NCEA+Level+1+MV+Statistics

=AS 1.10 Internal 1st June worth 3 real credits!= Updated from class lessons on 27th May 2011 [] The emphasis is as much about applying statistical methods, and interpreting and communicating statistical information and ideas, as it is about the calculations you have made and graphs you have drawn. Excellence involves evaluation of your process and must relate to what you have done and why. You should make an inference about the population from the sample data and show an understanding of sampling variability and the context. From []

Recommended Additional Resource: Exercise 28.6 to match box and whisker diagrams with dot plots on page 317 from Theta (2nd ed) Know the meaning of: skew, peak, bi-modal, bell shape, symmetrical, uniform, trail or tapper, spread, central tendency, mean, median, mode, range, box plot, stem and leaf, box and whisker. relating to =On Track 3 Mathematics Workbook= Complete page 123 to 141 by the 27th May 2011. Class time will be given. 18 Pages in 15 lessons 9th to 27th May. 9th May page 123 124 125 10th May page 126 127 11th May page 128 129 12th May page 130 131 13th May page 132 133 16th May page 134 135 17th May page 136 137 18th May Page 138 139 Yellow Pakuranga Workbook Page 35 to 39 Census at School Internal Practise. 19th May Page 140 141 [read and think about it] Yellow Pakuranga Workbook Page 35 to 39 Census at School Internal Practise. 20th May New Zealand Maths 11 page 408 to 418 - read notes and choose examples to learn from 23rd May New Zealand Maths 11 page 419 to 428 - read notes and choose examples to learn from 24th May New Zealand Maths 11 page 429 to 438 - read notes and choose examples to learn from

=Fast Track 3 Mathematics Workbook= Complete page 118 to 135 by the 27th of May 2011. 9th May page 118 119 120 10th May page 121 122 123 11th May page 124 125 12th May page 125 126 127 13th May page 128 129 130 16th May page 131 132 17th May page 133 134 135 [Quickly collect data from class mates, work in groups] 18th May Yellow Pakuranga Workbook Page 35 to 39 Census at School Internal Practise. 19th May Yellow Pakuranga Workbook Page 35 to 39 Census at School Internal Practise. 20th May New Zealand Maths 11 page 408 to 418 - read notes and choose examples to learn from 23rd May New Zealand Maths 11 page 419 to 428 - read notes and choose examples to learn from 24th May New Zealand Maths 11 page 429 to 438 - read notes and choose examples to learn from

=2011 Pakuranga College 11MAT Information for students and parents booklet= Page 12 - tick off the skills you have as you aquire them Page 35 - Read this on the 9th of May, and refer back to it when you wonder "What are we doing?" We are learning to: investigate a given multivariate data set using statistical enquiry Page 36 to 39 is actually Stored Here or use this downloaded/uploaded on 30th April 2011 It is a sample internal and worth going over in great detail - especially the marking (Assessment) Schedule on Page 38. And a silly video for you - to start you thinking! media type="youtube" key="NboTnKhUxco" height="349" width="560" Can you spot errors? I was thinking aloud, looking at the data headings for the first time. survey questions are asked when collecting data - you are given these investigative questions are asked about the data - you make one of these up! =Posing an appropriate comparison question using a given multivariate data=
 * gender || age || year || height || popliteal || travel || timetravel || bagweight || bagcarry ||
 * boy || 15 || 11 || 183 || 46 || walk || 23 || 4000 || two ||
 * girl || 15 || 11 || 155 || 40 || motor || 30 || 800 || one ||

Silly questions (in-apporpriate comparison): Is the height of a student related to their mode of transport? Are taller students more likely to walk to school? Is the age of a student related to their year level? Are girls in year 11 older than boys in year 11? Is the number of bags a student carrys related to their height? Do shorter students carry more bags?

Good questions (appropriate comparison): Look at the data and start to think "I wonder if....." Does the time taken to get to school by bus tend to be longer than the time taken to walk to school for year 11 students in the CensusAtSchool database? Is there a relationship between the mode of transport and the time taken to travel to school for year 11 students in the CensusAtSchool database? Considering year 11 students in the CensusAtSchool database, do boys tend to have a larger popliteal length than girls? [box and whisker's to compare?] Considering year 11 students in the CensusAtSchool database, do boys tend to be taller than girls? [box and whisker's to compare?] Considering year 11 students in the CensusAtSchool database, do students who walk carry lighter bags? [box and whisker's to compare?] Considering year 11 students in the CensusAtSchool database, do taller students have a longer popliteal? [scatter plot?]

Read the data “extracting data from a graph” Read between the data “interpolating (estimate a value between) and finding relationships in the data as shown on a graph” and read beyond the data “extrapolating (estimate a value beyound) from the data and analysing the relationships implicit in a graph”.

Question the Data (are there errors?, outliers?, what conditions was the data collected under? honest? accurate?)

=Know= Stem and leaf; Box and whisker (compare a continuous variable by a group (discrete) variable) eg a back to back stem and leaf with girls on the left, boys on the right, showing their heights eg two box and whisker graphs, one displaying girls heights, the other boys heights AND/OR (if you are really struggling choose one option and focus on it) Scatter graph (looking at the relationship between two continuous variables) eg height on the "x" axis and weight on the "y" axis Words to describe what the graphs say.

=In the internal...= You will be given some data and you... • Write your own question to compare 2 sets of data • Calculate mean median and mode etc • Draw graphs • Answer your own question using your calculations and graphs.

Language is important and the sentences can be long! An example question: Does the time taken to get to school by bus tend to be longer than the time taken to walk to school for year 11 students in the CensusAtSchool database? An example answer: The CensusAtSchool database mean time taken for year 11 students to get to school by bus is 20 minutes compared with the mean time taken to walk to school of 15 minutes, I therefore conclude that the answer to my question is YES! The time taken to get to school by bus tends to be longer than the time taken to walk to school for year 11 students in the CensusAtSchool database.

=Vocab= Census = collection of data from all members of a population Sample = selection of data from some members of a population Range = highest less lowest value Median = put the data in order and the median is the middle value, or add the 2 middles values together and divide by two Mode = the most common value Mean = add all the values up and divide by the number of values Discrete Data is counted (whole numbers) Continuous Data is measured (decimals too) Distribution = the way data is spread out peak, rounding, skewed,

=Links= @http://www.studyit.org.nz/subjects/maths/math1/10/ is really very good and worth a visit! Samples of internals: @http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/ncea-subject-resources/ncea-study-resource-mathematics/exemplars/level-1-as99079-a/ @http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/ncea-subject-resources/ncea-study-resource-mathematics/exemplars/level-1-as91035-b/

@http://www.bbc.co.uk/schools/gcsebitesize/maths/data/ @http://www.bbc.co.uk/skillswise/numbers/handlingdata/ @http://www.bbc.co.uk/skillswise/numbers/handlingdata/graphs_and_charts/factsheet2.shtml

@http://www.s-cool.co.uk/a-level/maths/representation-of-data/revise-it/stems-leaves-boxes-and-whiskers Note: My Video "precision of language" is a little lacking. As I refine it I may replace these videos, or delete them, depending on student suggestions. Let me know if they helped you or wasted your time. eg on box and whisker I said bigger amount instead of greater spread! media type="youtube" key="Tlww5dfFcEQ?rel=0" height="174" width="280"media type="youtube" key="hT3m5aWlQyA?rel=0" height="174" width="280"media type="youtube" key="58_3GDhqO50?rel=0" height="174" width="280"

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@http://www.censusatschool.org.nz/2005/documents/statistical-investigation.pdf @http://www.censusatschool.org.nz/resources/how-kids-learn/

@http://www.tki.org.nz/r/assessment/exemplars/maths/stats_display/sd_5a_e.php @http://nzmaths.co.nz/welcome-statistics

=P P D A C Problem Plan Data Analysis Conclusion= Problem - Ask your question (thinking about the process and answer!) Plan - What do I need to calculate? Data - Calculate (look at the data first - is there something obviously wrong?) Analysis - Draw graphs and explain what they mean Conclusion - Answer your question using similar language and refer to your calculations and graphs.

Take a look at this detailed version of PPDAC from http://nzstatsedn.wikispaces.com/Qatar

Where do I start? Get a random sample @http://www.censusatschool.org.nz/2009/sampler/ and ask 3 silly and 3 intelligent questions after LOOKING AT THE DATA!

=Teacher Talk (help for ME)= @http://www.censusatschool.org.nz/2008/informal-inference/ for teachers and for those wanting excellence @http://www.censusatschool.org.nz/2008/informal-inference/wild.html

WHAT ABOUT THE P IN THE PPDAC CYCLE? AN INITIAL LOOK AT POSING QUESTIONS FOR STATISTICAL INVESTIGATION. =Pip Arnold= The University of Auckland, New Zealand @http://tsg.icme11.org/document/get/481 Quote: “read the data, read between the data, and read beyond the data”.

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And here is a copy of this sites statistics as at the November 2011 - real life use of stats!