1. Statistics Based on work by Pip Arnold, TEAM Solutions

2. Objectives: Become familiar with Statistics in the new Curriculum document and Standards Use the Statistical Enquiry Cycle Know the ‘census at school’ website and other resources.

3. MathematicsStatistics Exploration of and use of patterns and relationships in… quantities, space and time Set answer Exploration of and use of patterns and relationships in… data No definitive answer

4. How is Statistics different in the new curriculum? Data is still key Verbs Specific graphs not mentioned Enquiry cycle ( www.wordle.net )

6. Statistics in the NZC and Standards Highlight the difference in progression from Y1 to Y8 Circle any vocabulary that you are unsure of.

7. Problem Statistical investigation cycle has at its heart a starting point based on a problem (best linked into topic of interest) Data driven or Question driven

8. Problem Question Types Summary (Years 1- 8) –A description of the data, usually a single data set “What is the most common birth month in our class” Comparison (Y5 onwards) –Comparing two (or more) sets of data across a common variable, e.g. “Do females typically live longer than males?” Relationship (Y7 onwards) –Interrelationship between two paired variables,e.g. “Does watching a lot of TV increase your IQ?”

9. Plan –What variables do we need to collect? –How shall we pose the survey questions. –Who shall we ask / how many? –How will we know when we have asked everyone? –How are we going to record and collect the data?

10. Collecting data What are these data types? Category data (Y1 onwards) Number data - Whole number, e.g. 7 years (Y3 onwards) - Measurement, e.g.1.35m, (Y7 onwards) Time-series data (Y6 onwards) Multivariate data (Y6 onwards)

11. PAT Question (time-series data) Emma went for a run from home. She stopped for a while and then walked home. Which graph shows how far from home she was during her journey?

12. Collecting Category data (birth month) August Postits / stickers Pictures / drawings cubes Real things

13. Collecting multivariate data using post it notes What school subject do you most enjoy teaching? Bed- Time What school subject did you most enjoy at school as a child? Birth month

14. Analysis Make a display / graph to help you to answer your question. Describe the display / graph and identify patterns and trends in context. Remember the context. If I cover any labels can I still tell what the display /graphs are showing?

15. Numerical Data Real things, cubes, pictures, stickers Category Data

16. used to detect patterns and relationships, not just communicate the patterns at the end of an investigation. Drawing graphs is helpful for issues of scale and creating titles, axes, and keys etc…… Statistical Displays however ICT plays a critical role in allowing students to view and analyse multiple displays of the same data rapidly.

17. Experience how one type of category data graph can be transformed into another. Choose critically about how best to display data for the purposes of analysis and communication. Statistical Displays

18. Analysis: Use I notice… as a starter for statements Describing Number Data, e.g. bed times ShapeMiddleSpread Clump(s) Gap (s) symmetrical, most of the data is.. a few points are.. Same/different The middle of the data is ….. about.., between, higher/lower Close together, spread out, evenly spread, mostly between, less/more spread out than… Describing Category Data, e.g. colour Most (N.B. “most” must be more than half), most typical, least typical, most common, least common least, some, all, more than, less than, more than half, about half, roughly a quarter, a lot, not many, a few, most popular, least popular,

19. “What are typical birth months in our class?” I notice…

20. I notice that the most common birth month is August with 5 people in the group. I notice the least common birth months are January and November with no one in the group born in these months. I notice that four months have four people born in them, they are May, June, October and December. I notice that the Winter months have the most people born in them, 12 people. Spring has the least number of people born with only 5 people born then. I wonder……?

21. Conclusion –Answer the question. –Provide supporting evidence from your analysis. “What are the typical birth months in our class?” Birth months in our class are generally in the winter. August has highest number of people born in it, 5 people. June has 4 people and July has 3 people. Altogether from the group of 30 people, 12 were born in winter. May, October and December have 4 people born in them. The other seasons, spring, summer and autumn have 5, 6 and 7 people born respectively.

22. Let’s Investigate!

23. Write some questions generated from our data. summative comparison relationship How many years you’ve been a numeracy lead teacher? What school subject you most enjoy teaching? Which country you were born in Superpower you would choose to have

24. Complete the investigation sheet for one of our problems.

25. Useful Statistics Resources nzmaths BSM Figure It Out ARBs Book 9 www.censusatschool.org.nz

26. CensusAtSchool h t t p : / / / h t p : / www.censusatschool.org.nzwww.censusatschool.org.nz (Y5 -8)

27. Effective Teaching Cycle Assessing Analysing data Planning Teaching Practicing /Applying So what assessment data will you use to start your teaching? Could you use a task?

28. www.babynamewizard.com

29. 2 nd Tier Support on nzmaths BSMStatistic Units on nzmaths Figure It Out (incl. Teachers Notes) Level 1 L1 exemplar one See booklet Greedy Cat Match ups (literacy) - Level 2 L2 exemplar three Party Party Party True or False (literacy) Data Squares Level 2 FIO 2-3 Statistics p.1 Choice Squares p.13 Where on Earth Level 3 L3 exemplar one Data Squares Level 3 Paper Planes Which Graph (literacy) FIO L3 Statistics p.13 Lapping up Numbers p.5 Television Times Level 4 L4 exemplar two FIO L3-4 Statistics p.1 Sorting Statistics Look at topic/enquiry work for the rest of the year or next year – where could a statistics unit be integrated? Explore resources for Levels 1, 2 or 3 e.g. (FIO, Statistics units on nzmaths, 2 nd tier support exemplars). Possible Follow up Syndicate Meetings

30. Concluding thought… 98% of all statistics are made up.

31. Additional Slides

32. Workshop Materials HandoutWorkshop Resources NZC and Statistics with 2 nd tier support info. Data Cards Investigation Sheet Data Displays Powerpoint handout A3 NZC and Statistics Highlighters PPDAC poster Postits – pink and blue A3 Data Displays ? PAT question? Follow up Workshop resources: 2 nd tier support Levels 1-4 FIO books nzmaths units 2 nd tier exemplars

33. Write some questions generated from our data summative comparison relationship What school subject do you most enjoy teaching? What time did you go to bed last night? (to the nearest half hour?) What school subject did you most enjoy at school as a child? Which country you were born in

34. How might data be sorted and displayed? answer the question answer and compare Level 1 Are there more boys or girls in the class? Patterned sets

35. Thinking Routines I notice…. I used to think… now I think…. What limitations does this data have for my question?. I wonder…. I conclude that…. What data? How shall I collect it? What do I think might happen?