102090

Curriculum 2A: Mathematics Standard Stage 6 Year 11

Assignment 1

By Michael Alex Murgolo

19178149

Western Sydney University

 Contents

Strand Outline …….…………..…………………………………..………...……...……. 3

Aim and objectives …….……………………………………...…..………...……...……. 4

Sample Scope and Sequence …………....……..……………………..……..…………… 5

Unit Outline .……………………………..…..……………………..……..…….…..…… 8

Assessment …………………...………………..……………………..………..…....….. 12

Worksheet w/ Excel ……………...…….....…………………………..………..…....….. 23

Topic Test ......………………...………………..……………………..……..………….. 28

Justification ….…………...………………..………………..………..……..………….. 40

References ……...………………………………………….……………….…….…….. 42

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Substrand
Classifying and Representing Data S1.1
Exploring and Describing Data S1.2
Relative Frequency and Probability S2
Strand Outline for Statistical Analysis
Outcomes Content Description
ACMGM026 review the statistical investigation process; for example, identifying
a problem and posing a statistical question, collecting or obtaining data, analysing
the data, interpreting and communicating the results.
ACMGM027 classify a categorical variable as ordinal, such as income level (high,
MS11-2 represents information in
medium, low), or nominal, such as place of birth (Australia, overseas), and use
symbolic, graphical and tabular form.
tables and bar charts to organise and display the data.
ACMGM028 classify a numerical variable as discrete, such as the number of
MS11-6 makes predictions about
rooms in a house, or continuous, such as the temperature in degrees Celsius.
everyday situations based on simple
ACMGM029 with the aid of an appropriate graphical display (chosen from dot
mathematical models.
plot, stem plot, bar chart or histogram), describe the distribution of a numerical
dataset in terms of modality (uni or multimodal), shape (symmetric versus
MS11-7 develops and carries out simple
positively or negatively skewed), location and spread and outliers, and interpret
statistical processes to answer questions
this information in the context of the data.
posed.
ACMGM030 determine the mean and standard deviation of a dataset and use these
statistics as measures of location and spread of a data distribution, being aware of
MS11-8 solves probability problems
their limitations.
involving multistage events.
ACMGM031 construct and use parallel box plots (including the use of the ‘Q1 –
1.5 x IQR’ and ‘Q3 + 1.5 x IQR’ criteria for identifying possible outliers)
MS11-9 uses appropriate technology to
to compare groups in terms of location (median), spread (IQR and range) and
investigate, organise and interpret
outliers and to interpret and communicate the differences observed in the context
information in a range of contexts.
of the data.
ACMGM032 compare groups on a single numerical variable using medians,
MS11-10 justifies a response to a given
means, IQRs, ranges or standard deviations, as appropriate; interpret the
problem using appropriate mathematical
differences observed in the context of the data; and report the findings in a
terminology and/or calculations.
systematic and concise manner.
ACMGM033 implement the statistical investigation process to answer questions
that involve comparing the data for a numerical variable across two or more
groups; for example, are Year 11 students the fittest in the school?
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 Aim and Objectives

Aim: The study of Mathematics Standard in Stage 6 enables students to develop their knowledge and understanding of what it means to work mathematically, improve their
skills to solve problems relating to their present and future needs and aspirations, and improve their understanding of how to communicate in a concise and systematic
manner.

Objectives:
Knowledge, skills and understanding: Students
1. Develop the ability to apply reasoning, and the use of appropriate language, in the evaluation and construction of arguments and the interpretation and use of models
based on mathematical concepts.
2. Develop the ability to use concepts and apply techniques to the solution of problems in algebra and modelling, measurement, financial mathematics, data and
statistics, probability and networks.
3. Develop the ability to use mathematical skills and techniques, aided by appropriate technology, to organise information and interpret practical situations.
4. Develop the ability to interpret and communicate mathematics in a variety of written and verbal forms, including diagrams and graphs.

Values and attitudes: Students value and appreciate

1. Mathematics as an essential and relevant part of life, recognising that its development and use have been largely in response to human needs by societies all around
the globe.
2. The importance of resilience in undertaking mathematical challenges, taking responsibility for their own learning and evaluating their mathematical development.

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 Sample Scope and Sequence: Mathematics Standard Year 11 pathway

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Topic Financial Mathematics Statistical Analysis Statistical Analysis

Term 1

Unit title Earning and Managing Money F1.2 Classifying and Representing Data S1.1 Relative Frequency and Probability S2

MS11-2, MS11-5, MS11-6, MS11-9,

Outcomes MS11-2, MS11-7, MS11-9, MS11-10 MS11-8, MS11-9, MS11-10
MS11-10

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Topic Measurement Algebra Measurement Statistical Analysis

Term 2

Formulae and Equations

Unit title Practicalities of Measurement M1.1 Perimeter and Area M1.2 Exploring and Describing Data S1.2
A1
MS11-1, MS11-6, MS11-3, MS11-4,
Outcomes MS11-3, MS11-4, MS11-9, MS11-10 MS11-2, MS11-7, MS11-9, MS11-10
MS11-9, MS11-10 MS11-9, MS11-10

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Topic Algebra Financial Mathematics Measurement

Term 3

Unit title Linear Relationships A2 Interest and Depreciation F1.1 Working with Time M2

MS11-1, MS11-2, MS11-6, MS11-9, MS11-2, MS11-5, MS11-6,

Outcomes MS11-3, MS11-4, MS11-9, MS11-10
MS11-10 MS11-9, MS11-10

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 Unit Outline

Topic: Statistical Analysis
Key Concepts
Statistical Analysis involves the collection,
exploration, display, analysis and interpretation of data
to identify and communicate key information.
Knowledge of statistical analysis enables the careful
interpretation of situations and raises awareness of
contributing factors when presented with information
by third parties, including the possible
misrepresentation of information.
Study of statistics is important in developing students’
understanding of the contribution that statistical
thinking makes to decision-making in society and in
the professional and personal lives of individuals.
Outline
Course: Mathematics Standard 11 Timeframe: 5-6 weeks
Importance
Data Analysis
1. Describe and use appropriate data collection methods for a population or samples.
2. Classify data relating to a single random variable.
3. Review how to organize and display data into appropriate tabular and/or graphical representations.
4. Interpret and compare data by considering it in tabular and/or graphical representations.
5. Describe the distinguishing features of a population and sample.
6. Summarize and interpret grouped and ungrouped data through appropriate graphs and summary
statistics.
7. Investigate and describe the effect of outliers on summary statistics.
8. Investigate real-world examples from the media illustrating appropriate and inappropriate uses or
misuses of measures of central tendency and spread.
9. Describe, compare and interpret the distributions of graphical displays and/or numerical datasets and
report findings in a systematic and concise manner.
10. Construct and compare parallel box-plots.

Syllabus Outcomes
MS11-2 represents information in symbolic, graphical and tabular form.
MS11-6 makes predictions about everyday situations based on simple mathematical models.
MS11-7 develops and carries out simple statistical processes to answer questions posed.
MS11-8 solves probability problems involving multistage events.
MS11-9 uses appropriate technology to investigate, organise and interpret information in a range of contexts.
MS11-10 justifies a response to a given problem using appropriate mathematical terminology and/or calculations.
Assessment Details
Assessment (in class and take home): Two weeks to complete and time in class.
Assessment for learning: Topic Test (20 min) with in class discussion on highlighted mistakes. Class discussions and lesson starter activities will also assess their
progression.
Cross Curriculum Priorities
Aboriginal and Torres Strait Islander histories and cultures -
Asia and Australia’s engagement with Asia -
Sustainability -
General Capabilities

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Critical and creative thinking Effect of open answer questions to think about solutions of problems; drawing diagrams.
Ethical understanding -
Information and communication technology capability Evident through the use of spreadsheets and digital technology.
Intercultural understanding Demonstrated in the ABC website which compares Australian census data with other countries.
Literacy Literacy focus included key definitions used in statistical processes, for example, skew, median etc.
Numeracy Students make informed choices involving chance and interpret data.
Personal and social capability Opportunities for initiate taking in groups or pairs and communicating their findings in lessons.
Teaching Strategies
ICT Focus  Spreadsheets, government census forms, international data, YouTube videos.

 There is clear emphasis places on defining the key terms of the topic to aid their interpretations.
 Brain train lesson starters engage students and range in difficulty level.
 Students with queries are always assisted by the teacher, and worksheets are designed as a scaffold to
Differentiation guide students who can work independently.
 Challenge questions at the end of exercise sheets challenge advanced students, are generally open
ended to engage deep thinking.

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Syllabus and Content
Lesson 1 - Wk.5 Term 1
Sample Types
 Activities on the types of sampling
that can be done including
random, stratified and systematic.
Lesson 2 Wk.5 Term 1
Designing a Questionnaire
 Design a series of questions to
gather specific information to
inform practice.
Lesson 3 Wk.5 Term 1
Frequency Tables
 Investigate the structure of a
frequency table in ascending order.
 Understand frequency count.
 Utilises appropriate technology.
 ACMGM026
Lesson 4 Wk.6 Term 1
Grouped Frequency Tables
 Activities on the types of intervals
that can be done with frequency
tables.
 Uses graphical information to
analyse data.
 Using a calculator to input values
for frequency tables
Lesson 5 Wk.6 Term 1
Cumulative Frequency Tables
 Understanding the cumulative
frequency of a score, in addition to
the sum of all scores before it.
Lesson 6 Wk.6 Term 1
Range and Inter Quartile Range
Teaching and Learning Strategies including Assessment for
Resources
Learning
 Class divided into groups, with each completing an activity on  Refer to textbook and workbook
one sample strategy, should be two groups per strategy.  Laptops
 YouTube information on sampling
 Scenario is put on board for students to grab data from.
https://www.youtube.com/watch?v=pTuj57uXWlk
 Class do a mind map of the pros and cons of each strategy.
 Class pair into groups to write a sample survey for either
customer service in a café, or the best toppings for a burger
shop.  Refer to textbook
 Workbook
 Scenario is put on board for students to grab ideas from.
 Teacher puts forward a discussion on types of questions for each
scenario, pairs stand up and give input.
 Teacher gets the class to measure a sample of students and their  Refer to textbook
favourite colour quickly and uses this as data for investigation.  Laptop for spreadsheet work
 Class uses this to answer questions, can be done in workbook or 
Workbook
spreadsheet for differentiation.
 Brain train activity before lesson.
 Teacher gets the class to measure their height and uses this as  Refer to textbook
data for investigation.  Exercise sheet
 Class uses this to answer questions on the exercise sheet. 
Calculator
 Advanced students can attempt the challenge question in
textbook exercise if completed early.
 Teacher leads the class in working backwards when using a
cumulative frequency table.  YouTube information on CFT’s
 Lesson plan to be similar to YouTube resource from Eddie Woo. https://www.youtube.com/watch?v=g9OSqVk1wIE
 Construction of tables or construction of histograms in alternate  Exercise sheet with other examples.
questions of worksheet. Students in groups.
 Teacher facilitates knowledge through kinaesthetic activity.  Sticky notes
Number line taped to floor with students using sticky notes to  Tape
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 Determining measures of spread
and how to distinguish outliers in
data sets.
 Understanding deciles as ways of
dividing data.
 ACMGM027
Lesson 7 Wk.6 Term 1
Graphing Cumulative Tables
 Drawing histogram and polygon
graphs.
 Students take their interval groups
from data sets and learn to portray
them visually.
Lesson 8 Wk.7 Term 1
Box and Whisker Plots
 Develops and carries out simple
statistical processes to answer
questions posed.
 Students represent the data into
graphical form after utilising the 5-
number approach.
 ACMGM028
Lesson 9 Wk.7 Term 1
Pie Charts
 Understand the concepts of circle
sectors.
 Utilising a protractor to draw and
scale relevant fractions into pie
charts.
 Constructing a divided bar graph.
Lesson 10 Wk.8
Revision/ Assignment Due
 Reviewing the collection,
exploration, display, analysis and
interpretation of data to identify
and communicate key information.
 ACMGM029
place numbers. This is used to find range and inter quartile  Textbook.
range.
 Class attempts the textbook lesson questions later.
 Class exercise involving data from the Australia Bureau of
Statistics.
 Refer to textbook
 Differentiation with students using Energy consumption or
medical visitation data.  Laptop for spreadsheet and information work
 Group work to present their findings and demonstrate to teacher
with spreadsheet visuals.
 Teacher demonstrates Box and Whisker Plots.
 Students watch YouTube video to understand concepts better  YouTube information on Box and Whisker plots
and complete one box plot on the exercise sheet given. https://www.youtube.com/watch?v=tpToLyZibKM
 Construct and compare parallel box-plots given a scenario  Refer to textbook
posted by the teacher on the smartboard.  Exercise sheet
 Advanced students can attempt the challenge question in
textbook exercise if completed early.
 Teacher to administer a scaffolded exercise sheet, students
 Refer to textbook
complete this individually.
 Scaffolded exercise in google docs,  Laptop for retrieving exercise and assessment.
 From the sheet students take notes in their workbook on the  Exercise sheet
different representation methods.  Calculator
 Free time to complete assignment task.
 Assignment handed in at the beginning of the lesson.
 Students are given time to work in groups and revise learned  Laptop/Phone for Kahoot and assignment
content.  Refer to textbook
 Teacher administers Kahoot quiz for students’ assessment for
learning, and teacher reflection.
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Lesson 11 Wk.8
 Teacher assists students into a comparison exercise.  Refer to textbook for guide to completing task.
Radar Charts
 Plan for the comparison of two  Students obtain rainfall data from the Bureau of Meteorology  Laptop for retrieving data.
cities rainfall data displayed in a and compare with appropriate scales.  Workbook
radar visual form.
 Teacher describes a scenario at the beginning of lesson on his  YouTube information on types of charts
Lesson 12 Wk.8 ability to pick a team to win Friday night footy. https://www.youtube.com/watch?v=uHRqkGXX55I
Stem and Leaf Plots
 Students retrieve data and half the class do a stem and leaf plot  Refer to textbook
 Interpreting single data sets and
using stem and leaf plots to
of each team.  Laptop for spreadsheet work
categorise information.  Class debate on who is the better team. Students can use  Workbook
spreadsheets or workbook to complete data.
Lesson 13 Wk.8
Dot Plots  Teacher brings up data on smartboard of how many goals scored
 Colour counters
 Interpreting single data sets with for a team per match in their seasonal year.
dot plots to categorise information.  Group activity to complete a 5 number summary as well as  Refer to textbook
 Describe the distribution of a display the data in a dot plot while answering questions.  Workbook
numerical dataset in terms of  DIFFERENTIATION – Students can grab a hand of coloured  Calculator
modality. counters and perform the same task by creating their own data.
 ACMGM031
Lesson 14 Wk.9  Brain train activity to begin the lesson.
 Whiteboard
Mode  Teacher facilitates the retrieval of information by finding the
 Refer to textbook
 Interpreting the mode of a data set first set of data between left hand a right handed students, the
with scores from surveying second is between left and right footed students.  Workbook
students.  Data is compared by drawing in workbook the mode in table of  Teacher uses ICT for representing multiple graphs
 Understand the statistical notation their choice (ie, dot plot, CFT, Stem and leaf). Teacher compares of student results.
of complex formulas. his graphs with students to reflect on their learning.
Lesson 15 Wk.9 Term 2  YouTube information on topic
Mean and Median  Students to watch a video describing what mean and mode is https://www.youtube.com/watch?v=pTuj57uXWlk
 Describe and contrast the and how they affect your graph.  ABC application for choosing your own data
distribution of a numerical dataset  Students use laptops to retrieve data from ABC and compare http://education.abc.net.au/statistics-game/#/
in terms of middle score and mean and median between years. This is preparation for an  Laptop for retrieving data
average. activity the following lesson.  Workbook (Textbook not needed this lesson)
 ACMGM033
 Introduction from teacher on today’s lesson and any concerns.
Lesson 16 Wk.9 Term 2  Refer to textbook
 Students to work singularly or in pairs if they prefer (read
Large Data Sets  Laptop for retrieving data and spreadsheet work.
instructions on the sheet).

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 Reviewing previous lesson content
on larger data sets while exploring
key information, graphing the data
and interpreting through 5 number
summaries
 Investigate real world examples.
Lesson 17 Wk.10 Term 2
Standard Deviations
 Describe and apply the measure of
the spread of data about the mean
 ACMGM030
Lesson 18 Wk.10 Term 2
Summary Comparisons
 Compare and contrast two sets of
data dependent on the appropriate
statistical method (mean, mode,
median etc.)
Lesson 9 Wk.10 Term 2
Topic Test / Summary Comparisons
 Topic test in class to assess student
progression and reflection for
teachers personal development.
 ACMGM032
Lesson 20 Wk.10
Revision and Concerns
 Students learn self-reflection and
primary communication between
peers to improve learning.
 Class discussion afterwards to reflect on results, assess their  Exercise sheet
effectiveness and predict future outcomes.
 Teacher demonstrates how to use the calculator to find standard
deviation.  Textbook exercises
 Grab scores from exercise book to demonstrate in front of class  Workbook
how to find the SD manually.  Calculator
 Conceptual understanding of how the SD changes when we have
significant outliers.
 Teacher directs students to observe life expectancy/income data
of different countries (cross curriculum studies).  ABC application for choosing your own data
 Students develop higher order skills by comparing annual data http://education.abc.net.au/statistics-game/#/
(teacher provides this) and justify their response to a given  Smartboard to show data
problem.  Refer to textbook
 Advanced students can attempt the challenge question in
textbook exercise if completed early.
 Role call
 Students to continue work from last lesson for 15 minutes.
 Topic sheet
 Teacher facilitates debate on the relationship between life
 Workbook and textbook for students after.
expectancy and income, students explain their own conclusions
 Whiteboard
based on their analysis.
 Students to complete in class topic test in the final 20 minutes of
class. Teacher will mark and
 Teacher gives a brief introduction into the results from the topic
test. Highlights mistakes and facilitates discussion with students  Rubric
on what the mistake was.  Marking guide
 Make sure to praise mistakes, as this is the process of learning.  Refer to textbook
 Students then assess their mistakes and correct them in in pairs  Laptop and smartboard.
to improve social communication and encourage learning (last
day of school so easy, reflective task).
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 Standard 2 Assessment Task Notification
Stage 6 - Year 11

Name: Teacher:

Task # Term Due/Week Weighting

1 1 30th march, 2018 – Week 7 25%

Topic: Statistics Sub-topic: Classifying and Representing Data; Summary Statistics; Relative Frequency and Probability

Assessment Instructions:
This assessment task requires you to conduct a mathematical inquiry, create a report summarising the results and analysing this to form an opinion.

Background Information:
This assessment task requires you to collect data through surveys and measurements, and applying what you have learnt in class on the topic Statistics to
summarise, model and explain your observations. You will also be utilizing the working mathematically skills you have learnt in communication, reasoning and
problem solving.

Task:
This assessment task involves the application of Statistics to real world scenarios on the global interest of body image. The assessment has one component:

The Component is enclosed to in this paper. It is to be a mathematical analysis and report. There will be in-class time to complete the initial practical aspects of
the investigation and then you are to conduct a survey and write a report in your own time. To complete the practical section, you will work as a team of two.
Bear in mind both team members must conduct their own surveys, write their own reports and submit this individually.

The Due Date for this task is the final maths lesson of the term (30th March, 2018) and needs to be a physical copy handed to the teacher.

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Assessment Rubric:
You will be assessed on your ability to:
 Interpret questions and provide your own answers on the content
 Collect your own data by conducting surveys and performing measurements
 Using your knowledge of statistics to analyse your results.
 Present your work in a professional manner, with logical steps and clear communication
 Work collaboratively and effectively with your partner

Outcomes:
 MS11-2 represents information in symbolic, graphical and tabular form.
 MS11-6 makes predictions about everyday situations based on simple mathematical models.
 MS11-7 develops and carries out simple statistical processes to answer questions posed.
 MS11-8 solves probability problems involving multistage events.
 MS11-9 uses appropriate technology to investigate, organise and interpret information in a range of contexts.
 MS11-10 justifies a response to a given problem using appropriate mathematical terminology and/or calculations.

Equipment and Tools:

 Barbie or Ken doll figure
 Calculators, writing materials
 Measuring tape
 ICT device (optional: for your own individual component). BE CREATIVE!

What you need to succeed:

 Go over the statistics exercises in your textbook
 Refer to the syllabus for Mathematics Standard 2
 Give yourself plenty of time to complete this

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 Name: _____________________________

Year 11 Mathematics Standard 2 Assessment Task

BARBIE AND KEN INVESTIGATION

Introduction:
The global community, media stars, and families especially, have become concerned about body images and the effect it has on the mental health of adolescents. The
heightened use of social media and accessibility of technology has allowed boys and girls the opportunity to critique the appearance of others. Your task is to assess the
influence of having a ‘Barbie Figure’ on student’s perceptions of body image.

Your research will answer: Does Barbie or Ken possess the realistic measurements that young people should aspire to?

Suggested Order of Tasks:

1. Conduct a survey:
a. Plan and design a survey to obtain perceptions of body image from the school community, this can only involve students. Group
b. Create a delivery procedure, and conduct the survey in your pairs. Group
c. Represent information in a graphical form. Personal
d. Analyse the results Personal
2. Measurements and statistics:
a. Opt to measure a Barbie or a Ken. Group
b. Measure aspects of yourself and your group member. Group
c. Calculate the ratios of your Barbie or Ken, and contrast to your measurement ratios. Personal
d. Using the information of your doll and human ratios, and the summary of your survey, Does Barbie or Ken possess the realistic measurements that young
people should aspire to? Personal

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TASK 1: CONDUCT A SURVEY
When designing a survey that obtains opinions of individuals in the school community, or any survey for that matter, make sure to consider: Who am I going to ask? What do
I want to know? Why is this information significant? How will I categorise this information?

a) Plan and design a survey to obtain perceptions of body image from the school community, this can only involve students. Here are some tips and tricks to get
you started!

 There should be a variety of questions obtaining both categorical and numerical data.
 You should ask questions regarding your dolls’ dimensions and public perceptions of body image.
 Often we don’t know how many to individuals survey; there are nearly 1000 students in the school! What are some of the benefits of sampling our school
population, and how do we go about selecting them? (eg, age/gender/lifestyle)

Use the space below to plan your survey.

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b) Create a delivery procedure, and conduct the survey in your pairs.

What strategy of sampling did your group decide to use?

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For each selection, give a brief reason for your choice.

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c) Conduct your survey and represent the information in a graphical form. Please represent at least two different forms (eg, pie chart, histogram etc). You
may print attach these resources to this assignment by clearly labelling and stapling to the back. Summary statistics should also be evident.

d) Analyse your samples population’s opinion on Barbie/ Ken and the body image inquiry. Support your answer with data from your survey questions.

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TASK 2: MEASUREMENT AND STATISTICS

a) Opt to measure a Barbie or a Ken.

b) Measure aspects of yourself and your group member. Please make sure that the gender doll you use, you measure a family member of the same.

Barbie/Ken (cm) You (cm) Other person (cm)

Height

Bottom Half Length

Upper Half Length

Arm Length

Hands

Chest (around)

Waist (around)

Neck (around)

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 c) Calculate the ratios of your Barbie or Ken, and contrast to your measurement ratios.

This is an example of what you should expect. To calculate the ratio of the doll figure to yourself we do the following:
If Mr. Murgolo is 182 cm tall and Ken is 30 cm, then the ratio (in cm) would be 30 : 182. The Ratio is 30 : 182
To scale we would take the HIGHEST score and DIVIDE it by the LOWEST score. eg, 182 / 30 = 6.07. The Scale Factor is 6.07

Use YOUR scale factor to calculate the equivalent measurements of your doll figure into real life proportions. Compare this with yourself by finding the
differences. Eg, if I used the scale before on Barbies 8 cm arms I would get (10 x 6.07 = 60.70). How does this contrast with your arm length?

Barbie/Ken (cm) Scale Factor Barbie/Ken real life (cm) You (cm) Difference (+/- cm)

Height

Bottom Half Length

Upper Half Length

Arm Length

Hands

Chest (around)

Waist (around)

Neck (around)

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 d) Using the information of your doll and human ratios, and the summary of your survey, to write a report answering the question:
Does Barbie or Ken possess the realistic measurements that young people should aspire to?

Take special care to analyse each subject (doll, you, your friend) and deduce their body proportions when writing your answer. Would they be considered a
positive body image? More paper is provided on the back.

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 Standard 2 Assessment Task Marking Guideline
Criterion Grade E (<15) Grade D (15-20) Grade C (20-25)
No understanding of data Minimal understanding of
collection techniques data techniques
demonstrated. demonstrated:
 Did not complete up  Minimal survey
to a minimum consisting of 4 or less
standard. questions with 2 or
less issues addressing
Knowledge and one gender.
Understanding of Data  Either categorical or
Collection Methods numerical data and
/10 displayed with only 1
table/graph.
 Surveyed less than
20 people with an
age group range of 1
- 2 years.
No understanding of Minimal understanding of
measurement techniques measurement techniques
demonstrated. demonstrated:
 Did not complete up  All measurements are
Knowledge and to a minimum recorded with 9 or
Understanding of standard. more errors.
Measurement Techniques  Scale factor and ratio
/8 are incorrectly
calculated.
 Ratio measurement
and real life
calculation has
significant errors.
Grade B (25-30) Grade A (30-35)
Sound understanding of Informed understanding Extensive understanding
data techniques of data techniques of data techniques
demonstrated: demonstrated: demonstrated:
 Sound survey  Informed survey  Detailed survey
consisting of 4 - 6 consisting of 7 - 9 consisting of 10 or
questions with 2 - 3 questions with 3 - 4 more questions with
issues addressing issues addressing 5 or more issues
males and females. males and females. addressing males and
 Either categorical  Mix of categorical females.
and/or numerical data and numerical data  Mix of categorical
evident and displayed evident and displayed and numerical data
with 2-3 with 4 - 5 evident and displayed
tables/graphs. tables/graphs. with 5 or more
 Surveyed 30 or more  Surveyed 30 or more tables/graphs.
people with an age people with an age  Surveyed 40 or more
group range of 3 - 4 group range of 5 - 6 people with an age
years. years. group range of at
least 7.
Sound understanding of Informed understanding Extensive understanding
measurement techniques of measurement of measurement
demonstrated: techniques demonstrated: techniques demonstrated:
 All measurements are  All measurements are  All measurements are
recorded with 5 - 8 recorded with 2 – 4 recorded with less
errors. errors. than 2 errors.
 One of scale factor or  Scale factor is  Scale factor is
ratio is correctly correctly calculated. correctly calculated.
calculated.  Ratio measurement  Ratio measurement
 Ratio measurement and real life and real life
and real life calculation has calculation is correct.
calculation has minimal errors.
obvious errors.
21
 No understanding of data Minimal understanding of Sound understanding of Informed understanding Extensive understanding
exploring and describing data exploring and data exploring and of data exploring and of data exploring and
demonstrated: describing demonstrated: describing demonstrated: describing demonstrated: describing demonstrated:
Knowledge of Exploring  Did not complete up  Minimal analysis of  Sound analysis of  Detailed analysis of  In depth analysis of
and Describing Data to a minimum survey results which survey results which survey results which survey results which
/10 standard. are supported with are supported with are regularly are heavily supported
scarce statistics or some statistics and supported with with statistics and
influence your influence your statistics and convincingly
conclusion. conclusion. influence your influence your
conclusion. conclusion.

No quality of work Minimal quality of work Sound quality of work Clear quality of work Thorough quality of work
demonstrated: demonstrated: demonstrated: demonstrated: demonstrated:
Communication and
 Work is not complete  Work is mostly  Work is mostly  Work is complete  Work is complete
Quality of Work
/2 and communication complete and complete and and communication and communication
through writing is not communication communication through writing is through writing is
evident. through writing is through writing is clear. thorough.
limited. presented.

22
 Name: _____________________________

Year 11 Mathematics Standard 2 Worksheet

Data Investigation with Spreadsheet

Outcomes:
MS11-2 represents information in symbolic, graphical and tabular form.
MS11-7 develops and carries out simple statistical processes to answer questions posed.
MS11-9 uses appropriate technology to investigate, organise and interpret information in a range of contexts.
MS11-10 justifies a response to a given problem using appropriate mathematical terminology and/or calculations.

Introduction:
This worksheet contains a scenario that you will investigate. The Scenario looks at government data from the National Roads and Maritime Administration (NRMA). Your
task is to retrieve the data from their site and compute into a Microsoft Excel Spreadsheet, there will be instructions provided, and answer questions relating to it.

Note to John: Comments may be made in this exercise to direct or inform you. They will be marked in red.

Scenario:
The national community raises awareness about driver’s safety and maintaining your vehicle in good condition. In 2016 the number of breakdowns on Australian roads
motivated the NRMA to create a series of advertisements aim at car maintenance for the following year. The results of car callouts for the years 2016 and 2017 will be
analysed to give an indication of the NRMA’s success.

Steps:
1. Retrieve the callout data from the following link on the board. In reality, data and blank spreadsheet is to be retrieved from google doc for time management.
2. Create an Excel spreadsheet to display years by row and months by column. An example template is set up for you to add the data in. Once the month by month data
is put in there will a graph displayed separating the breakdowns by month and years for your convenience.
3. You are to use the formulas given to answer the questions below. Spreadsheet will contain input formulas in comments to aid the students in understanding them.

23
Questions:
1. Find the average (mean) of both sets of data. Who has the better mean in this context? Explain your answer.

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

2. When looking at the graph,

a. In what month of 2016 was the breakdown at its largest.

_____________________________________________________________________________________________________________________________

b. In what month of 2017 was the breakdown at its lowest.

_____________________________________________________________________________________________________________________________

3. Find the median (middle score) of both sets of data, and the highest/lowest scores.

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

4. Most reporters prefer to observe the median rather than the mean when comparing data. Why is the median a better measure?

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

24
5. Complete the summary data to gain a boxplot indication of the years 2016 and 2017.
a. Looking at range, who has the lower score and why is this good?

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

a. The result of a standard deviation tells us how volatile (scattered) the data is. When a score is lower, it means the results are consistent compared to the
opposite when it is higher. What does this tell us about the breakdowns between 2016 and 2017?

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

6. Taking into account the summary statistics, and looking at the comparison graph, did the NRMA’s initiative work to reduce road breakdowns in 2017? Write a small
explanation.

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

25
Worksheet Before Completion

26
Worksheet after Completion

27
 Standard 2 Topic Test Notification
Stage 6 - Year 11

Name: Teacher:

Topic: Statistics Sub-topic: Classifying and Representing Data; Summary Statistics; Relative Frequency and Probability

Background:
While this assessment task is not being graded, it gives a good indication of how well you understand the content it will cover the whole statistics topic with only
5 questions. We will go over the most common mistakes in class next lesson so this is good practice for your understanding of the content.

Time:
This task is 20 minutes in duration in Thursdays class.

Outcomes:
MS11-6 makes predictions about everyday situations based on simple mathematical models.
MS11-7 develops and carries out simple statistical processes to answer questions posed.
MS11-8 solves probability problems involving multistage events.
MS11-9 uses appropriate technology to investigate, organise and interpret information in a range of contexts.
MS11-10 justifies a response to a given problem using appropriate mathematical terminology and/or calculations.

28
 Name: _____________________________

Year 11 Mathematics Standard Statistics Topic Test

Please attempt all questions. Time given is 20 minutes to complete the following 5 questions.

1. Jessica wants to survey 10% of the people at her dance school. There are 230 people under 20 years old and 120 over 20 years old.

a. How many people does Jessica need to survey?

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

b. Is this survey random, stratified or systematic?

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

c. How many people under the age of 20 should she survey?

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

d. How many people over the age of 20 should she survey?

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

29
2. The following is a stem and leaf plot of rainfall data in Sydney (in mm). 0 9
1 0 2 4 6 7 8 9
2 1 4 5 7 8 8
3 0 2

a. What is the frequency count of this data?

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

b. What is the median.

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

c. Find the range for this data.

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

d. What is the inter quartile range?

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

e. What is the mode?

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

30
3. The soccer team Liverpool have the following chances when they play the next two matches : 4/5 to win and 1/5 to lose.

a. Draw a tree diagram displaying these probabilities over two matches.

b. Find the probability of them winning and losing a match as a percentage.

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

c. Find the probability of them winning both matches as a fraction.

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

d. Find the probability of Liverpool not losing both matches as a fraction.

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

31
4. The following 9 students were surveyed on the amount of hours they study in a week, the results are {10, 5, 2, 3, 9, 6, 6, 8, 9}.

a. Find the average study hours correct to one decimal place.

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

b. Find the median of the hours studied.

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

c. Find the standard deviation correct to one decimal place.

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

d. Find the population standard deviation correct to one decimal place.

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

5. The numbers 6, 9, x and 13 have a mean of 9. What is the value of x?

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

32
 Solutions and Marking Guidelines for Topic Test

1a. Criteria Marks

 Provides the correct answer. 1

Sample solution:
10
= (230 + 120) ∗
100

= 35 𝑝𝑒𝑜𝑝𝑙𝑒

1b. Criteria Marks

 Provides the correct name of the sampling technique. 1

Sample solution:
𝑆𝑡𝑟𝑎𝑡𝑖𝑓𝑖𝑒𝑑

1c. Criteria Marks

 Provides the correct answer with a solution to finding it. 2

 Provides incorrect answer, but a solution is progressive towards finding it. This one mark will only be deducted once.
1
If the same mistake is evident where the working out is correct but the solution is not then full marks will be awarded.

Sample solution:
10
= (230) ∗
100

= 23 𝑝𝑒𝑜𝑝𝑙𝑒

33
 1d. Criteria Marks
 Provides the correct answer with a solution to finding it. 2

 Provides incorrect answer, but a solution is progressive towards finding it. 1

Sample solution:
10
= (120) ∗
100

= 12 𝑝𝑒𝑜𝑝𝑙𝑒

2a. Criteria Marks

 Correctly writes the frequency count. 1

Sample solution:
= 10

2b. Criteria Marks

 Provides the correct answer (in mm) with or without the solution to finding it. 2

 Making progress towards the correct answer (with or without mm) 1

Sample solution:
(19+21)
=
2

= 20 𝑚𝑚

34
 2c. Criteria Marks
 Provides the correct range (in mm) with or without the solution to finding it. 2

 Provides the incorrect range (in mm) with a solution to finding it 1

Sample solution:
= (32 − 9)
= 23 𝑚𝑚

2d. Criteria Marks

 Provides the correct inter quartile range (in mm) with a solution to finding it. 2

 Provides the incorrect inter quartile range (in mm) with a solution to finding it 1

Sample solution:
(27+28) 14+16
= −
2 2

= 12.5 𝑚𝑚

2e. Criteria Marks

 Correctly writes the mode count. 1

Sample solution:
= 28 𝑚𝑚

35
 3a. Criteria Marks
 Provides the correct tree diagram in multistage form. 2

 Provides the incorrect tree diagram in multistage form. 1

 Provides no tree diagram in multistage form. 0

Sample solution: 4
5
1
4
5
5
1 4
5 5
1
5

3b. Criteria Marks

 Provides the correct answer with a solution to finding it. 2

 Provides incorrect answer, but a solution is progressive towards finding it. 1

Sample solution:
4 1 4 1
=( ∗ )+( ∗ )
5 5 5 5
4 4
=( )+( )
25 25
8 100
= ∗
25 1

= 32%

36
 3c. Criteria Marks
 Provides the correct answer with a solution to finding it. 2

 Provides incorrect answer, but a solution is progressive towards finding it. 1

Sample solution:
4 4
=( ∗ )
5 5
16
=
25

3d. Criteria Marks

 Provides the correct answer with a solution to finding it. 2

 Provides incorrect answer, but a solution is progressive towards finding it. 1

Sample solution:
1 1
=1−( ∗ )
5 5
1
=1−
25
24
=
25

37
 4a. Criteria Marks
 Provides the correct average with a solution to finding it. 2

 Provides incorrect average, but a solution is progressive towards finding it. 1

Sample solution:
10+5+2+3+9+6+6+8+9
=
9
58
=
9

= 6.4

4b. Criteria Marks

 Provides the correct median with numbers in incremental order. 2

 Provides incorrect median, with numbers mostly in incremental order. 1

Sample solution:
= 2, 3, 5, 6, 6, 8, 9, 9, 10
= 6 𝑖𝑠 𝑡ℎ𝑒 𝑚𝑒𝑑𝑖𝑎𝑛

4c. Criteria Marks

 Provides the correct standard deviation, presumed a calculator solution. If working out is written and/or mostly
correct. 2

 Provides the incorrect standard deviation, presumed a calculator solution. 1

38
Sample solution:
1
= ∑ (X − x) ²
𝑛

4d. Criteria Marks

 Provides the correct population standard deviation, presumed a calculator solution. If working out is written and/or
2
mostly correct.

 Provides the incorrect standard deviation, presumed a calculator solution. 1

Sample solution:
1
= ∑ (X − x) ²
𝑛−1

5. Criteria Marks
 Provides the correct mean with a solution to finding it. 2

 Provides incorrect mean, with some solution towards finding it. 1

Sample solution:
(6+9+x+13)
=9
4
28+𝑥
=9
4

28 + 𝑥 = 36
𝑥=9

39
 Justification

The unit outline is aimed at the stage 6 Mathematics students from the NSW syllabus, which is partially focused on ‘Statistical Analysis’ for a 5-6 week duration.
The outline is structured to include key concepts and the outcomes as displayed by the Australian Curriculum, Assessment and Reporting Authority [ACARA], and how these
meet each lesson plan through the teaching strategies for each respective lesson. The resources used, and highlighted in the plan, include a worksheet involving government
data and spreadsheets, an assessment through learning, and a non-weighted 20 minute topic test.

All human beings have inquisitions and beliefs about what mathematics is and why it is important (Goos, Stillman, and Vale, 2017). As mentioned by Banks and
Barlex (2014), most students look for the ‘how’ something works before they research ‘why’ it behaves as such. This analogy is coined as relational understand and Skemp
(1976) describes its effect as a motivational and a long term advocacy to student empirical knowledge. The lesson plans, although minutely detailed, offer this pedagogical
approach to introduce students to lessons outside of a textbook. The unit also offers multiple levels of thinking through the utilisation of Bloom’s Taxonomy, that is, the
progression in a student’s cognitive thinking where they acquire deep thinking and independently seek information to learn. Furthermore there is consideration for a guided
learning approach that relates to the timeline for assessment and learning tasks for students. Heilbronn and Foreman-Peck (2015) distinguish learning from education as the
questions that merge content and purpose to develop a kind of understanding that is favoured by student-centred approaches. While the teacher can facilitate knowledge
through means such as ICT, class discussions, and guided assessment programs, students are able to develop their understanding of statistical analysis motivated by its
connectedness to real life scenarios and data that is relevant to them.

The syllabus draws on communicating key information from the collection, display and interpretation of data, which aligns with the resources created for the unit.
Statistics draws on decision making and tech-fluid abilities and is a highly rated skills for the 21 st century individual. Studies show that a pedagogy diverging from the
textbook curriculum develops creative educators and better serves the needs of all pupils (Banks and Barlex, 2014). Offering exercises that differentiate to learners or
demonstrate kinesthetic applications are creative and offer conceptual schemas to guide a student’s thinking, which is evident in the unit outline.

Motivating the stage 6 adolescent requires an educator to understand their development and learning through guided research. Durksen, Way, Bobis, Anderson,
Skilling, and Martin (2017) recognized that focus on developing a numerical framework encouraging teacher-student interactions helped to maintain higher levels of
motivation, and allowed students the confidence to express different levels of thinking (Boaler, 2009). This is made explicit in the syllabus and aligns with my beliefs of

40
facilitating a positive learning environment that encourages discussions and interpretations of real world issues; the attention of the students is heightened by social media and
attaching scenarios to recent news can maintain their attention and participation.

The topic test and ICT exercise are both aligned with the syllabus outcomes, as it allows students to interpret data and justifies a response using mathematical
calculations. The topic test, although a summative approach has the recommendation by John Ley A. Smith (personal communication, August 22, 2018) to take “no longer
than 20 minutes in duration as topic revision is not indicative of good assessment”, rather important as feedback for the teacher and observe an individual’s learning
progression. The assessment also utilises a marking guideline with an improved strategy that allows arithmetic errors to be penalised only once, reinforcing that these errors
do not suggest the necessity of any remedial work but rather an intervention (Booth, Barbieri, Eyer, and Pare-Blagoev, 2014). These suggest improved teaching practice
which is outlined in the Quality Teaching Standards (2003) to set the direction for ongoing learning after students review their answers the following lesson.

The assessment for learning also aligns with the syllabus through allowing students to use technology to organise and investigate information in a school context
relative to media influences. There is intentional collaboration made between the ICT lesson task and the assessment to familiarise students with teamwork and the attitudes
that peers can influence on others to develop openness to learning (Hannigan, Gill, and Leavy, 2013). Furthermore, Skilling, Bobis, Martin, Anderson, and Way (2016)
mention the strategy for open ended questions in the assessment, this is designed to meet students’ competency skills and help them gain a sense of autonomy for their
investigative opinion in a social as well as numerical context. Vygotsky’s Zone of proximal development reflect this in showing how a teacher structures a lesson to allow
students to participate in joint activities that would be difficult if done individually (Goos, Stillman, and Vale, 2017).

Conclusively, the teacher has the responsibility of facilitating knowledge to the students in an engaging manner. While the enthusiasm for diverse learning methods
is recognised, the learning needs for each students are different and must be recognised by getting to know how they learn. It is imperative that the syllabus outcomes guide
the teacher’s pedagogy and resource techniques focus on conceptual understanding. Chui and Churchill (2016) comment that students processing different items of
information when exploring and experiencing mathematics, therefore strategies involving social interactions and unconventional resources allows for a deeper understanding
of syllabus content.

41
 References:

Australian Broadcasting Corporation. (n.d. ). Choose Your Own Statistics. Retrieved from
http://education.abc.net.au/statistics-game/#/
Australian Bureau of Statistics. (n.d.). Browse Statistics. Retrieved from
http://www.abs.gov.au/browse?opendocument&ref=topBar
Banks, F., & Barlex, D. (2014). Teaching stem in the secondary school : helping teachers meet the challenge. Retrieved from
http://ebookcentral.proquest.com
Boaler, J. (2009). Elephant in the classroom: helping children learn and love maths. Retrieved from
http://ebookcentral.proquest.com
Board of Studies New South Wales. (2013). Preliminary mathematics general course support material. Retrieved from
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/maths-general-preliminary-support.pdf
Booth, J, L., Barbieri, C., Eyer, F., & Pare-Blagoev, J. (2014). Persistent and Pernicious Errors in Algebraic Problem Solving, Journal of Problem Solving, 7(1), 10-23.
Retrieved from
http://dx.doi.org/10.7771/1932-6246.1161
Chiu, T. K., & Churchill, D. (2016). Design of learning objects for concept learning: Effects of multimedia learning principles and an instructional approach. Interactive
Learning Environments, 24(6), 1355-1370. Retrieved from
https://search-proquest-com.ezproxy.uws.edu.au/docview/1871580794?accountid=36155
Durksen, T. L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student
interactions. Mathematics Education Research Journal, 29(2), 163-181. Retrieved from
https://search-proquest-com.ezproxy.uws.edu.au/docview/1913349378?accountid=36155
Eddie Woo. (2014 ). Interpreting an Ogive & Building a Cumulative Frequency Table [YouTube Video file]. Retrieved from
https://www.youtube.com/watch?v=g9OSqVk1wIE
Goos, M., Stillman, G., & Vale, C. (2017). Teaching secondary school mathematics: Research and practice for the 21st century. Crows Nest, Australia: Allen & Unwin.

42
Hannigan, A., Gill, O., & Leavy, A. (2013). An investigation of prospective secondary mathematics teachers' conceptual knowledge of and attitudes towards statistics.
Journal Of Mathematics Teacher Education, 16(6), 427-449. doi:10.1007/s10857-013-9246-3
Heilbronn, R., & Foreman-Peck, L. (2015). Philosophical perspectives on teacher education. Philosophy of Education Society of Great Britain. Retrieved from
http://ebookcentral.proquest.com
NSW Department of Education and Training . (2003). Quality teaching in NSW public schools: A classroom practice guide. Retrieved from
http://educationstandards.nsw.edu.au/wps/portal/nesa/teacher-accreditation/how-accreditation-works/guide-to-accreditation/professional-standards
O’Meara, N., Fitzmaurice, O., & Johnson, P. (2017). Old habits die hard: An uphill struggle against rules without reason in mathematics teacher education. European Journal
of Science and Mathematics Education, (5)1, 91‐109. Retrieved From
https://eric.ed.gov/?id=EJ1129985
Simple Learning Pro. (2015 ). Bar Charts, Pie Charts, Histograms, Stemplots, Timeplots [YouTube Video file]. Retrieved from
https://www.youtube.com/watch?v=uHRqkGXX55I
Simple Learning Pro. (2015 ). The Five Number Summary, Boxplots, and Outliers [YouTube Video file]. Retrieved from
https://www.youtube.com/watch?v=tpToLyZibKM
Simple Learning Pro. (2015 ). Types of Sampling Methods [YouTube Video file]. Retrieved from
https://www.youtube.com/watch?v=pTuj57uXWlk
Skemp, R. R. (1976). Relational understanding and instrumental understanding. Mathematics Teaching, 77, 20–26. Retrieved from
https://vuws.westernsydney.edu.au/
Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics
Education Research Journal, 28(4), 545-566. Retrieved from
https://search-proquest-com.ezproxy.uws.edu.au/docview/1969018819?accountid=36155

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