MYP 2Year 8Term 2–3
Statistics
Statistics
Statement of inquiry
Data can reveal patterns, but the way we represent and interpret it shapes the conclusions we make.
Assessed against
The MYP criteria this unit is marked against.
- Applying Mathematics in Real-life Contexts
What this unit covers
The sub-topics taught, in the order the department teaches them.
- 8.6.1 Sampling methods (census, survey, population, sample, random sampling, sample size)
- 8.6.2 Understanding bias in sampling methods and survey questions
- 8.6.3 Collecting data, cleaning data
- 8.6.3 Outliers: definition and discussion of the effect on the measure of centre
- 8.6.4 Using tally charts and frequency tables to group discrete and continuous data (class intervals, number of classes, correct notation)
- 8.6.5 Drawing a frequency histogram for continuous data
- 8.6.6 Identifying modal class (bimodal classes, no modal class)
- 8.6.7 Identify the median class
- 8.6.8 Calculate the estimated mean using interval midpoint
- 8.6.8 Calculate the range of the data
- 8.6.9 Interpreting data using measures of centre and range to support claims
- 8.6.10 Misleading use of statistics and graphs
27 objectives
Learning objectives
What students should be able to do by the end of this unit.
Statistics Foundations
0 / 8 ticked
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- Calculate the mean of an ungrouped data set.
- Calculate the median of an ungrouped data set.
- Identify the mode of a data set.
- Calculate the range of a data set.
- Identify an outlier and comment on its effect on the mean and median.
- Construct and interpret tally charts.
- Construct and interpret frequency tables (ungrouped).
- Find a missing data value given the mean of a set.
Sampling
0 / 6 ticked
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- Distinguish between population, sample, census and survey.
- Understand how sample size affects the reliability of inferences.
- Apply random and stratified sampling techniques.
- Design a survey with valid, non-biased questions.
- Identify sources of bias in a sampling design and suggest improvements.
- Collect data and clean a dataset (handling outliers, missing values, units).
Presenting Data
0 / 6 ticked
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- Construct a bar chart for categorical or discrete data.
- Construct a pie chart and convert frequencies to angles.
- Construct a histogram for continuous data, choosing appropriate class widths.
- Construct a line chart for time-series data.
- Choose an appropriate display for a given data type and audience.
- Use technology (spreadsheets) to produce data displays.
Analysing Data
0 / 7 ticked
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- Describe a distribution using spread, symmetry, tails and outliers.
- Describe skew (positive, negative or none) from a display.
- Calculate the mean absolute deviation (MAD) of a small data set.
- Make comparative inferences across two data sets using measures of centre and spread.
- Evaluate the validity of an inference (sample size, representativeness, bias).
- Use measures of centre and variability to support or challenge claims about data.
- Compare two data sets using boxplots and the five-number summary.
Review pack
Curated revision materials parents and students can download.
A review pack for this unit is being prepared.
MYP framing
- Focus ATLs
- Communication: I can show my maths thinking clearly by setting out my work neatly and using maths symbols correctly. I can explain my ideas in different ways, not just give an answer, but also explain why it works.
- Self-Management: I can use my time wisely and practise independently by choosing helpful resources, such as videos and worked examples, to support my learning of mathematics.
- Key concepts
- Connections
- Relationships
- Global context
- Scientific and Technical Innovation – How do we understand the world in which we live? How do humans use integers to describe and interact with the world?
- Community engagement
- Community Building – building classroom community of support and helping each other
- Maths anxiety
- Peer tutoring