Module 6 Handling data
Select each tab to find out more or use the breadcrumb trail to go to another part of this resource.
Can I explain range, mode, median and mean and use them to describe data in order to make decisions?

Example review questions

  • Rajshree has six cards with a mean of 10 and a range of 6. What are the numbers on the other two cards? How do you know? Are there any other possibilities? Explain your thinking.
    Six cards in a row, first four are number ten, the last two are unknown.

  • The following numbers of tokens for school computers were collected over five weeks by four children:

    Gurpreet 15 7 10 6 12
    Claire 28 0 30 2 18
    Ben 19 2 7 0 2
    Mark 7 7 7 10 4


    Use the mean, mode, median and range to make some statements about each child's collection. Who is the best collector of tokens? Who is the most consistent? Explain your decision.

Teaching guidance

This teaching guidance document suggests some of the key vocabulary, models, images and practical equipment that children should experience and be able to use. It also includes some teaching tips to provide a few starting points for ways of supporting children with this area of mathematics.

PDF file Teaching guidance: Can I explain range, mode, median and mean and use them to describe data in order to make decisions? | 61KB new window

Consolidation and practice

These resources are to support children in guided or independent work. Roll over the highlighted resources for a description.

PDF file How to use number spinners ITP | 139KB new window

SWF file Number spinners ITP | 38KB new window

PDF file How to use 20 cards ITP | 220KB new window

SWF file 20 cards ITP | 52KB new window

PDF file How to use data handling ITP | 156KB new window

SWF file Data handling ITP | 57KB new window

PDF file Number boards spreadsheet guidance | 85KB new window

XLS file Number boards spreadsheet | 92KB new window

PDF file Year 9 intervention lessons | 198KB new window

Visit the nrich website new window for further activities to support practice and application.

Number spinners

itp_number_spinners.png

This interactive teaching program (ITP) is an ICT-based tool to support the exploration of number, reasoning and problem solving. Number spinners ITP allows the child or teacher to generate 3, 4, 5 or 6 random numbers on up to 3 spinners. Numbers from 0 to 99 can be displayed.

Twenty cards

itp_twenty_cards.png

This interactive teaching program (ITP) is an ICT-based tool to support the exploration of number, reasoning and problem solving. Twenty cards ITP allows the child or teacher to create a sequence or random set of numbered cards. The stacks created can support work on identifying, describing, extending and generating sequences.

Data handling

itp_data_handling.png

This interactive teaching program (ITP) is an ICT-based tool to support the exploration of data. Data handling ITP allows the child or teacher to enter data into a table and then create a vertical bar chart, a horizontal bar chart or a pie chart. The user can select from existing datasets, which can then be amended to show the impact and change on the charts, or they can enter collected data.

Opportunities to use and apply

Possible contexts include:

  • Using practical resources, e.g. Empty out two tubes/boxes of sweets one at a time and compare the mode, median and mean of colours in each packet. Predict what you expect in a third packet and compare with expectations.
  • Comparing real-life media, e.g. Categorise adverts in 10 pages taken from a tabloid papers and 10 pages from a broadsheet. Compare the mean, mode, and median of adverts in the different types of newspaper. Are there any differences and if so how would you explain these? Justify your own decision about which paper is best.
  • Speaking and listening, e.g. Remove the line showing the final stages of a line graph. Ask children to explain and justify a suitable ending.
  • PE, e.g. A group of children each throws a ball 10 times and measures their throws. How could you decide whom you would want on your team? Which would you use out of range, median, mean or mode? Justify your choice.

Confirming learning

Bus timetable for Direct at ten minutes, eight minutes, five minutes, nine minutes and eight minutes. Bus timetable for Transit at sixteen minutes, one minute, two minutes, fifteen minutes and one minute.

  • Joe can take the Transit Bus or the Direct Bus. Over 5 journeys he has had to wait this number of minutes for a bus.
  • Which bus do you think he should catch? Explain your choice using range and averages.
  • There are three people in John's family. The range of their shoe sizes is 4. Two people in the family wear shoe size 6. John's shoe size is not 10. What is John's shoe size? Explain your thinking.

  • Ten witnesses to a robbery were asked how many robbers took part in the crime. Their answers were:

    5 4 5 3 4 4 5 5 5 3

    Together with the range, which average (mode, median or mean) is the most useful for the police to use when investigating the crime? Explain your answer.