Refine Current Search

As students listen to the teacher read an adapted version of 'The Three Little Pigs' they construct a line graph showing how frightened the third little pig was feeling.

Students are provided with an unfinished graph and asked to identify what three things are needed so that the graph is then complete. Students are also asked to identify the type of graph.

Task: Use data in a table to construct a graph and answer questions about the patterns. Assessment focus: interpreting tables and graphs.

Students complete a tally chart to show the frequency of running times for a women's marathon. Students then present this information in a histogram.

Students present data on the number of chocolate bars sold in a stem-and-leaf graph. The data is then ordered into a second graph.

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

Students identify a correct statement about the comparing the overall distribution of two dot plots.

Students complete a table and a graph of an equation about the costs of bike repairs, then interpret the graph to respond to questions.

Students construct a dot plot of fish seen at an aquarium from a tally chart, and answer questions interpreting the results.

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

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.

A bar graph showing the percentage of endangered species threatened by predation, competition, and/or habitat loss is given. Students use this graph to answer questions and explain the terms; predation, competition, and habitat loss.

Students are provided with a map of NZ showing the average annual rainfall in different areas. Students interpret this information to answer three short answer questions, and then construct a bar graph that shows the rainfall for nine North Island locations.

Students construct and label a histogram of tulip heights from data in a table. They also answer questions about range, mode, median and mean.

Students calculate the repair charges of two different garages, graph them, and explain the results.

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

Students interpret a scatterplot and identify statements about both details and overall information.

Students pose a question for an investigation about favourite sports. They then construct a table that could record the results.

Students plan aspects of a statistical investigation about the most common birth month in Year 8, including designing a table for data collection.

Task: Look at the arrangement of fibres for four different paper towels, arrange an appropriate sequence of instructions, carry out the instructions and then communicate the data in an appropriate graph that will help answer the question. Different elements of the nature of science are embedded throughout the tasks. Assessment focus: planning and carrying out a fair test, using evidence to answer a question.

This whole investigation requires students to find out how spring stretch is affected by different masses pulling on it. There is also a section for planning a similar investigation and a processing section using some provided data.

Students answer a multiple choice question about what happens when a magnetised object is cut in half, and then draw the lines of the magnetic field around two magnets.

This practical task requires students to plan, process, and evaluate an investigation on types of fruit and the voltage that each can produce.

In this practical task, students design a tally chart to record the number of different coloured ice-block sticks in an envelope. Students use the sticks as tally marks.

Students predict the outcome of 100 coin tosses, then carry out a test of their prediction, recording their results.