Statistics resources

Students answer questions and calculate percentages from a frequency table of tree heights.

Students interpret data presented in raw form to answer questions, calculate a percentage, and calculate a variety of data measures.

Students interpret information presented in a data table and answer questions, and calculate an average.

This task requires students to identify the information that is required to calculate averages for given purposes.

This task requires students to interpret a stem-and-leaf graph made by a class showing estimates of jelly beans in a jar.

Students answer questions about data in a triple bar graph of medals won by four countries. Calculation is required.

Using a piece of their own writing students calculate the average and range of the sentence lengths.

Students show understanding of range, median, and mode by completing statements about a set of classroom test data.

Students firstly find the mean and median length of pencils. Secondly students find the median, and lower and upper quartile for the number of cars that passed through the school gate.

Using data given in a table, students are required to construct a double line graph on the axes provided.

Students study a box-and-whisker graph of Social Studies marks for 4 classes. They answer questions interpreting the data, and comparing, range and best performance.

Students answer questions about a line graph showing scores in a cricket game. An understanding of slope is needed.

Students show their interpretation of a box-and-whisker graph by answering questions about the data.

In this practical task students construct and label a pictograph by cutting, grouping, and gluing images of how the children in Room 1 get to school.

Students answer questions and calculate a percentage related to a bar graph of the ways students travel to school.

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

Students recognise equal and different likelihoods when playing a game of chance and explain their reasoning.

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

Students identify and write down two examples each of discrete data and continuous data.

Each student designs a question and an associated scale to record other students' attitudes to mathematics.

Students complete a tree diagram to show the possible combinations of marbles and counters in two bags.

Students show all possible combinations of the numbers 1, 2, 3, and 4, and of the letters a, b, and c.

Students identify the most likely sequence of tosses of a fair coin and explain their reasons.