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This task requires students to answer questions about a time-series graph for two categories of data over an eight year period.

This task sees what a students understanding of probability is.

Students identify the appropriate type of graph for a statistical investigation about dice throws. They also justify the use of a histogram for an investigation about heights of people, indicating their understanding of discrete and continuous data.

Students choose the best type of graph for a selection of sets of data.

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

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

Students interpret a bar graph which shows the number of cats taken to a veterinarian in one week.

Students answer questions about a bar graph which shows the number of different types of animals at the zoo.

This task requires students to interpret a stem-and-leaf graph made by a class showing estimates of jelly beans in a jar.

Students interpret a dot plot showing the number of books read by a class of students.

Students predict how a cube will travel when flicked in different positions, and conduct an experiment to see what happens in practice.

Students conduct a statistical investigation about their prediction of the most common words used in English. They make graphs, describe their shape, and compare their own graph with ones that other students produce.

Students complete a frequency table on some provided data and carry out calculations related to averages.

Students interpret information presented in a bar graph to answer questions.

Students interpret information presented in a bar graph to answer questions and calculate averages.

Students interpret a bar graph showing the number of different types of shell collected on a beach.

Students to interpret pie graphs by answering questions about percentages and numerical values.

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

Students complete two strip graphs about the flavour of ice cream bought by girls and boys, and answer a question on interpreting the data.

Students conduct a practical, statistical investigation. They decide on the question to investigate, conduct the survey, complete the tally chart, and construct and label a bar graph.