Statistical literacy resources

Students are required to give reasons why the samples used to survey New Zealand school students on their favourite sports, may not be representative of the population.

Students are required to explain the misleading aspects of two graphs found in newspaper articles.

Students are asked to study a bar graph of ways to travel to school and write down five things that are wrong with the way the graph is set up.

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

Students decide whether a graph is suitable to display category data and explain their answer.

Students consider three different sampling methods for a survey and decide if each is a fair sample, explaining their answer.

Students read statements about a dot plot and indicate whether the statements are true or false.

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

Students select the correct statement that matches a given graph.

Students compare a data table and a line graph and identify features that are missing or incorrect in the graph.

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 select which graph matches a given statement.

Students compare the overall distribution of two graphs and describe their reasons.

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

Students decide if a graph is suitable to display category data and explain the reasons.

Students study a box-and-whisker graph of examination results for Maths and Science, and answer questions on comparison, median, range and proportion.

Students read the description of a number of surveys and explain why the sample is biased.

Students compare the overall distribution of two graphs and describe their reasons.

Students identify true and false statements, and provide a description of the most important features of a time series graph.

Students read statements based on a bar graph and show understanding by marking whether each statement is correct.

Students interpret a pictograph to answer questions about a classroom investigation. This pictograph has a key.

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

Students read statements about a stem-and-leaf graph and indicate whether the statements are true or false.

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 interpret a back stem-and-leaf graph to answer questions about a measurement investigation.