Introduction to Statistics

Overview

Students explore why statistics are used in everyday life and learn the first steps of a statistical investigation by gathering data through a short class survey. This lesson builds toward later work with data displays and interpreting distributions.

Learning intentions

Students will:

• explain the purpose of statistics in everyday decisions
• plan a simple data collection method (a survey) for a question with a clear numerical variable
• collect responses ethically and accurately
• begin organising data for later analysis (e.g., tally marks and a first table)

Success criteria

Students can:

• state at least one reason we use statistics and give a real-life example
• choose a survey question that produces numerical data and explain why it fits
• collect data respectfully and record it clearly (tallies or a simple table)
• identify the variable being measured (what number is being recorded)

Curriculum links

• Mathematics: create and interpret numerical data displays and describe distribution features (shape, centre, spread, outliers, range, median, mean and mode) by beginning the data collection process that supports later displays - Mathematics: plan and conduct statistical investigations using discrete and continuous numerical variables, analysing distributions and reporting findings - Mathematics: acquire data sets for numerical variables and calculate summary statistics later, starting here by correctly recording data values - Students communicate and justify their choices using clear reasoning about data and variables as part of statistical investigation practice ## Lesson structure (60 minutes)

1. 0–5 min · Hook conversation. Teacher shows 3 quick statements (e.g., “Most students prefer…”, “The safest route is…”, “The average score was…”), and asks: “How do people know these things are true?” Students turn-and-talk, then share one example where statistics help.

2. 5–15 min · Mini-lesson: What statistics do. Teacher leads a short discussion on purpose (describing, comparing, making claims) and introduces key ideas: data, variable, survey, numerical variable. Students follow along with a teacher-provided note sheet; they underline key words.

3. 15–25 min · Choose a survey question. Teacher presents 4 possible Year 7 survey questions (some produce numerical data, some don’t). Students identify which ones are “surveyable with numbers” and justify. Students vote and record reasons using sentence starters (“This is numerical because…” / “This would be hard because…”).

4. 25–40 min · Conduct the survey. Teacher models how to ask consistently and how to record using tallies or a simple class table. Students collect responses from peers in structured groups (teacher assigns roles: interviewer, recorder, checker). Students conduct the survey and record results carefully; the class recorder updates the shared table.

5. 40–50 min · First look at the data. Teacher guides students to examine the recorded values: count totals, identify the variable, and talk about early patterns (not yet full summary statistics). Students answer: “What number is being measured?” “Is there a most common value?” “Are any values rare?” (qualitative only).

6. 50–58 min · Reflection + success criteria check. Teacher conducts a rapid check: “Why do we use statistics?” Students complete a short “one sentence” reflection and a “variable in my survey” statement. Students submit responses; teacher listens for misunderstandings to reteach next lesson.

7. 58–60 min · Tidy wrap. Teacher confirms where the class data will be stored for Lesson 2 and previews: “Next we’ll make a display.” Students place their note sheets into the unit folder and look at the next lesson title.

Resources

• Teacher slide or board: “Why statistics?” prompts and key word list
• Printed survey option cards (4 candidate questions)
• Data recording sheet: tallies table for the chosen numerical variable
• Sentence starter strips (for justifications)
• Coloured markers / sticky notes for voting
• Timer for group rotations
• Dyslexia-friendly reading sheets (see differentiation)
• Shared board/table template (paper-based or digital classroom option)

Assessment

• Formative during discussion: listen for correct reasons for using statistics and correct identification of numerical variables
• Formative during survey planning: check justifications for why a question produces numerical data
• Collection accuracy check: teacher spot-checks tallies/records for completeness
• Exit reflection (last 8 minutes): one reason for using statistics + “The variable is…”

Differentiation

• Visual aids: provide a word-and-picture key (data, variable, survey) and use colour-coding (e.g., “number words” highlighted on question cards).
• Support for diverse learners: provide sentence starters for each justification and a checklist for recording (ask once, record once, check with partner).
• Dyslexia-friendly reading options:
• provide a shorter, single-page version of the “purpose of statistics” text with larger font
• highlight keywords in bold and use consistent phrasing per paragraph
• offer audio read-aloud by teacher or via device for the key reading sheet
• Extension for fast finishers: ask them to identify which values might become outliers later and explain what “outlier” would mean in the context (without calculating yet).
• EAL support: allow oral justification before writing; provide bilingual-friendly option to first discuss in pairs, then write a single agreed sentence.

Assessment task (success criteria embedded)

• Teacher uses the exit reflection to confirm:
• students can explain why we use statistics and give an example
• students correctly name the variable from the survey question
• students can describe how the data was collected (survey + numerical responses) and record it clearly