Statistical Investigation Showcase

Overview

In the final lesson of Mapping Data and Change, students complete and present a small statistical investigation. Working in groups, they pose a question, collect or use class data, choose a suitable display, calculate summary measures, discuss uncertainty and justify their mathematical choices.

Learning intentions

• WALT plan and carry out a statistical investigation.
• WALT choose a suitable table, graph or other display for our data.
• WALT use summary measures such as the mode, median, range and, where appropriate, the mean.
• WALT communicate findings clearly and explain uncertainty in our conclusions.

Success criteria

• I can ask a question that can be answered with data.
• I can record data accurately and create a clear, labelled display.
• I can calculate and interpret suitable summary measures.
• I can explain what my data shows, what it does not show and why I made particular choices.

Curriculum links

• Mathematics and Statistics — statistical investigations, data collection, displays and interpretation.
• Mathematics and Statistics — using summary measures to describe and compare data.
• Mathsteasers — higher-order thinking, challenge and deepening understanding through non-routine questions.
• Mathematics and Statistics — communicating mathematical reasoning, evaluating choices and considering uncertainty.

Lesson structure (45 minutes)

1. 0–5 min · Hook and success criteria. Teacher opens with the investigation showcase introduction slides, showing two possible displays of the same data and asking, “Which one gives the most trustworthy impression, and why?” Students discuss what makes a display clear, fair and useful, then review the learning intentions and success criteria.

2. 5–10 min · Plan the investigation. Teacher explains that groups of five will produce a concise investigation using a question that can be answered by data; model checking that a question identifies a population, variable and suitable way to collect information. Students form groups, choose a question connected to classroom life or change over time, and complete the planning section of the statistical investigation showcase worksheet.

3. 10–20 min · Collect and organise data. Teacher checks each question before data collection, reminding students to use consistent units, neutral wording and an agreed recording method. Students collect data from classmates or use an agreed class data set, record it in a table, check totals and prepare their calculations, using the graph paper and investigation planning pack where helpful.

4. 20–30 min · Display and summarise. Teacher conferences with groups, asking, “Why is this display suitable?”, “What does the centre of the data tell you?” and “How might one unusual value affect your conclusion?” Students create one suitable display, calculate relevant summary measures, and write two evidence-based findings plus one statement about uncertainty on the worksheet. They may use a bar graph, line graph or another display that matches their data.

5. 30–39 min · Showcase presentations. Teacher displays the presentation prompts and assigns each group a two-minute presentation followed by one minute for questions. Students present their question, method, display, summary measures, findings, limitations and next step; listening students record one strength and one question for each presentation.

6. 39–45 min · Reflect and assess. Teacher leads a brief discussion comparing how different choices affected the investigations, then shows the reflection prompts. Students complete the final section of the statistical investigation showcase worksheet, identifying their strongest mathematical choice, one source of uncertainty and one improvement they would make in a future investigation.

Resources

• the Statistical Investigation Showcase slide deck
• the statistical investigation showcase worksheet
• the graph paper and investigation planning pack
• Pencils, rulers and coloured pens
• Calculators, if normally used by the class
• Class data set or agreed classroom survey questions
• Display space or document camera
• Timer

Assessment

• During planning and data collection, check that questions are answerable, data is recorded consistently and group members have clear roles.
• During conferences, ask students to justify their display and summary measures rather than accepting an unexplained graph or calculation.
• Use presentations and the worksheet reflection to assess accuracy, interpretation, communication and understanding of uncertainty.

Differentiation

• Support groups with a choice of teacher-approved questions, a partially completed data table, calculation prompts and sentence starters such as “Our data suggests…” and “We cannot be certain because…”.
• Provide a worked example showing how to label axes, include a title, select an appropriate scale and calculate a measure of centre.
• Allow students who need it to present jointly, rehearse with the teacher or use a recorded explanation; pair confident readers with students who benefit from language support.
• Extend capable students by asking them to compare two displays of the same data, explain how an outlier changes a summary measure, or propose a follow-up investigation that would reduce uncertainty.