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Result list

• VCMSP323

  Investigate reports of surveys in digital media and elsewhere for information on how data were obtained to estimate population means and medians

  Elaborations

  • investigating a range of data and its sources. For example, the age of residents in Australia, Cambodia and Tonga, or the number of subjects studied at school by 14-year-old students in Australia, Japan and Timor-Leste

  VCMSP323 | Mathematics | Level 9 | Statistics and Probability | Chance

• VCMSP351

  Compare shapes of box plots to corresponding histograms and dot plots and discuss the distribution of data

  Elaborations

  • investigating data in different ways to make comparisons and draw conclusions
  • using a dot plot, box-plot or histogram to construct a cumulative frequency distribution for a set of data

  VCMSP351 | Mathematics | Level 10 | Statistics and Probability | Data representation and interpretation

• VCMSP349

  Determine quartiles and interquartile range and investigate the effect of individual data values, including outliers on the interquartile range

  Elaborations

  • finding the five-number summary (minimum and maximum values, median and upper and lower quartiles) and using its graphical representation, the box plot, as tools for both numerically and visually comparing the centre and spread of data sets
  • exploring the effect of varying data values, including outliers, on the interquartile range for different sets of data

  VCMSP349 | Mathematics | Level 10 | Statistics and Probability | Data representation and interpretation

• VCMSP354

  Evaluate statistical reports in the media and other places by linking claims to displays, statistics and representative data

  Elaborations

  • investigating the use of statistics in reports regarding the growth of Australia's trade with other countries of the Asia region
  • evaluating statistical reports comparing the life expectancy of Aboriginal and Torres Strait Islander people with that of the Australian population as a whole

  VCMSP354 | Mathematics | Level 10 | Statistics and Probability | Data representation and interpretation

• VCMSP297

  Distinguish between a population and a sample and investigate techniques for collecting data, including census, sampling and observation

  Elaborations

  • identifying situations where data can be collected by census and those where a sample is appropriate
  • investigating the differences between convenience, judgemental and simple random sampling from a population

  VCMSP297 | Mathematics | Level 8 | Statistics and Probability | Data representation and interpretation

• VCMSP326

  Compare data displays using mean, median and range to describe and interpret numerical data sets in terms of location (centre) and spread

  Elaborations

  • comparing means, medians and ranges of two sets of numerical data which have been displayed using histograms, dot plots, or stem and leaf plots

  VCMSP326 | Mathematics | Level 9 | Statistics and Probability | Data representation and interpretation

• VCMSP325

  Construct back-to-back stem-and-leaf plots and histograms and describe data, using terms including ‘skewed’, ‘symmetric’ and ‘bi modal’

  Elaborations

  • using stem-and-leaf plots to compare two like sets of data such as the heights of girls and the heights of boys in a class
  • describing the shape of the distribution of data using terms such as ‘positive skew’, ‘negative skew’ and 'symmetric' and 'bi-modal'

  VCMSP325 | Mathematics | Level 9 | Statistics and Probability | Data representation and interpretation

• VCMSP299

  Explore the variation of means and proportions of random samples drawn from the same population

  Elaborations

  • using sample properties to predict characteristics of the population

  VCMSP299 | Mathematics | Level 8 | Statistics and Probability | Data representation and interpretation

• VCMSP101

  Choose simple questions and gather responses

  Elaborations

  • determining which questions will gather appropriate responses for a simple investigation

  VCMSP101 | Mathematics | Level 1 | Statistics and Probability | Data representation and interpretation

• VCMSP100

  Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’

  Elaborations

  • justifying that some events are certain or impossible

  VCMSP100 | Mathematics | Level 1 | Statistics and Probability | Chance

• VCMSP296

  Represent events in two-way tables and Venn diagrams and solve related problems

  Elaborations

  • using Venn diagrams and two-way tables to calculate probabilities for events, satisfying 'and', 'or' and 'not' conditions
  • understanding that representing data in Venn diagrams or two-way tables facilitates the calculation of probabilities
  • collecting data to answer the questions using Venn diagrams or two-way tables

  VCMSP296 | Mathematics | Level 8 | Statistics and Probability | Chance

• VCMSP294

  Identify complementary events and use the sum of probabilities to solve problems

  Elaborations

  • identifying the complement of familiar events
  • understanding that probabilities range between 0 to 1 and that calculating the probability of an event allows the probability of its complement to be found

  VCMSP294 | Mathematics | Level 8 | Statistics and Probability | Chance

• VCMSP300

  Investigate the effect of individual data values including outliers, on the range, mean and median

  Elaborations

  • using displays of data to explore and investigate effects
  • exploring the effect of outliers on the range for different sets of data by comparing its value with and without outliers included

  VCMSP300 | Mathematics | Level 8 | Statistics and Probability | Data representation and interpretation

• VCMSP267

  Assign probabilities to the outcomes of events and determine probabilities for events

  Elaborations

  • expressing probabilities as decimals, fractions and percentages

  VCMSP267 | Mathematics | Level 7 | Statistics and Probability | Chance

• VCMSP266

  Construct sample spaces for single-step experiments with equally likely outcomes

  Elaborations

  • discussing the meaning of probability terminology. For example, probability, sample space, favourable outcomes, trial, events and experiments
  • distinguishing between equally likely outcomes and outcomes that are not equally likely

  VCMSP266 | Mathematics | Level 7 | Statistics and Probability | Chance

• VCMSP298

  Explore the practicalities and implications of obtaining data through sampling using a variety of investigative processes

  Elaborations

  • investigating the uses of random sampling to collect data

  VCMSP298 | Mathematics | Level 8 | Statistics and Probability | Data representation and interpretation

• VCMSP102

  Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays

  Elaborations

  • understanding one-to-one correspondence
  • describing displays by identifying categories with the greatest or least number of objects

  VCMSP102 | Mathematics | Level 1 | Statistics and Probability | Data representation and interpretation

• VCMSP295

  Describe events using language of 'at least', exclusive 'or' (A or B but not both), inclusive 'or' (A or B or both) and 'and'

  Elaborations

  • posing 'and', 'or' and 'not' probability questions about objects or people

  VCMSP295 | Mathematics | Level 8 | Statistics and Probability | Chance

• VC2M3SP02

  interpret and create two-dimensional representations of familiar environments, locating key landmarks and objects relative to each other

  Elaborations

  • designing the layout of a space; for example, designing a proposed games room or a classroom using a blank sheet of paper as the boundary and cut-outs of shapes to represent furniture from a top-view perspective
  • locating themselves within a space, such as a basketball court, oval, stage or assembly hall, guided by a simple hand-held plan indicating the different positions of the participants in the activity
  • sketching a map indicating where they have hidden an object within the classroom, swapping maps with partners and then providing feedback about what was helpful and what was confusing on the map
  • identifying differences in the representation of a place on a map, in an aerial photograph, in a street view and in a satellite image, and discussing the different information the representations can give
  • exploring land maps or cultural maps used by Aboriginal and Torres Strait Islander Peoples to locate, identify and position important landmarks such as waterholes

  VC2M3SP02 | Mathematics | Mathematics Version 2.0 | Level 3 | Space

• VC2M4SP03

  create and interpret grid reference systems using grid references and directions to locate and describe positions and pathways

  Elaborations

  • interpreting a grid reference map of a familiar location of interest, such as a map of the showgrounds, a food festival, botanical garden, a park in the local area or a train station, and writing instructions using grid references for a friend to find them at a specified location
  • recognising that a spreadsheet uses a grid reference system, locating and entering data in cells, and using a spreadsheet to record data collected through observations or experiments
  • comparing and contrasting, describing and locating landmarks, people or things in a bird’s-eye picture of a busy scene, such as people in a park, initially without a transparent grid reference system overlaid on the picture and then with the grid overlaid; and noticing how the grid helps to pinpoint things quickly and easily
  • using different-sized grids as a tool to enlarge an image or artwork

  VC2M4SP03 | Mathematics | Mathematics Version 2.0 | Level 4 | Space