The purpose of this activity is to engage students in discussion, evaluating the effectiveness of data displays in presenting the findings of a statistical investigation.
The background knowledge and skills that should be established before and/or during this activity are outlined in the diagram below:
Click to show example questions for each heading
This activity may be carried out with step by step guidance, or by allowing the student to follow their own method of solution. The approach should be chosen in sympathy with students' skills and depth of understanding.
A year 6 class investigated how people listen to music with the following question:
Which way do you usually listen to music?
They grouped their data and set it out on the table below:
| Year 6 | Older siblings | Student Teachers | Teachers | Parents | |
| Radio | 2 | 6 | 0 | 7 | 12 |
| Streaming | 18 | 8 | 4 | 0 | 0 |
| Downloaded | 0 | 2 | 1 | 3 | 8 |
| CDs | 2 | 0 | 1 | 5 | 9 |
| Live | 0 | 0 | 1 | 0 | 0 |
| Mixture | 4 | 3 | 1 | 2 | 10 |
| Other | 0 | 0 | 0 | 0 | 0 |
When they analysed the data, they came up with the following conclusions:
- Older people (parents and teachers) listen to the radio or their own CDs, itunes, etc.
- Younger people prefer the internet.
Discuss the effectiveness of the data table in leading to their conclusions.
The arithmetic approach (show more)
- The student is able to evaluate the effectiveness of the table of data at conveying a message.
The conceptual approach (show more)
- The student is able to evaluate the effectiveness of the table of data at conveying a message, noting limitations and suggesting improvements.
