Sources: adapted from Figure it out – Statistics, levels 3–4 (rev), p. The student should interpret and report their results in context, using features of their displays to support their findings and acknowledging that different samples might give different results. The student may use multiple displays to identify patterns and variations in the data. Their displays should be appropriate for the type of data, for example, bar or pie charts for category data, stem-and-leaf plots or dot plots for whole-number data, histograms for measurement data, and line graphs for time-series data. They should use tables and graphs and may access a computer program to create their displays. Learn more about licensing terms applicable to the content on this page. Having collected the data, the student should consider how they will sort and display it to provide answers to their question. Open Up Resources 6-8 Math is published as an Open Educational Resource.
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This may involve finding a way of 'measuring' aspects such as people’s feelings or attitudes. In planning the investigation, the student should consider what data they need to answer the question and how they will collect and manage this data. (Note that at times their findings may require them to go back to previous stages.) They may phrase the problem as a summary question (for example, 'What do people feel about banning fireworks?'), a comparison question (for example, 'Do boys and girls feel differently about banning fireworks?'), or a relationship question (for example, 'Is there a link between people’s ages and how they feel about banning fireworks?'). The student should move through all stages of the enquiry cycle.