Building colours

Building colours

Auto-markingPencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
This task is about identifying whether statements about a graph are true or not.

Colours of office buildings seen in Wellington

Students at Swan Primary were doing a project on building colours. On a trip to Wellington they noted the colour of the office buildings they saw along two streets. They made the following comments about what they thought their graph showed.

Select "yes"next to each statement that is correctly based on the students' data. Select "no" if it isn't.

Question 2Change answer

a)  "We saw the same number of black and green buildings."  YesNo

Question 2Change answer

b)  "Not many people like black buildings."  YesNo

Question 2Change answer

c)  "We counted more grey than white buildings."  YesNo

Question 2Change answer

d)  "We saw six mirrored buildings."  YesNo

Question 2Change answer

e)  "Most Wellington buildings are grey."  YesNo

Question 2Change answer

f)  "We saw fewer green than mirrored buildings."  YesNo

Question 2Change answer

g)  "Blue was the third most common colour we saw."  YesNo

Question 2Change answer

h)  "We saw 13 buildings which were either black or white."  YesNo

Question 2Change answer

i)  "There were four more grey than white buildings."  YesNo

Question 2Change answer

j)  "Only four buildings in Wellington are blue."  YesNo
Task administration: 
This task can be completed with pencil and paper or online (with auto marking displayed to students).
Level:
4
Curriculum info: 
Maths, Statistics, Statistical literacy
Keywords: 
graph interpretation, bar graphs
Description of task: 
Students read statements based on a bar graph and show understanding by marking whether each statement is correct.
Curriculum Links: 
This resource can be used to help to identify students' understanding of identifying correct and incorrect statements about a data display.
Learning Progression Frameworks
This resource can provide evidence of learning associated with
Interpreting statistical and chance situations, sets 4-5
within the Mathematics Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
 

Y8 (09/1999)

a)

b)

c)

d)

e)

f)

g)

h)

i)

j)

yes

no

yes

no

no

yes

no

yes

no

no

10 correct – very difficult

9 correct – difficult

7-8 correct – easy

4-6 correct – very easy
Diagnostic and formative information: 

 

Common error

Likely reason

b)

Yes

Incorrect generalisation – low frequency does not imply people dislike black.

e)

j)

Yes

Yes

Incorrect generalisation from sample to population.