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Students use survey data about sports results to estimate the probability of the next person's answer.

Students show the number of people in a survey as a fraction and indicate their understanding of sampling.

Students explain who is most likely to win a game based on spinners, and how the game could be made fair.

Students decide which statement about a dot plot is incorrect and explain their reasoning.

Students answer questions about a bar graph showing favourite ice-cream flavours. No calculation needed.

Students read information and make statements about the information from two bar graphs.

Students interpret a back stem-and-leaf graph to answer questions about a measurement investigation.

Students calculate an average and a percentage from raw data and comment on these findings.

Students conduct a statistical investigation into the sentence length of different types of books by making and comparing dot plots.

Students consider three different sampling methods for a survey and decide if each is a fair sample, explaining their answer.

Students compare the overall distribution of two graphs and describe their reasons.

Students draw a scatterplot of a table of data and describe the relationship between the two variables.

Students identify the most likely sequence of tosses of a fair coin and explain their reasons.

In this practical task, students collect data on the number of people in cars passing the school. They then record this, in a table and use the information to make a prediction.

Students decide what information is required to calculate an average.

Students complete a line graph to show the daily height of a lettuce plant, giving their graph a title and labelling both axes.

Students need to interpret data about travel time to school and common after-school activities and identify which statement is true from a list of given statements.

Students select the correct statement that matches a given graph.

Students are asked to study a bar graph of ways to travel to school and write down five things that are wrong with the way the graph is set up.

Students decide whether a graph is suitable to display category data and explain their answer.

Students answer questions from a histogram of distance of discus throws. Calculation is required.

Students identify a correct statement about the overall distribution of a graph and explain their reasoning.

Students construct and label a bar graph of the colour of passing cars from data in a table and answer questions interpreting the results.

Students decide if a graph is suitable to display category data and explain the reasons.