The purpose of this activity is to engage students in making links between displays of data and the conclusion drawn by others.

In readiness for this problem, the students should have familiarity with each of the following components of mathematics. The problem may be solved with different combinations of these components.

- Carrying out an investigation
- Investigating to answer a (statistical) question
- Posing a (statistical) question
- Considering possible responses to a (statistical) question

This activity may be carried out with guidance, or by allowing the student to follow their own chain of reasoning. The approach should be chosen in sympathy with students’ skills and depth of understanding. The most likely form of feedback/evidence from the student in this activity is via discussion.

A class took home a survey to find out how their parents travel to work.

They got 24 responses. All the other parents didn’t commute to work or didn’t respond to the survey.

They matched each of their responses with a transport sorting shape and discussed the responses.

The transport options were car, bus and train.

The class came up with the conclusion:

The most common way our parents get to work is by car.

Explain how their arrangement of transport shapes shows this.

### The procedural approach (show more)

- The student is able to make links between data displays and the conclusion drawn.

### The conceptual approach (show more)

- The student is able to make links between data displays and the conclusion drawn and suggest possible improvements to either.