By Unit/Lessons: Secondary School Example

Curriculum Planning
Year 8 Term 4: Statistics and Probability
Essential Question: How do we collect and represent data?
minute sessions)

Time Allocation: 10 weeks (50 x 50

Level 8 Mathematics Achievement Standard: By the end of Year 8, students solve everyday problems involving rates, ratios and
percentages. They describe index laws and apply them to whole numbers. They describe rational and irrational numbers. Students solve
problems involving profit and loss. They make connections between expanding and factorising algebraic expressions. Students solve
problems relating to the volume of prisms. They make sense of time duration in real applications. They identify conditions for the
congruence of triangles and deduce the properties of quadrilaterals. Students model authentic situations with two-way tables and Venn
diagrams. They choose appropriate language to describe events and experiments. They explain issues related to the collection of data
and the effect of outliers on means and medians in that data.
Students use efficient mental and written strategies to carry out the four operations with integers. They simplify a variety of algebraic
expressions. They solve linear equations and graph linear relationships on the Cartesian plane. Students convert between units of
measurement for area and volume. They perform calculations to determine perimeter and area of parallelograms, rhombuses and kites.
They name the features of circles and calculate the areas and circumferences of circles. Students determine the probabilities of
complementary events and calculate the sum of probabilities.

Content Descriptions:
Analyse and visualise data using a range of software to create information, and use structured data to model objects or
events (ACTDIP026).
Represent events in two-way tables and Venn diagrams and solve related problems (ACMSP292).
Describe events using language of 'at least', exclusive 'or' (A or B but not both), inclusive 'or' (A or B or both) and 'and'.
(ACMSP205).
Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025).
Investigate techniques for collecting data, including census, sampling and observation (ACMSP284).

Explore the practicalities and implications of obtaining data through sampling using a variety of investigative processes
(ACMSP206).

Explore the variation of means and proportions of random samples drawn from the same population (ACMSP293).

Investigate the effect of individual data values, including outliers, on the mean and median (ACMSP207) .

Identify complementary events and use the sum of probabilities to solve problems (ACMSP204)
Lesson sequence: Statistics and probability
Week
(5 x 50
mins

Focus

What will students know

and be able to do?

What are the main learning

activities?

What are the

assessment tasks?
1

By Unit/Lessons: Secondary School Example

Curriculum Planning
session
s)
1

Introduction/
Representing
data

Use a variety of techniques

to model data (pie chart,
bar graph, scatter plot
etc.), using both handdrawn and computergenerated graphs.
Use two way tables to
represent collected data.
Use Venn diagrams to
represent events.
Explicitly demonstrate how
to convert from two way
tables to a Venn diagram,
and vice-versa.
Model real-world data via
the use of digital software.

Brainstorm/class discussion
about the students ideas on
how we represent data. E.g.
What does a Venn diagram
show? What type of data is
modelled well by a Venn
Diagram? What type of data is
not well modelled by a Venn
diagram?
Demonstration:
Give an example of
probability modelling using
a two way table and a Venn
diagram.

Complete data modelling

worksheet

Use worksheet to model data

sets with the two ways of
representing data.
Students search for a data set
of their choice, and model it in
the way that they deem the
most appropriate.
Students observe the various
events that occur around them
that have the potential to be
modelled using the techniques
they have learned.
2

By Unit/Lessons: Secondary School Example

Curriculum Planning

2 and 3

Data
collection
techniques

Understand the situations

in which various data
collection techniques are
appropriate.
Collect and present realworld data.

4 and 5

Probability
modelling

Probability
modelling
(continued)

Model real world events

using probability.
Describe events using
appropriate language (e.g.
if, or, and etc.).
Calculate probabilities of
complementary events.
As above, but with the
addition of calculations
involving sums of
probability.
Use appropriate software
to model probabilities (e.g.
Excel, R etc.)

Discussion on the methods

students can use to collect
data. The importance of
maintaining privacy when
using digital resources to
collect data would be stressed
at this point.
Discuss the various techniques
for collecting data with the
class. E.g. random sampling,
census, targeted sampling etc.
Data modelling activity:
Students collect and present
some data of their choice.

Presentation of the data the

students have collected.

Experiment: Students choose

a real world event, and model
the probabilities of various
outcomes. The event is then
carried out, and the
observations are compared
with the expected outcome.

Report on experiment to
model the probability of an
event.

Demonstration:
Use of digital software
to calculate
probabilities.

Students submit responses to

the questions that have been
given to them based on the
content from Understanding
Uncertainty website.

Students are shown

appropriate videos/
animations from
Understanding Uncertainty
website. Students solve

By Unit/Lessons: Secondary School Example

Curriculum Planning
problems related to the
videos/animations that have
been viewed.

6 and 7

8 -9

Probability and
statistics
project

Combine the elements of

statistics and probability
they have been taught
over the past 7 weeks.
Use appropriate technology
to create and present a
group project related to
statistics and probability.

Students work collaboratively

in small groups to research,
design, conduct, and present
a statistical experiment.
Students would be advised to
avoid any websites in which
they are required to give
personal information to obtain
data.
Students make a report on the
project they have completed.

Project report:
Students present a report on
their project, which is
assessed based on their
capacity to:
Calculate probabilities
of events and their
complements.
Use appropriate
diagrams to visualise
their calculations.
Use appropriate
language to
communicate statistical
concepts.
Evaluate the
authenticity of
resources obtained both
physically and digitally.
Use appropriate digital
software to perform
calculations and present
their project.
A written report outlining the
development process is also
4

By Unit/Lessons: Secondary School Example

Curriculum Planning
submitted

10

Plenary

Class discussion / Revision

The content the students
have been taught is
summarised.
Some discussion of the
ideas students will be
exposed to in future years
(e.g. compound probability,
statistical biases,
experimental design etc.)

No summative assessment;
most of the assessment
this week would be based
on the students ability to
articulate their
understanding of the
content from the past nine
weeks.

By Unit/Lessons: Secondary School Example

Curriculum Planning
Criterion
Resources/evaluation
of authenticity

Diagrams and
communication

Calculations of
probability

Use of technology

Well above grade

standard (A)
Students have used four
or more resources to
obtain their data.
Potential issues with the
data (e.g. biases) are
discussed logically and
clearly.
Diagrams are clear, welllabelled, and wellexplained. Correct use of
statistical vocabulary
(e.g. if, and, or) is
used throughout the
report, with no/very few
errors.
Calculations used for
probabilities are correct,
and working out is easy
to follow.

Above grade
standard (B)
Students have used
three resources to
obtain their data.
Potential issues with
the data are discussed
clearly.

At grade standard
(C)
Students have used
two resources to obtain
their data. Some
discussion on the
potential issues with
the data is present.

Diagrams are clear and

well-labelled.
Statistical vocabulary
is mostly correct.

Diagrams are clear and

labelled accurately.
Some effort to use
correct statistical
vocabulary is evident.

Calculations used for

probabilities are
correct, and working
out is shown.

Students have used a

range of appropriate
programs to both
perform calculations and
display their project.

Students have used

some appropriate
programs to perform
calculations and
display their project.

Calculations used for

probabilities are
generally correct.
Some working out is
shown.
Students have used
digital technology to
perform calculations
and display their
project, but their
understanding of the
appropriate use is not
fully evident.

Below grade
standard (D)
Students have used
fewer than two
resources to obtain
their data. Little/no
discussion on the
potential issues with
the data is present.
Diagrams are not
labelled and are
difficult to follow. No
effort to use correct
statistical vocabulary is
evident.

Calculations used for

probabilities contain
several errors. No
working out is shown.
Students have not
used digital technology
to perform calculations
or display their project.

By Unit/Lesson: Example Worksheet Energy Types

Curriculum Planning
References
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016).
Foundation to year 10 curriculum: Year 8 Mathematics. Retrieved from
http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?
layout=1#level8
Middle & High School | StaySafeOnline.org. (2016). Staysafeonline.org. Retrieved
29 August 2016, from https://staysafeonline.org/teach-online-safety/middle-andhigh-school/
Understanding Uncertainty website: https://understandinguncertainty.org