1. Learning Objective: To assess my understanding of representing data
RAG
Key Words: Reflect, Communicate, Explain, Justify
19-Sep-18
Starter Activity
Complete the ‘Heard the Word Grid’ and compare it to the one you completed at the start of this unit of work.
Are there any key words that you have learnt or have a better understanding of than you did before? 1

2. Pictogram Bar Chart Pie Chart Correlation Discrete Data
Key Words
Never heard before?
Heard of but not sure what it means?
Know what it means and can explain it in context
Jot down your ideas here...
Pictogram
Bar Chart
Pie Chart
Correlation
Discrete Data
Continuous Data
Line of best fit

3. Hours watching TV Hours doing homework 2 2.5 4 0.5 3.5 1.5 3 1 5
The data sets below show how many hours a week students in different countries spend watching TV.
10 students were asked how many hours of homework they did each week and how many hours they spent watching TV each week. Their results are recorded below.
Hours watching TV
Hours doing homework 2
2.5 4
0.5
3.5
1.5 3 1 5

4. Frequency 2 4 6 8 10 12 Number of Hours 5 7 8 9 Level 4
Look at the data set for Germany. Complete the tally table .
Draw a bar chart to represent the data.
Frequency 2 4 6 8 10 12
Number of Hours 5 7 8 9

5. Level 4
Draw a pictogram showing the numbers of hours of TV watched each week by students in Germany
Key = 5 6 7 8 9

6. Level
Question
Answer 4
What are the important things to remember when drawing a bar chart?
Make up a statement for your bar graph or pie chart using one or more of the following key words:
total, range, mode.

7. Level 5
Look at the data set for England. Draw a Stem and Leaf Diagram showing the numbers of hours of TV watched each week by students in England
Key = 1 2 3 4

8. 3 2 Hours doing Homework 1 1 2 3 4 5 Hours watching TV Level 5
Look at the data set for Denmark. Plot a Scatter Graph showing the numbers of hours of TV watched by students in Denmark each week and the number of hours spent doing homework. 3
Level 7
Use your scatter graph to predict how many hours of homework are done by pupil who spends 4.5 hours watching TV. 2
Hours doing Homework 1 1 2 3 4 5
Hours watching TV

9. Level
Question
Answer 5
What are the important things to remember when drawing a stem and leaf diagram?
Why do you think you were asked to plot the data for Denmark as a scatter graph instead of a bar chart?

10. 120 students took part in a survey to say what their
Level 5
120 students took part in a survey to say what their
Favourite genre of TV programme was.
The pie chart shows the results.
Drama
Sports
Comedy
60o
30o
90o
180o
How many students said that their favourite type of programme was:-
Reality TV
Sports
Drama
Comedy
Reality TV

11. Level 6
Look at the data set for France. Draw a Frequency Diagram showing the numbers of hours of TV watched each week by students in France.
Frequency 2 4 6 8 10 12
Number of Hours 20 30 40 50

12. Hours of TV watched each week
Level 6
Look at the data set for France. Draw a pie chart showing the numbers of hours of TV watched each week by students in France
Hours of TV watched each week
Frequency
Angle Calculation
0 ≤ℎ < 10 3
10 ≤ℎ < 20 7
20 ≤ℎ < 30 9
30≤ℎ < 40 4
40 ≤ℎ < 50 2
France

13. Level
Question
Answer 6
How do you work out the size of angle needed for each category when drawing a pie chart?
Write a statement about your pie chart using one or more of the following key words: fraction, percentage, proportion.

14. Level
Question
Answer 7
When is it useful to draw a line of best fit onto a scatter diagram? 8
When is it useful to plot data onto a cumulative frequency diagram ?

15. Level 8
The cumulative frequency graphs for England and France show that
………………………………………………………

16. Level 8 - Cumulative Frequency showing the number of hours of TV watched each week be pupils in France 30 25 20
Cumulative Frequency 15 10 5 10 20 30 40 50
Hours of TV watched

17. Level 8 - Cumulative Frequency showing the number of hours of TV watched each week be pupils in England 30 25 20
Cumulative Frequency 15 10 5 10 20 30 40 50
Hours of TV watched

18. Level 3 4 5 6 7 8
Data Handling
I can talk about what simple lists, tables, pictograms and bar charts show.
I can gather information to answer a question.
I can record data in a tally chart.
I can construct a frequency table for discrete data.
I can draw bar charts and pictograms where each symbol represents more than one.
I can interpret simple bar charts.
I can draw a frequency chart and construct a frequency diagram (bar chart) for grouped discrete data.
I can
Interpret pie charts.
I can design a data collection sheet or questionnaire.
I can plot a scatter graph.
I can read and plot stem and leaf diagrams.
I can construct pie charts.
I can construct a frequency diagram (bar chart) for continuous data.
I can use line graphs to compare two sets of data.
I can use scatter graphs for continuous data, and to give an idea of correlation between two variables.
I can interpret pie charts and scatter graphs for continuous data.
I can suggest a problem to explore using statistical methods, frame questions and raise conjectures; identify possible
sources of bias and plan how to minimise it.
I can use superimposed frequency polygons to compare results.
I can plot a line of best fit, find the mean point and make predictions using a line of best fit.
Recognise that a prediction based on a line of best fit may be subject to error.
I can interpret and construct cumulative frequency graphs.
I can construct, interpret and compare box-plots for two sets of data. 
I can recognise positive and negative skew from the shape of distributions represented in:
frequency diagrams
cumulative frequency diagrams
box plots

19. My teachers probing question
My answer
What I will do to act upon my ‘Even Better If’’ comment
Strategy
Tick / Comments
Complete a mymaths lesson or booster pack
Use a revision guide or text book
Ask my teacher to explain during a lesson
Ask a peer to explain during a lesson
Ask someone at home to help
Attend a revision session at school
Attend homework club
Something else (describe your strategy here)
Dialogue marking sheet.