1. The learner will work with a variety of objects making simple classifications. |
1.1 I can sort objects into a group [1] |
1.2 I can identify the reason for putting an object into a particular group [2] |
1. The learner will classify objects on two or more criteria, gather data and record information in lists, tables and block graphs. |
1.1 I can sort objects into different groups based on particular reasons [4] |
1.2 I can identify the information I need [5] |
1.3 I can record my results in simple lists [6] |
1.4 I can put my results into a table [7] |
1.5 I can build a block graph from my results [8] |
1. The learner will use inormation provided in tables and lists explaining its meaning and constructing a range of charts to present it graphically. |
1.1 I can extract and interpret information presented in simple tables and lists [10] |
1.2 I can construct bar charts and pictograms, where the symbol represents a group of units [11] |
1.3 I can communicate information I have gathered in a range of ways [12] |
1.4 I can interpret information presented to me in lists, tables and charts [13] |
1. The learner will collect data and construct frequency tables describing features of data sets using mathematical vocabulary. They will construct and interpret simple line graphs. |
1.1 I can collect discrete data and record them using a frequency table [15] |
1.2 I can describe sets of data using mode and range [16] |
1.3 I can group data in equal class intervals [17] |
1.4 I can represent collected data in frequency diagrams [18] |
1.5 I can interpret frequency diagrams [19] |
1.6 I can construct simple line graphs [20] |
1.7 I can interpret simple line graphs [21] |
1. The learner will understand and use mathematical terms associated with data, interpreting graphs and drawing conclusions. They will understand probability carrying out simple experiments |
1.1 I can use the mean of discrete data [23] |
1.2 I can compare two simple distributions using the range and one of the mode, median or mean [24] |
1.3 I can interpret graphs and diagrams, including pie charts, and draw conclusions [25] |
1.4 I can explain and use the probability scale from 0 to 1 [26] |
1.5 I can identify and justify probabilities and approximations to these [27] |
1.6 I can select and use methods based on equally likely outcomes and experimental evidence [28] |
1.7 I can explain how different outcomes may result from repeating an experiment [29] |
1. The learner will construct and interpret frequency diagrams and pie charts using appropriate mathematical terms. They will draw conclusions from scatter diagrams and demonstrate a basic understanding of correlation. They will solve practical probability problems with an understanding of the total probability of all mutually exclusive events. |
1.1 I can collect and record continuous data [31] |
1.2 I can create frequency tables choosing appropriate equal class intervals over a sensible range [32] |
1.3 I can construct and interpret frequency diagrams [33] |
1.4 I can construct pie charts [34] |
1.5 I can draw conclusions from scatter diagrams [35] |
1.6 I can explain the meaning of correlation [36] |
1.7 I can identify all the outcomes when dealing with a combination of two experiments [37] |
1.8 I can recall that the total of all the mutually exclusive outcomes of an experiment is 1 [38] |
1. The learner will carry out experiments to test hypotheses using mathematical methods and terminology to report and evaluate their findings. |
1.1 I can specify a hypothesis and test it [40] |
1.2 I can design and use appropriate methods that take account of variability or bias [41] |
1.3 I can determine the modal class appropriate for my enquiry [42] |
1.4 I can estimate the mean, median and range of sets of grouped data [43] |
1.5 I can select the statistic most appropriate to my line of enquiry [44] |
1.6 I can use measures of average and range, with associated frequency polygons [45] |
1.7 I can compare distributions and make inferences [46] |
1.8 I can explain relative frequency as an estimate of probability and use this to compare outcomes of experiments [47] |
1. The learner will compare distributions using a range of mathematical methods |
1.1 I can construct and interpret cumulative frequency tables and diagrams [49] |
1.2 I can estimate the median and interquartiles [50] |
1.3 I can use median and interquartile range to compare distributions and make inferences [51] |
1.4 I can explain how to calculate the probability of a compound event and use this in solving problems [52] |
1. The learner will increase the range of graphical presentations that they can construct and interpret, understanding the relationship between sample size and reliability, quantifying probabilities in practical situations. |
1.1 I can interpret and construct histograms [54] |
1.2 I can explain how different methods of sampling and different sample sizes may affect the reliability of conclusions drawn [55] |
1.3 I can select and justify a sample and method to investigate a population [56] |
1.4 I can explain how probabilities associated with independent, mutually exclusive events are used to solve practical problems in a range of cases [57] |
Links
[1] https://theingots.org/community/ncl1u4mahdx#1.1
[2] https://theingots.org/community/ncl1u4mahdx#1.2
[3] https://theingots.org/community/ncl1u4mahdi
[4] https://theingots.org/community/ncl2u4mahdx#1.1
[5] https://theingots.org/community/ncl2u4mahdx#1.2
[6] https://theingots.org/community/ncl2u4mahdx#1.3
[7] https://theingots.org/community/ncl2u4mahdx#1.4
[8] https://theingots.org/community/ncl2u4mahdx#1.5
[9] https://theingots.org/community/ncl2u4mahdi
[10] https://theingots.org/community/ncl3u4mahdx#1.1
[11] https://theingots.org/community/ncl3u4mahdx#1.2
[12] https://theingots.org/community/ncl3u4mahdx#1.3
[13] https://theingots.org/community/ncl3u4mahdx#1.4
[14] https://theingots.org/community/ncl3u4mahdi
[15] https://theingots.org/community/ncl4u4mahdx#1.1
[16] https://theingots.org/community/ncl4u4mahdx#1.2
[17] https://theingots.org/community/ncl4u4mahdx#1.3
[18] https://theingots.org/community/ncl4u4mahdx#1.4
[19] https://theingots.org/community/ncl4u4mahdx#1.5
[20] https://theingots.org/community/ncl4u4mahdx#1.6
[21] https://theingots.org/community/ncl4u4mahdx#1.7
[22] https://theingots.org/community/ncl4u4mahdi
[23] https://theingots.org/community/ncl5u4mahdx#1.1
[24] https://theingots.org/community/ncl5u4mahdx#1.2
[25] https://theingots.org/community/ncl5u4mahdx#1.3
[26] https://theingots.org/community/ncl5u4mahdx#1.4
[27] https://theingots.org/community/ncl5u4mahdx#1.5
[28] https://theingots.org/community/ncl5u4mahdx#1.6
[29] https://theingots.org/community/ncl5u4mahdx#1.7
[30] https://theingots.org/community/ncl5u4mahdi
[31] https://theingots.org/community/ncl6u4mahdx#1.1
[32] https://theingots.org/community/ncl6u4mahdx#1.2
[33] https://theingots.org/community/ncl6u4mahdx#1.3
[34] https://theingots.org/community/ncl6u4mahdx#1.4
[35] https://theingots.org/community/ncl6u4mahdx#1.5
[36] https://theingots.org/community/ncl6u4mahdx#1.6
[37] https://theingots.org/community/ncl6u4mahdx#1.7
[38] https://theingots.org/community/ncl6u4mahdx#1.8
[39] https://theingots.org/community/ncl6u4mahdi
[40] https://theingots.org/community/ncl7u4mahdx#1.1
[41] https://theingots.org/community/ncl7u4mahdx#1.2
[42] https://theingots.org/community/ncl7u4mahdx#1.3
[43] https://theingots.org/community/ncl7u4mahdx#1.4
[44] https://theingots.org/community/ncl7u4mahdx#1.5
[45] https://theingots.org/community/ncl7u4mahdx#1.6
[46] https://theingots.org/community/ncl7u4mahdx#1.7
[47] https://theingots.org/community/ncl7u4mahdx#1.8
[48] https://theingots.org/community/ncl7u4mahdi
[49] https://theingots.org/community/ncl8u4mahdx#1.1
[50] https://theingots.org/community/ncl8u4mahdx#1.2
[51] https://theingots.org/community/ncl8u4mahdx#1.3
[52] https://theingots.org/community/ncl8u4mahdx#1.4
[53] https://theingots.org/community/ncl8u4mahdi
[54] https://theingots.org/community/ncl9u4mahdx#1.1
[55] https://theingots.org/community/ncl9u4mahdx#1.2
[56] https://theingots.org/community/ncl9u4mahdx#1.3
[57] https://theingots.org/community/ncl9u4mahdx#1.4
[58] https://theingots.org/community/ncl9u4mahdi