Essentials of Mathematics 11 -
Data Analysis and Interpretation

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will analyse data with a focus on the validity of its presentation and the inferences made

It is expected that students will:

• display and analyze data on a line plot
• manipulate the presentation of data to stress a particular point of view

SUGGESTED INSTRUCTIONAL STRATEGIES

The study of statistics enables students to extend and integrate previous knowledge by collecting and analyzing data from real-life situations.

• Have student research newspapers and magazines to collect two surveys, one that includes information about how the survey was conducted (e.g., sample size, margin of error), the other a popular culture survey. Have students analyse the merits of each survey, and determine whether or not decisions can be based on them.
• Ask students to record statistics on local weather characteristics over a period of time. In a class discussion ask questions such as:
  • Do you see trends in the data?
  • Can inferences be made from the data? Discuss the relevance of the data.
• Using the class as the population, have each student design and complete a survey, presenting the resulting data in a variety of formats (e.g., histograms, stacked graphs, line graphs, pie charts, tables). Have the class discuss the merits of various methods of organizing and presenting data.
• Have students research newspapers and magazines to find a survey question to apply to a random sample of students in the classroom or people in the local community. Ask students: Is this class or community sample a reliable representation of the whole school population? of the community? of Canada?
• Have students research statistics on selected segments of the population (e.g., age groups, ethnic groups, gender groups) and compare the data with data on other segments of the population or with the population as a whole. Ask questions such as the following:
  • Are there trends in the data?
  • What does this tell you about the data groups?

SUGGESTED ASSESSMENT STRATEGIES

Working with statistics allows students to demonstrate their understanding of the practical applications of mathematics. As students conduct data-analysis activities, teachers have an opportunity to observe the processes students use to organize and summarize data and to make predictions.

Observe

• While students are working with data, circulate, ask questions, observe, and check to see how effectively they are able to:
  • design and collect data from simple surveys
  • represent data effectively using tables, charts, plots, and graphs
  • make predictions and inferences based on graphs
  • identify, analyse, and explain the misuse of statistics
  • use appropriate terminology

Collect

• After students have had the opportunity to display information in a variety of ways, ask the class to make a list of decisions that need to be made when summarizing and displaying data.
• Give students examples of statistical information and conclusions taken from the media, the Internet, or professional journals. Have them write evaluations analysing how the data was gathered, and the validity of conclusions.

Question

• Ask students to explain why someone might intentionally manipulate the presentation of data and how this is done.
• Ask students if inferences can be made about general weather patterns based on one weeks’ recorded temperature and precipitation.

Peer Assessment

• While students are presenting their analyses of data, have others assess the effectiveness of the presentations using criteria developed by the class as a whole.

RECOMMENDED LEARNING RESOURCES

Comprehensive learning resources for this course are currently under development. As an interim measure, schools are encouraged to use the teacher-developed learning resources distributed to schools (student and teacher resources). Please note that the student materials require photocopying for student use.

Print Materials

• Triple ‘A’ Mathematics Program: Data Management and Probability

Software

• Green Globs & Graphing Equations
• Hot Dog Stand: The Works

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Maintained by: Mathematics Coordinator
Revised: November 22, 2000

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