ATM machines

ATM machines

Pencil and paper
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
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Further Resources
This task is about interpreting information on a time-series graph.
The number of bank branches and ATM's

bar and line graph showing the addition of bank ATMs and the number of bank branches closing.

A bank has closed many of its branches and replaced them with automatic teller machines (ATMs).
The graph above shows the number of branches and the number of ATMs the bank had over the last eight years.
 
Answer the following questions about the graph.
 
a) About how many ATMs were there in 2023? _______________
 
b) About how many branches closed down between 2024 and 2025? _____________
 
c) Finish this statement.

 
Between 2022 and 2024 the number of branches ... ____________________________, 
 
but between 2024 and 2026 the number of branches ... _________________________.
Task administration: 
This task is completed with pencil and paper only.
Copyright: 
Copyright: NZCER
Level:
5
Curriculum info: 
Maths, Statistics, Statistical investigations
Keywords: 
time-series, graph interpretation, line graphs, bar graphs, banking
Description of task: 
This task requires students to answer questions about a time-series graph for two categories of data over an eight year period.
Learning Progression Frameworks
This resource can provide evidence of learning associated with
Statistical investigations, set 6
within the Mathematics Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
 

Y10 (05/2000)
a) Accept answers in the range of 210-220. very easy
b) Accept answers in the range of 85-95. moderate
c)

For the first part accept any 1 of:
 

  • Fell slowly [or words with similar meaning].
  • Dropped by 45 (accept 35-55)
  • Dropped to 230 (accept 220-240)
  • Or other similar statements.


For the second part accept any 1 of:
 

  • Fell sharply [or words with similar meaning].
  • Dropped by 125 (accept 110-140)
  • Dropped to 105 (accept 100-110)
  • Or other similar statements.
 moderate
Diagnostic and formative information: 
   Common error  Likely reason
c) Dropped, Dropped Did not distinguish between the two different rates of decline in branch numbers.