Making connections to other topics within Key Stage 3
Pupils will need to be conversant with a whole range of number topics to support their learning and development within this area. In particular they will need to be secure in operations with fractions, percentages and decimals less than one.
Making connections to these topics in Year 6
There is no programme of study for probability in the new National Curriculum for year 6 pupils.
In year 6 for statistics pupils should be taught to
- interpret and construct pie charts and line graphs and use these to solve problems
- calculate and interpret the mean as an average
Notes and guidance suggest:
- Pupils connect their work on angles, fractions and percentages to the interpretation of pie charts.
- Pupils both encounter and draw graphs relating two variables, arising from their own enquiry and in other subjects.
- They should connect conversion from kilometres to miles in measurement to its graphical representation.
- Pupils know when it is appropriate to find the mean of a data set.
Cross-curricular and real life connections
Encounter and use appropriate tables, charts, and diagrams in Geography and Science.
Be aware of how statistics are presented in the media (newspapers, web-sites, television, etc.) and discuss the use of statistics to mislead and/or persuade.
Physical Fitness: Testing physical fitness from Centre for Innovation in Mathematics Teaching, Plymouth. Students are provided with sample data, which they apply to calculate the fitness index and determine appropriate grades.
Waste Management: This resource from Crea8te Maths works with government statistics to raise issues related to waste recycling. Students are presented with a composite bar chart and have to match descriptions of waste management of countries to the chart before progressing to identify trends and read information on other charts.
Speed cameras: From Bowland Maths. “Do speed cameras reduce road casualties – or not?”. The activity is set in the context of media reporting to explore ideas of randomness, probability and drawing conclusions from data. The main purpose of the case study is to help students develop a ‘feel’ for randomness and an ability to critically evaluate data.