Netball and archery

Netball and archery

Pencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
This task is about reading information from a dot plot.

Question 1Change answer

Number of netball goals scored  
 
      
netball player and hoop
 
a)  A class of 34 students each shot a netball 15 times.
     The dot plot above shows the number of goals each student got.
     Describe the shape of this dot plot.

Question 1Change answer

  Number of bull's-eyes hit
 
bulls eye target
 
b)  A class of 22 students each shot 10 arrows at a target.
     The dot plot above shows the number of bull's-eyes each student hit.
     Describe what this dot plot shows.
Task administration: 
This task can be completed with pencil and paper or online.
Level:
4
Curriculum info: 
Maths, Statistics, Statistical investigations
Key Competencies: 
Using language, symbols, and texts
Keywords: 
dot plots, graph interpretation, outliers, distribution
Description of task: 
Students describe the shape of two distinctive dot plots showing different data.
Curriculum Links: 
This resource can be used to help to identify students' ability to describe the distribution of data.
Key competencies
This resource involves describing statistical distributions . These relate to the Key Competency:  Using language, symbols and text.
Learning Progression Frameworks
This resource can provide evidence of learning associated with
Statistical investigations, set 5
within the Mathematics Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
  Y8 (03/2001)
a)

 

 Any 1 of:

  • It has two bumps or groups (or triangles, "hills", etc.).
  • Describes the ups and downs of both groups.
  • It is bimodal.
  • It has one group of good shooters and one of poor shooters.
  • Other similar statements.
 difficult
b)

 

 Any 1 of:

  • There is one good archer and the rest are about the same.
  • There is one outlier.
  • Describes the shape of the distribution and includes a comment on the one high point as well.
  • Other similar statements.
 difficult
Diagnostic and formative information: 
  Common error
a) Describes only one group, not both, of the distribution.
b) Interprets x-axis as the 'student number' or the 'shot number'.