data from Dollar Street

• Students are collecting data from photographs on Dollar Street.
• Students are recording data in an electronic spreadsheet..听
• Students are checking data for errors.

Lesson 4 – Analysing our data from Dollar Street

• Students import their data into CODAP and create data visualisations for their data.
• Students make summary statements about the data, connecting it to the group that was investigated.

Lesson 5 – Communicating findings about Dollar Street

• Students are learning to choose the best descriptive statements to answer the investigative question.
• Students prepare their own evidence of undertaking a statistical enquiry to share with others.
• Students can reflect on their findings relative to initial conjectures they have made.听

Activity 3: Using CODAP

• Students learn how to use CODAP
• Exploring datasets using CODAP
• Saving and sharing CODAP documents

Activity 4: Probability activities

• pose investigative questions for a chance-based situation with equally likely outcomes, listing all possible outcomes for the situation
• plan, conduct, and record data for a probability experiment
• create and describe data visualisations for the distribution of observed outcomes from a probability experiment, using them to answer the investigative question
• compare my findings with those of others when undertaking probability experiments
• agree or disagree with others鈥� conclusions about chance-based investigations, with justification

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A teaching plan covering statistics and probability achievement objectives

• Introduction to if the world were 100 people concept
• Understanding about percentages
• Explore making data visualisations using a 100 people chart for given percentages

• Understanding what a census is, in particular, what is the census of population and dwellings in New Zealand.
• Exploring migration and birthplace statistics from the 2018 census – connecting to from Aotearoa New Zealand histories curriculum

• Deciding the region of New Zealand to explore
• Deciding on topics of interest
• Sourcing secondary data (existing information) to use to create a 鈥淚f _____ were 100 people鈥� presentation

• Exploring and interrogating data visualisations
• Deciding on visualisations to use for their听 鈥淚f ______听 were 100 people鈥� presentation

• Creating visualisations to use in the 鈥淚f ________ were 100 people鈥� presentation
• Use a variety of data visualisations
• Making summary statements about the data
• Starting to use technology and statistical software to create their data visualisations

• Students make their videos, check them, and share them with their teacher
• Students prepare their own evidence of undertaking a statistical enquiry to share with others

• Introduction to time series graphs

• Exploring Gapminder trends graphs
• Reading and describing time series graphs

• Exploring Figure.NZ graphs
• Attributing the charts used
• Writing descriptions of time series graphs including seasonal variation

• Introduction to Common Online Data Analysis Platform – CODAP, a free browser-based statistical analysis tool

• Using CODAP to explore time series datasets

• Record results of a simple probability experiment
• Interpret results and decide if a game is fair

• Record results of a probability experiment on a tally chart
• Discuss experimental and theoretical probabilities
• Use technology to do a large number of trials

Additional probability activities could include:

• The rest of the lessons
  • Determine an experimental estimate of the probability of simple events using frequency tables.
  • Determine the theoretical probability of simple events using percentages, fractions, and decimals.
  • Systematically find all possible outcomes of an event using tree diagrams and organised lists.
• • Make predictions based on data collected.
  • Identify all possible outcomes of an event.
  • Assign probabilities to simple events using fractions (1/2, 1/6, etc).
• • Take samples and use them to make predictions.
  • Compare theoretical and experimental probabilities.

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A teaching plan covering statistics and probability achievement objectives

• Introduction to data science and statistics
• Finding out about Dollar Street, New Zealand Census, and CensusAtSchool websites

• Understanding what a census is, in particular, what is the census of population and dwellings in New Zealand.
• Exploring migration and birthplace statistics from the 2018 census – connecting to from Aotearoa New Zealand histories curriculum

• Familiarisation with the CensusAtSchool website
• Finding out about the CensusAtSchool databases by looking at the questionnaires and the metadata for different variables in the different databases
• Exploring data for the whole database

• Learning about survey questions, and how to plan to make measures consistently across New Zealand
• Making measures and preparing for data entry

• Finding out about the survey and how CensusAtSchool manages privacy
• Students enter their data into the online questionnaire
• Introduction to Common Online Data Analysis Platform – CODAP, a free browser-based statistical analysis tool

• Learning about ethical considerations
• Making and describing data visualisations

• Using the context analysis tool to identify ideas to explore
• Interrogate chosen ideas as to the suitability, especially ethics
• Developing survey questions to collect the data

• Making predictions (Pets data)
• Collecting data using data cards (Pets data)
• Exploring data collection methods (getting to know the class)
• Collecting their own data for their survey questions (getting to know the class)
• Reflecting on data collection methods
• Creating a 鈥渞ectangular鈥� spreadsheet of their data (getting to know the class)

• Making data visualisations – using data cards and CODAP
• Writing about data visualisations – using 鈥淚 notice鈥︹�� statements

• Preparing findings for sharing with others
• Sharing their findings
• Critiquing the findings of others

• Posing investigative questions from our class CensusAtSchool data
• Making and describing data displays
• Answering our investigative questions – conclusion

• Posing investigative questions about another group from CensusAtSchool – similar age
• Downloading data from CensusAtSchool to use
• Making and describing data displays
• Communicating findings

• Exploring words used to describe probability
• Exploring chance statements in stories

• Exploring claims about dice with probability experiments

• Exploring probability beyond coin tossing and dice rolling
• Exploring a probability activity where the theoretical probability of a certain outcome can be calculated

• Use spinners to conduct probability experiments.
• Compare probabilities from experiments with what is expected in theory
• Use technology to do many repeats of a probability experiment

• Students are communicating findings to an external audience
• Using technology to communicate findings

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