Statistical investigations resources

Students study a dot plot of the months students' were born and answer questions interpreting the data.

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

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 information presented in a bar graph to answer questions.

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

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 compare drawings of a healthy and unhealthy plant and decide which quantitative and/or qualitative data distinguishes them. They draw conclusions from the data. This is a mathematics/science resource.

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

Students need to interpret data about travel time to school and common after-school activities and identify which statement is true from a list of given statements.

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

Students calculate an average and a percentage from raw data and comment on these findings.

Students construct and label a pie graph of favourite drinks from data in a table. They also interpret results involving proportions.

Students are required to critique a survey and design another useful question to be included.

Students construct a back-to-back stem-and-leaf graph for heights of trees. They then answer a question on range and make a statement comparing the heights of akeake and kōhūhū.

Students describe the shape of two distinctive dot plots showing different data.

Students are required to construct a composite bar graph based on Statistics New Zealand Time Use Survey data and are then required to make comparative statements based on gender.

For this practical task students construct a composite strip graph of the nutrient groups found in three different food products.

Students use raw data to construct a table and then a bar graph of the number of runs scored in softball games. Students are also required to make a statement about the results.

Students interpret a bar chart that shows the stopping distance of cars and are asked which car is safe and why.

Students interpret a bar graph of account balances and respond to questions about the data.

Students need to complete a pictograph of the target monthly house sales. This includes constructing the key, drawing in an axis, adding a title, and presenting the data.

Students display data on a back-to-back stem-and-leaf graph to show the times taken to complete two walks. The longer of the two walks is then identified.

Students complete three pie charts involving spending, using data in the form of proportions and amounts spent on certain activities.

Students interpret information presented in a table, and calculate averages.