Statistical Reasoning and Its Application in Real Life

Curriculum details

Strand

Making Sense of and Using Data (Strand 4)

Sub-strand

Statistical Reasoning and Its Application in Real Life (4.1)

Content standard

2.4.1.CS.2 - Demonstrate an understanding of data presentations and analysis for grouped and ungrouped data and describe the relationship between the measures of dispersion in data displays. 2.4.1.LO.2 Construct and interpret a variety of data presentation methods, including cumulative frequency curves (Ogive), waffle diagrams, etc. and describe the relationship between the measures of dispersion in data displays to solve and/or pose problems.

Indicator

2.4.1.LI.3 - Use mathematical arguments to support personal choices as well as incorporate views and perspectives of others to evaluate and make inferences from data presented in everyday life (including live debates on TV, radio, social media platforms, newspapers, magazines, etc.)

Suggested placement

Semester 2, Week 16 (Week 36 of the year)

Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.

Curriculum reference

NaCCA curriculum document, p. 286

Exemplars (from the NaCCA curriculum)

Using think-pair-share activities: Task learners to make inferences from a given data and give reasons for their choices. Offer other learners the opportunity to make their own inferences as long as they are referring to the data.
Using Talk for Learning, Learners should be engaged in a class debate where they support their argument with data and the use of appropriate mathematics terminology.
Project-based Learning: Assign project works to learners (individually or in groups) to obtain current data about contemporary issues of interest, then make conclusions and give constructive criticisms. Encourage learners to communicate confidently and effectively to develop appropriate mathematics vocabulary for the data collected.
Teaching and Learning Resources:
- * Mathematical sets. * Technology tools such as computers, mobile phones, etc. * Computer software applications like GeoGebra * Graph sheets
- computer with data organising software like MS Excel,
- MS PowerPoint, etc.,
- manila cards
- flip charts
- markers
- * colour pens, etc. * Reports from analysed data * Worksheets * Posters * teaching presentations
- enquiry project-template
- A4, A3 papers
Assessment (2.4.1.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.