# D01S: Bivariate Data 1

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Stage/No: D01 Length: 4 weeks CF Outcomes: 13, 14, 17 Levels: 4, 5, 6 Due out: available now

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D01S: Bivariate Data 1 4 week module Old ISBN: 1876800259 New APN: 9781876800253

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This information is found in the wrap around pages of the teachers module. It details the Curriculum Framework Outcomes addressed in the module.

Outcomes 1 & 2 should be an inherent part of all mathematics lessons.

1. Show a disposition to use mathematics to assist with understanding new situations, solving problems and making decisions, showing initiative, flexibility and persistence when working mathematically and a positive attitude to their own continued involvement in learning and doing mathematics.

2. Appreciate that mathematics has its origins in many cultures, and its forms reflect specific social and historical contexts, and understand its significance in explaining and influencing aspects of our lives.

Outcomes 3, 4 & 5 "Working Mathematically" are an integral part in the design of every module. These outcomes determined the three stage learning process developed in each module.

3. Call on a repertoire of general problem-solving techniques, appropriate technology and personal and collaborative management strategies when working mathematically.

4. Choose mathematical ideas and tools to fit the constraints in a practical situation, interpret and make sense of the results within the context and evaluate the appropriateness of the methods used.

5. Investigate, generalise and reason about patterns in number, space and data, explaining and justifying conclusions reached.

Outcomes 13 & 14 from "Chance & Data" and 17 from "Algebra" are specific to this module.

13. Plan and undertake data collection and organise, summarise and represent data for effective and valid interpretation and communication.

14. Locate, interpret, analyse and draw conclusions from data, taking into account data collection techniques and chance processes involved.

17. Recognise and describe the nature of the variation in situations, interpreting and using verbal, symbolic, tabular and graphical ways of representing variation.

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This information is found in the wrap around pages of the teachers module. It details the major student outcomes that should have been developed during the module.

### Major Student Outcomes

During this module students should have been developing the following outcomes:

Working mathematically outcomes at levels 4, 5 and 6 are interwoven with the structure of these modules.

The outcomes below are dealt with specifically in this module.

Outcomes from different strands are integrated into this module.

### Chance and Data

C & D 4.2 Collaborates with peers to plan what data to collect and how to classify, sequence and tabulate them to answer particular questions, and sees the need to vary methods to answer different questions.

C & D 5.2 Collaborates to plan and refine survey questions and other observation methods for one-variable and two-variable data and collects and records data, including in databases which are planned with help.

C & D 5.3 Displays one-variable and two-variable data in tables and plots and summarises data with fractions, percentages, means and medians.

C & D 6.3 Displays and summarises data to show location and variability (including when some grouping of data is required) in order to compare data sets and to show relationships in one data set.

C & D 5.4 Reads and makes sensible statements about trends and patterns in the data in tables, diagrams, plots, graphs and summary statistics and comments on their data collection processes and their results.

### Algebra

A 5.2 Generates and plots data in first-quadrant coordinate graphs, describing patterns in the resulting scatter of points.

A 6.2 Plots, sketches and interprets graphs, considering points, interval lengths, increases and decreases over an interval, and slope.

A 5.3 Informally sketches and interprets graphs which describe the relationship between two quantities in everyday situations.

A 6.3 Recognises and represents at least linear and square relationships in tables, symbols and graphs and informally describes how one quantity varies with the other.

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This information is found in the wrap around pages of the teachers module. It gives details about the module.

### Module Length:

Approximately 4 weeks (16 hours). This may vary upward according to the ability and prior understandings of the students.

### Outcomes Levels:

Includes outcomes from levels 4, 5 and 6.

### Stage/Number:

Each Integrated Maths Module has been assigned a stage and number. The stage is designed to help teachers in their sequencing of modules. The number is for identification of each module.

This module is D01, that is stage D module 1.

The content of this module is:

Bivariate Data
Line graphs
Time series data
Scatter graphs
Travel graphs

### Language development:

The following terms (or derivations of them) are an essential part of this module:

bivariate data
line graph
time series data
scatter graph
travel graph
relationship
trend

These terms are in bold whenever they appear in this text.

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The structure of all modules is to present materials in three stages:

### Exploration - Formalisation - Application

The files available here for downloading are a Sample Activity from the Exploration Stage of this module and a Sample Application from the Application stage of this module.

These files are available as pdf files. To view and print these files you will need a program like Adobe Acrobat Reader which is available free here.

These links are to the sample files:

Sample Activity
Sample Application

This information is found in the wrap around pages of the teachers module produced for Western Australian schools. It details the links to the old Unit Curriculum objectives for schools trying to adapt programmes etc.

Unit Curriculum Objectives covered are:

From Maths Development 3.3

• I 3.1 Collect time series data.
• I 3.2 Collect bivariate data from small populations by counting or measuring.
• I 3.3 Organise time series data into tables and graphs.
• I 3.4 Organise bivariate data into tables and scattergraphs.
• I 3.5 Read and interpret tables and graphs of time series data.
• I 3.6 Make inferences from tables and graphs of time series data.
• I 3.7 Make inferences from tables and scattergraphs of bivariate data collected by students.
• From Mathematical Development 4.3

• I 4.10 Make inferences from given tables and graphs of bivariate data.
• From Mathematical Development 3.4

• F 3.2 Draw line graphs to represent situations.
• F 3.5 Describe situations represented by line graphs.

From Mathematical Development 4.4

• F 4.2 Interpret and draw situations which can be represented by travel graphs and consider the gradient-speed relationship.
• F 4.4 Describe situations represented by travel graphs and consider the gradient-speed relationships.

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