Year level: Year 6

Strand: Statistics

Lesson length: 100–120 mins

In this lesson, students learn about ways in which water can be saved around the home. They carry out a statistical investigation based on their own inquiry question linked to the overall theme of ‘Does using less water make a difference?’

This lesson is the fourth lesson in a series of five lessons that connect the cross-curriculum priority of Sustainability with Number, Measurement and Statistics. It can also complement the science content description AC9S6U04.

### Achievement standard

They compare distributions of discrete and continuous numerical and ordinal categorical data sets as part of their statistical investigations, using digital tools.

### Content descriptions

Interpret and compare datasets for ordinal and nominal categorical, discrete and continuous numerical variables using comparative displays or visualisations and digital tools; compare distributions in terms of mode, range and shape. AC9M6ST01

### General capabilities

Numeracy

• Number and place value (Level 9)
• Understanding units of measurement (Level 8)
• Interpreting and representing data (Level 4)

Sustainability

• World views (SW2)
• Futures (SF2)

Assess students' proficiency against the key stages of the statistical investigation.

• Pose a question of interest for a context. How well was the question constructed to enable the student to collect relevant data about the topic of interest?
• Collect data that will enable you to answer the question. Was the data the student collected useful and did the they use the data to answer their inquiry question?
• Analyse the data. Did the student show analysis of the data? Did they discuss the distribution of data in terms of the shape of a graph; compare the spread of each data set represented using side-by-side columns and identify the highest frequency for each data set?
• Interpret the data with respect to the context and answer the question (communicate). Did they refer to relevant data when answering the inquiry question?
• Familiarity with reading information on a table.
• Understanding of rate in relation to ‘per minute’, ‘per usage’.
• Representing data in column graphs.

Language

• litre, kilolitre, megalitre
• per minute/hour/day
• per flush/cycle/fill/wash
• assumption
• statistical investigation
• process
• inquiry question
• comparing, difference

Some students may:

• require support to develop an inquiry question that enables them to gather useful and relevant data
• have difficulty interpreting data about water usage given as a dollar amount per kilolitre
• find it challenging to make assumptions about average water usage, number of times per day/week certain activities occur
• require support to present data using an appropriate format and analyse their data.