This workshop has a focus on getting ready to do the CensusAtSchool questionnaire with students, and then working with the class and school data provided. Workshop participants get to engage in the PPDAC cycle as they explore teaching the statistics strand of the NZC.听

This activity explores the following key ideas:

• Preparing to Take Part in the current CensusAtSchool survey
• Working with secondary data – data cards
  • Interrogating the variables available to use
  • Posing investigative questions
  • Making data visualisations using data cards and CODAP (Common Online Data Analysis Platform)
  • Describing data visualisations
  • Answering investigative questions

Resources

• CODAP 听听

CensusAtSchool materials

Related teaching and learning activities

• Take part in 魅影直播听
• 听
• Exploring Our Class Data: Years 7-8 – 魅影直播听
• Posing summary investigative questions – 魅影直播听
• Using data cards – 魅影直播听
• Y8 Fabulous Feet – PPDAC cycle – 魅影直播听
• Describing distributions – 魅影直播听

Related information for teachers

• Interrogating secondary data – 魅影直播听

T膩h奴rangi materials

Related teaching and learning activities

• 听

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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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Students use the PPDAC cycle to undertake statistical and probability investigations. This unit of work explicitly looks at making valid and reliable measurements and considers the different sources of variation that are present in data, and students design and explore probability distributions for real data about themselves.

Session 1: In this session, students explore real variation and apply the听statistical enquiry cycle (PPDAC)听to a summary situation using measurement data, sourcing data from the latest CensusAtSchool database, and collect some data from themselves.

Session 2: 听In this session students explore induced variation due to measurement and accident and dig deep into planning what to measure and how (PLAN).

Session 3: In this session, students explore induced variation from sampling, developing the concept of sampling variability using samples of size 30 (ANALYSIS).

Session 4: In this session, students design and explore probability distributions for real data about themselves. In this session they pose a chance-based investigative question (PROBLEM), PLAN to collect data (experimental estimates of probabilities) and then collect and record the DATA by undertaking the probability experiment.

Session 5: In this session, students design and explore probability distributions for real data about themselves. In this session they ANALYSE the data, answer the chance-based investigative question and communicate their findings (CONCLUSION). This session continues work carried out in session four.

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The听New Zealand Garden听Bird听Survey is underway until July 6, 2025. A great data-gathering activity for your students.

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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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Students can explore and ask investigative questions about stickland people.

The data cards are virtual within the stickland environment.听 For a physical copy of the stickland data cards click here.

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Students are introduced to using scatter plots through the context of foot lengths. They use data from CensusAtSchool and interrogate this to see if they think the data is valid and reliable. Students then collect their own data and offer recommendations to the CensusAtSchool team to support improved validity and reliability of the data.听

This activity explores the following key ideas:

• Investigate relationship situations for paired numerical data (where the relationship is approximately y = x).
• Use provided data for observational studies and interrogate the dataset (describe information about the variables using data dictionaries).
• Plan for and collect data.
• Create data visualisations for relationship investigations.
• Describe features of data visualisations in context.
• Answer the investigative question(s) and communicate findings.
• Reflect on and evaluate investigations.

Resources

• Y8 Fabulous feet – Teaching notes with student worksheets

Connection to a previous activity

This classroom activity has its roots in an old favourite Scatter It. The original activity explored age versus height or age versus arm span, whereas this activity explores foot lengths (connecting to exploring paired numerical variables where the relationship is approximately y = x). The teaching and learning notes are more extensive, supporting teachers with ideas of questions to ask students to develop deeper understanding of working with paired numerical data. The data is linked to the latest CensusAtSchool database (2023), future databases are likely to include the variables (foot length) used in the activity, so the latest database can be used.

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This resource compiles a list of datasets for use by New Zealand teachers and students, fostering statistical and mathematical thinking. Just as the media coverage conceals layers of statistics and maths, this compilation connects you to key local and international sources. These include the New Zealand Statistical Association, the International Statistical Institute, and global hubs. Dive into a plethora of datasets, complemented by vivid graphics and encompassing health, economic, and social data.

Presented by the New Zealand Statistical Association’s Education Committee, this document empowers teachers and students to unearth statistical insights within contexts that resonate with them. The New Zealand Statistical Association’s Education Committee is providing this document, with the intention that teachers and students will find useable datasets.

Compiled by Amy Renelle, September 2023

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