KO 1 - 4 A and C1 Booklet

KO 1 – 4 1
A and C1 BOOKLET
KO1
I can find and interpret the median and quartiles using interpolation. I can calculate and
interpret the mean and standard deviation of data. I am able to use geometric and weighted
mean to interpret index numbers.
LESSON TOPIC PAGE CHECKLIST
1&2 Interpolation 4
3 Standard deviation 6
4 Geometric and Weighted mean 9
5&6 Index Numbers 11
7 Macroeconomics 14
8 Deciding which average to use 16
9 Rates of Change 22
10 Standardised birth and death rates 26
KO2
I am able to draw and interpret box plots and determine the skew by calculation and inspection.
I can draw and comment on the distributions of stem and leaf diagrams, pie charts, choropleth
maps, population pyramids and histograms. I can recognise when diagrams are misleading.
LESSON TOPICS PAGE CHECKLIST
1&2 Drawing box plots 30
3 Outliers 34
4 Skew 39
5 Comparing distributions 41
6 Skew by calculation 43
7 Bar Charts 46
8 Choropleth Maps 55
9 Population Pyramids 59
10 Stem and Leaf Diagrams 64
11 Comparative Pie Charts 69
12 Frequency Polygons 75
13 Histograms 82
KO3
I can interpret and compare data sets displayed in tabular form. I can calculate and interpret
PMCC and SRCC, anomalies data, distribution and skewness. I can calculate and interpret the
equation of a regression line
1 Scatter graphs and regression lines 88
2 SRCC 94
3 PMCC 98
KO4
I can plot a time series graph and draw a trend line using the moving average. I can calculate
the mean seasonal variation at a point and use it to make predictions for the future.
I am able to interpret the mean seasonal variation for all quarters.
1 Time Series and moving averages 104
2 Average seasonal effect & estimations 112
3 Time series exam questions 118
2
KO1
I can find and interpret the median and quartiles using
interpolation. I can calculate and interpret the mean and standard
deviation of data. I am able to use geometric and weighted mean to
interpret index numbers.
3
Lessons 1 and 2 – Interpolation
Phase 1
Refer to KO How do you increase the response rate of a questionnaire? PCPIE STARTER
and Hint: Think about what response rate means.
introduce Learning objective
the lesson
Teacher example (Give more examples if necessary)
To be able to apply
Q1 Use linear interpolation to calculate:
use interpolation
a) Median to calculate the
b) Upper quartile median and
c) Lower quartile quartiles of data
Phase 2 d) IQR
Prior learning
Starter:
Yr 9 KO 1
PCPIE
Yr 10 KO1
Memory recall
Formula for
Q2 The table shows information about the salaries of calculating the
120 workers from a small company. median, mean,
IQR, standard
deviation
(a) Calculate an estimate of the mean salary
Phase 3
(b) Calculate an estimate of the median salary Application
Introduce
content and (c) State whether the mean or the median is a Actively recall prior
model using better representation of the average salary a worker in techniques to solve
teacher the numeracy
the company receives.
example (I do) problems
and student Student example
example (You Discussion point
Q1 Use linear interpolation to calculate: What is meant by a
do). Go
through a) Median high standard
student b) Upper quartile deviation in
example as a relation to the
c) Lower quartile
class (We do) data?
d) IQR
Key words
Continuous data
Information which
can be any value
such as height or
weight. When
Q2 A shop sells two different types of light bulb, Xtra representing the
information in a
Brite and Bright Bulbs. The lifetimes of 200 Xtra Brite
table format we
bulbs, to the nearest month is shown below. can use class
(a) Calculate an estimate of the median intervals to group
(b) Calculate an estimate of the percentage of light the data.
bulbs that last longer than 5 years
Linear
interpolation The
The median lifetimes of the Bright Bulbs are 30 months. process of finding
20% of the Bright Bulbs last longer than 5 years. 10% of values between
data points.
the Bright Bulbs last less than 1 year. (Grade 7-9)
For grouped data
(c) By comparing their lifetimes, decide which bulb is best. you will have to
start by finding the
cumulative
frequency.
Q3 A professor believed that second year
university students spent longer revising than
First year university students.
Compare the time spent revising by the 1st
year and 2nd year university students. Use an
estimate of the means, an estimate of the
medians and an estimate of the interquartile
ranges.
4
Phase 4
When comparing averages, state the values of each average and which one is higher or lower before interpreting what this means in the
Independent context of the question.
work for
students. All
questions Q1* The table shows information about the numbers of hours 40 children watched television one
must be evening.
answered.
Full working
out must be
shown in their
exercise
books.
For the table above calculate the:

a) Calculate the estimate for the mean
b) Calculate estimate for the median value
c) Quartiles – UQ/LQ/IQR
Q2 Bob asked 40 friends how many minutes they took to get to work.
The table shows some information about his results.

b) Calculate estimate for the median value
c) Quartiles – UQ/LQ/IQR
Q3 The frequency table shows the times it takes 100 people to travel to an event.

Phase 5
Use DPR for b) Calculate estimate for the median value
plenary and c) Quartiles – UQ/LQ/IQR
update
judgments
5
Phase 1
Refer to KO Lessons 3 – Standard deviation

and
introduce What is a sensitive question? How do we tackle these? PCPIE STARTER
Teacher example (Give more examples if necessary) Learning objective

To be able to calculate
standard deviation and
Phase 2 Q1 The table shows information about the numbers of hours 40 children watched interpret it in context.
television one evening.
Starter: Prior learning
Yr 9 KO 1
PCPIE Yr 10 KO1
Memory recall
Formula for calculating the
median, mean, IQR, standard
deviation
Phase 3 Application
It's used in a huge number
Introduce of applications. In
content and finance, standard deviations
Calculate the standard deviation for the data. of price data are frequently
model using used as a measure of
teacher volatility.
example (I do)
and student Discussion point
example (you What is meant by a high
do). Go standard deviation in
through relation to the data?
student
example as a Key words
class (We do)
Student example (give more examples if necessary) Continuous data
Information which can be
any value such as height or
Q1 Bob asked 40 friends how many minutes they took to get to work. weight. When representing
The table shows some information about his results. the information in a table
format we can use class
intervals to group the data.
Linear interpolation The

process of finding values
between data points.
For grouped data you will
have to start by finding the
cumulative frequency.
Standard deviation is a
measure of how spread out
a data set is.
Calculate the standard deviation for the data.
6
Phase 4
Independent
Hint: To calculate the standard deviation you must first calculate the mean.
work for
students. All
questions Q1 Rosie had 10 boxes of drawing pins. She counted the number of drawing pins in each box. The table
must be gives information about her results.
answered.
Full working
out must be
shown in their
exercise
books.

a) the mean
b) the median value
c) the quartiles – UQ/LQ/IQR
d) the standard deviation
Q2* Franco is working on a GCSE controlled assessment looking at the number of eggs laid by different
birds in their nests.
He has collected this data.
a) Work out the mean number of eggs per nest

b) Work out the standard deviation of the number of eggs per nest.
Q3* The frequency table shows the times it takes 100 people to travel to an event.
a) Calculate an estimate for the mean.

b) Calculate the standard deviation.
Q4 The table gives some information on the number of channels watched by those adults last week.
Number of channels Frequency
1 8
Phase 5 2 31
3 27
Use DPR for 5 17
plenary and
7 15
update
judgments 10 2
7
Given that the mean number of channels watched is 3.61, calculate the standard deviation of the
number of channels watched. Give your answer correct to 1 decimal place
Q5* The table shows information about the time taken by each of the Wimbledon men’s single
final matches for the 30 years from 1985.
a) In which class interval does the median lie?

b) Use interpolation to work out an estimate for the median time taken.
For the 30 years before 1985, the median time taken by the Wimbledon men’s single
tennis final matches was 110 matches.
c) Compare the median time taken in the 30 years before 1985 with the median time
taken in the 30 years from 1985.
Interpret your comparison.
Sue thinks it would be better to use the mean for the average of the time taken by these
students.
d) Suggest a reason as to why Sue is not correct.
8
Phase 1
Refer to KO
and Lessons 4 – Geometric and Weighted mean
introduce
the lesson PCPIE STARTER
What are the benefits of using technology in an investigation?

and interpret
Phase 2 Q1 In an exam a candidate’s final percentage in worked out using weighted averages. geometric and
Starter: Paper 1 has a weight of 40. weighted mean.
PCPIE Paper 2 has a weight of 40.
Prior learning
Paper 3 has a weight of 10.
Yr 9 KO 1
Paper 4 has a weight of 10. Yr 10 KO1
A candidate scored these marks: Memory recall

Percentage multipliers
Paper 1: 62% Paper 2: 38% Paper 3: 58% Paper 4: 39%
Work out the candidate’s final mark. Application
Phase 3 The geometric
Introduce mean applies only to
content and positive numbers. It is
model using also often used for a
teacher set of numbers whose
example (I do) Q2 A company’s profit increase by 2% in year 1 and 3% in year 2. values are meant to be
and student multiplied together or
example (you
Calculate the geomteric mean of these two percentages.
are exponential in
do). Go nature
through
student Discussion point
example as a When would it be
class (we do) appropriate to use
Q3 When is it appropriate to use the geometric mean and when is it appropriate to use the
geometric mean and
weighted mean as a measure of average? when would it be
appropriate to use the
weighted mean?
Key words
Student example Continuous data
Information which can
Q1 In a factory during a typical week be any value such as
height or weight. When
10% of workers earn £250 representing the
35% of workers earn £290 information in a table
55% of workers earn £350 format we can use class
Work out their average earnings. intervals to group the
data.
Q2 One country’s average life expectancy increased from 1% in 1994 to 2004, and by 3% Linear interpolation
from 2005 to 2015. Calculate the geometric mean of these percentage increases to 3dp. The process of finding
values between data
points.
Q3 The same country’s infant mortality fell by 2% from 1983 to 1993 and by 1% from 1994 For grouped data you
to 2004 and by 0.5% from 2005 to 2015. will have to start by
finding the cumulative
Calculate the geometric mean of these percentage falls. frequency.
9
Phase 4
Independent To calculate weighted mean, multiply value and the weight, divide this by the sum of the weights.
work for
students. All
Q1* Ethan sits four tests.
questions
must be Here are his marks and the weighting for each test.
answered.
Full working
Test mark Weighting
out must be 57 25%
shown in their 50 30%
exercise
books.
x 35%
60 10%
The overall pass mark is 65.

Work out the minimum value of x needed for Ethan to pass the test.
Q2 A sample of four mice has mean mass 25g, a second sample of three mice has mean mass 32g.
Calculate the mean of all seven mice.
Q3 A sample of three children has a mean height of 0.97m. A second sample of 7 has a mean height
of 1.06m. A final sample of 5 children has a mean height of 1.12m.
Work out the mean height of all 15 children.
Q4* The table shows the average marks in a Maths test for each Year 11 class, and the number of
students in each class.
Calculate the overall mean mark for these Year 11 students.
Class 11A 11B 11C 11D 11E 11F
Number in 28 31 25 23 27 30
each class
Mean mark 56 61 74 45 54 68
Phase 5
Use DPR
Class View
for plenary
and update
judgments
10
Phase 1
Refer to KO
and Lessons 5 and 6 – Index Numbers
introduce
the lesson
Define the following: a) Opportunity sampling b) Systematic sampling PCPIE STARTER

Q1 What are index numbers?
and interpret chain
Phase 2
base and simple index
Starter:
Q2 Why are index numbers used? numbers
PCPIE
Prior learning
Q3 What do the following multipliers mean
Yr 9 KO1
a) 1.17 means a 17% increase Yr 10 KO1
b) 1.05
c) 1.225 Memory recall
How to calculate
d) 0.80
percentage multipliers
e) 0.02
Phase 3
Introduce Application
content and Q3 The table shows information about the monthly average price per litre in pence, of Understand RPI, CPI
and GDP
model using diesel over a period of 5 months
teacher a) Calculate the simple index for May to September.
example (I do) Discussion point
and student b) Calculate the chain base index numbers from May to September. Interpret index
example (you c) Interpret the simple index number for July. numbers in context
do). Go d) Interpret the chain base index number for September.
through Key words
student Index Number
example as a A number showing the
class (we do) variation in a price or
value compared with
the price or value at a
specified earlier time
Student example
RPI
Q1 The table shows the simple index numbers for mean annual earnings in manufacturing Rate of change of
for the years 2004 to 2006 prices in everyday life
such as mortgage
payments, food,
heating and petrol. The
UK government uses
RPI to set interest rates
for student loans.
GDP
The value of goods and
services a country
The base year is 2000 produces within a
stated time period.
Describe the mean annual earnings in 2004 compared with the mean annual earnings in
2000 CPI
Measures the rate of
Q2 The table shows information about the average price of milk per year, in pence per litre, price changes in
everyday life. This does
for the years 2008 to 2012
not include mortgage
payments.
a) Calculate and interpret the simple index numbers for 2008 – 2010.
b) Calculate and interpret the chain base index numbers for 2008 – 2010.
11
Phase 4
Independent Hint: When interpreting an index number mention if there has been an increase or decrease, in which context has this happened and over
work for
what time period.
students. All
questions
must be Q1* The table shows the index numbers for the costs of four food items in 2012, 2014 and 2016.
answered. Year
Item 2012 2014 2016
Full working
out must be bread 100 105 108
shown in their milk 100 97 95
exercise sugar 100 103 106
books. tea 100 108 108
a) Suggest why 2012 is the base year.

b) What happened to the cost of tea from 2014 to 2016?
Q2* Carl bought a flat in Wolverhampton.

The table shows the average price of this flat in 2014 and 2016.
Year 2014 2016

Average price (in £) 79 500 91 584
Using 2014 as the base year, calculate the index number for the average price in 2016.
Q3 The table gives the price of some grocery items in April 2015 and April 2016.
Note: ‘Weighting’ is the percentage spent on each item in an average week.
Item Price in April 2015 (in pence) Price in April 2016 (in pence) Weighting
bread 110 140 20
meat 350 410 15
fruit 260 290 25
vegetables 180 210 40
a) Work out the weighted mean, in pence, for
i April 2015
ii April 2016.
The base year is 2015.
b) Work out the weighted index number for the price of the items in 2016. Give your answer to 1 decimal
place.
c) Work out the percentage increase from 2015 to 2016.
Q4 The escalating price of a luxury food hamper is shown in the table below.
a) Using 2015 as the base year, calculate the index number for 2018 to 1dp.
Year 2015 2016 2017 2018
Price 420 425 430 450
b) The table shows information about the annual average consumer price index (CPI) for 2015, 2016 and
2017.
Year 2015 2016 2017
CPI 100 100.7 102.7

Phase 5
Use DPR Describe how the increase in the price of the food hamper compares with the CPI between 2015 and 2016 and
Class View between 2015 and 2017.
for plenary
and update
judgments
12
Q5 A smoothie is made using milk, bananas and strawberries.
The amount spend on the ingredients in 2017 and 2018 is shown in the table below.
2017 2018 Weight
Milk £1.00 £1.20 58
Bananas 44p 52p 25
Strawberries 30p 38p 17
Use 2017 as the base year and calculate the weighted index number for 2018.
Give your answer to 4 significant figures.
Q6* A company uses two different types of steel to make amn aircraft. Each part requires 6 units of steel A and
4 units if steel B. In 2017 the price per unit of each unit of steel was the same.
a) Complete the table.
Year 2017 2018 Weight
Steel A £275 £280 3
Steel B £275 £305
b) Using 2017 as the base year, what is the weighted index number for 2018 to 1dp.
c) By what percentage did the price of steel increase between 2017 and 2018?
13
Phase 1
Refer to KO
and Lessons 7 – Macroeconomics
introduce
the lesson Define in detail how you would select a systematic sample of 20 students from a list of Year PCPIE STARTER
9 students in a school

Phase 2 Q1 Discussion only and interpret RPI, CPI
Starter: What do the terms CPI, GDP, RPI and recession mean? and GDP
PCPIE
Prior learning
Q2 Yr 9 KO1
The table shows information about the retail price index (RPI) and the price of a Yr 10 KO1
second-class stamp (in pence) in the United Kingdom for January 1996, January Memory recall
2006 and January 2016 How to calculate
percentage multipliers
Phase 3 Application
Introduce Understand RPI, CPI
content and and GDP
model using
teacher Discussion point
example (I do) Interpret index
and student numbers in context
example (you Describe how the increase in the price of a second-class stamp compares with the
do). Go Key words
through RPI over the ten years to January 2006 and over the twenty years to January 2016
Index Number
student Student example A number showing the
example as a variation in a price or
class (we do) value compared with
Q1 Define the terms CPI, GDP, RPI and recession. the price or value at a
specified earlier time
Q2
RPI
Rate of change of
prices in everyday life
such as mortgage
payments, food,
heating and petrol. The
UK government uses
RPI to set interest rates
for student loans.
GDP
The value of goods
and services a country
produces within a
stated time period.
CPI
Measures the rate of
price changes in
everyday life. This
does not include
mortgage payments.
14
Phase 4
Independent Hint: When interpreting an index number mention if there has been an increase or decrease, in which context has this happened and over
work for what time period.
students. All
questions Q1
must be
answered.
Full working
out must be
shown in their
exercise
books.
Q2
Q3*
Q4*
The table shows the average monthly rental price for a two-bedroom property in the UK in 2010 and
in 2012
(a) Using 2010 as the base year, calculate the index number for the average monthly rental price in
2012
Phase 5 The index number for the average monthly rental price for a three-bedroom property in the UK for
Use DPR
Class View the same period is 120
for plenary *(b) Compare how the monthly rental prices changed from 2010 to 2012 for two-bedroom and
and update three-bedroom properties in the UK.
judgments
15
Phase 1
Refer to KO
and Lessons 8 – Deciding which average to use
introduce
the lesson
The table gives information about the numbers of students from different types of schools PCPIE STARTER
who applied to Cambridge University in 2016.
Richard will be taking a sample of these students for his investigation.

Phase 2
Starter:
PCPIE
Phase 3
Introduce
content and
model using
teacher
example (I do) Describe a situation where it would not be appropriate for Richard to stratify by gender for
and student
his sample size.
example (you
do). Go
To be able to apply the
through
most appropriate
student Q1 Hannah collects data on the names of various makes of cars she sees one morning on a average to data
example as a
class (we do)
bus. Suggest a suitable average she could use to analyse her data. Give your reasons.
Prior learning
Yr 9 KO 1
Q2 Jolene collects data on the ages of passengers on a bus. The data is shown below:
Yr 10 KO 1
12 12 14 15 16 18 20 21 23 89
Memory recall
She calculated the mean age of the passengers to be 24. Formula for calculating
the median, mean, IQR,
Suggest a better measure of the average age, giving a reason for your choice.
standard deviation
Student example
Application
Q1 Here are the weights in kg of 10 dogs: The term average is used
frequently in everyday
25 27 32 20 2256 30 45 29 29 33 life to express an amount
Explain why it is more appropriate to use the median as a measure of average here than that is typical for a group
the mean. of people or things.
Discussion point
Q2 Sarah in planning to write an article about how the house prices in her area have When would it be
changed. She plans to include the median house price in her article. appropriate to use each
average and why.
a) Why would it be suitable for her to use the interquartile range as a measure of
Key words
average? Mean, median, mode
b) Why may it not be suitable for her to use the interquartile range as a measure of and range
average?
c) Which is better to use as an average, the IQR or the range? Why?
16
When applying averages use the table below as guidance.
When it’s best to use Advantage Disadvantage Calculation
Mean The mean is used as the most • Easy to find • The mean is
appropriate average for data with affected by
values that are spread in a balanced • Uses all of the outliers
way. data values
• The mean
cannot be
calculated for
qualitative data
Median The median is used as the most • Not affected by • Does not use all
appropriate average for data with outliers of the data values
extreme values
• Easy to find for • Can often be
ungrouped data misunderstood by
people
• Difficult to find
for grouped data
(interpolation)
Mode The mode is used as the most • Easy to find • Does not use all
appropriate average for non-numerical of the data values
(qualitative) data to find the most • Not affected by
likely outcome extreme values • The mode may
not exist
• Can be used for
non-numerical
data
Range The range is used as the most • Easy to find • The range is
appropriate average for working out affected by
the spread of data by subtracting the outliers since it
smallest value from the largest. will consider the
extreme values in
the measure of
spread.
IQR The IQR is used as the most • Not affected by • Target audience
appropriate average when we are extreme values may not
looking for a comparison or understand IQR
description of spread of the middle
50% of the data values
Standard The standard deviation is used as the • Takes into • Can be difficult
deviation most appropriate average to account all of the to calculate
understand how spread out the data is data values • Can be
from the mean. • Not affected by misunderstood or
outliers not easy to
The standard deviation is normally • Given a understand by
classed as the best measure of description of some people
dispersion (spread of data). spread around the
mean
- Low standard deviation means data
values are close to the mean
- High standard deviation means the

numbers are more spread out.
17
Phase 4
Independent Hint: Write in full sentences and show all calculation before using your calculator.
work for
students. All Q1* The table gives some information about the lengths of time that adults watched television last
questions
must be
week.
answered.
Length of time, t (in hours) Frequency
Full working
out must be 0 < t ≤ 1.5 33
shown in their 1.5 < t ≤ 5 22
exercise 5 < t ≤ 10 21
books.
10 < t ≤ 20 11
20 < t ≤ 35 9
35 < t ≤ 60 4
a Calculate an estimate of the mean amount of time the adults watched television.
Give your answer correct to 1 decimal place.
b One adult watched television for 72 hours last week.

When this adult is included, how does the mean time the adults watched television change?
(Do not do any calculations.)
Q2 Here are the weights in kg of 10 dogs.
9.2 4.3 68.2 12.3 6.5 10.6 14.2 16.0 9.1 8.5
a) Work out the range.

b) Work out the median
c) Explain why the median is more appropriate than the mean to summarise the data.
Q3 Zoe has collected data on the masses of wild elephants in a safari park. She wants to calculate
an average to represent all the data and the standard deviation to show to spread of the data.
Explain two advantages of choosing the mean to represent the data.
Q4* In a survey about family size, Tom found that:
35% have no siblings

33% had 1 sibling
27% had 2 siblings
5% had 3 siblings
Explain which type of average Tom should use to represent this data.
Phase 5
Use DP for
plenary and
update
judgments
18
Exam Questions
Q1
Q2
19
Q3
Q4
20
Q5
21
Phase 1
Refer to KO
and
Lessons 9 – Rates of Change
introduce
the lesson
Timo works for a holiday company. PCPIE STARTER
He has been asked to produce a report on any trends in quarterly profits over the last two
years.
He has been provided with the quarterly profit figures for the last two years.
Phase 2
Starter:
PCPIE He is going to write a plan for his report.
Which diagrams and calculations should Timo include in his report?

Explain how these diagrams and calculations will be interpreted.
Indicate any limitations on the conclusions that Timo can draw.
Hint: This question carries 6 marks. One mark for each correct point and one supporting
mark for reasons.
Phase 3
Introduce Teacher example (Give more examples if necessary) Learning objective
content and To be able to calculate
model using and interpret crude birth
Q1 Crude birth and death rates and death rates,
teacher
example (I do) a) What are crude rates? standard population
and student b) How are they recorded?
example (you Prior learning
c) Why do we use them?
do). Go Yr 9 KO1
d) Last year there were 32835 people living in a small town. If 503 people died, Yr 10 KO1
through
student what was the crude death rate?
example as a e) A town has 64 births in 2016 and a crude birth rate of 8.4. Find the population of Memory recall
class (we do) Division of numbers
the town to the nearest 10.
Application
Q2 Standard Population The standard population
Number in age group x 1000 is a hypothetical
population of 1000
Total population
people and is
representative of the
The table below gives information about the breakdown of a population in town Y, by age. whole population.
Age Group Number
Discussion point
0-19 2647 How would your
20-35 12743 interpretation change if
36-65 18921 the births or deaths
were per every 100 of
>65 9284
the population?
a) For the age groups above, calculate the standard population. Formulae (these are
given to you in the
exam)
Age Group Number Standard Population
0-19 2647 Standard population
Number in age group x 1000

20-35 12743 Total population
Birth/Death rates
36-65 18921
Number of births/deaths x 1000
Total population
>65 9284
22
b) Interpret the standard population figures.
Learning objective
Age Group Standard Interpretation and interpret crude birth
population and death rates,
standard population
0-19
Prior learning
20-35 Yr 9 KO1
Yr 10 KO1
36-65 Memory recall

Division of numbers
>65
Application
The standard population
Student example is a hypothetical
population of 1000
Q1 people and is
representative of the
whole population.
Discussion point
How would your
Q2 interpretation change if
the births or deaths
were per every 100 of
the population?
Formulae (these are

given to you in the
exam)
Age Group Standard population Standard population
0-19
Total population
20-39
Birth/Death rates
40-59 Number of births/deaths x 1000
Total population
60-79
>79
Q3
Interpret the standard population figures.
Age Group Standard population interpretation
0-19
20-39
40-59
60-79
>79
23
Phase 4
Independent Hint: When interpreting standard population, state that the figure is for every 100/1000 of the population.
work for
students. All Q1* The table shows information about the crude birth rates, per 1000 people, for females of
questions different ages in England and Wales in 2014
must be
answered.
Full working
out must be
shown in their
exercise
books.
In England and Wales in 2014

the number of females aged 25 to 34 was 3 765 000
the number of births to females aged 25 to 34 was 795 000
a) Use this information to verify that the crude birth rate for females aged 25 to 34 in England
and Wales in 2014 was 211.2 correct to 1 decimal place.
The standard population for females in the same three age groups in England and Wales in 2014 is
given in the following table.
Using the information in both tables, the standardised birth rate for females aged under 25 in
England and Wales in 2014 can be calculated.
This standardised birth rate was 22.4 correct to 1 decimal place.
b) Give an interpretation of what this value means.
Q2* Find the standard population of these two towns. You may need to add two separate columns
for each town to show your results.
Phase 5
Use DPR
Class View
for plenary
and update
judgments
24
Q3
a) Give an interpretation of the number 64 in the table.

b) Give an interpretation of the number 61 in the table.
c) Give an interpretation of the number 34 in the table.
Q4*
25
Phase 1
Refer to KO
Lessons 10 – Standardised birth and death rates
and
introduce
the lesson Alison wants to compare the weights to British Sumo wrestlers to the weights of American PCPIE STARTER
Sumo wrestlers.
Learning objective
She has written a plan for her investigation. To be able to calculate
and interpret
Phase 2 standardised birth and
Data collection
Starter: death rates
Last lesson Collect data from the internet.
Last week Collect data on the heights of 300 British Sumo wrestlers and the heights of 300 Prior learning
This year American Sumo wrestlers. Yr 9 KO1
Last year Yr 10 KO1
Memory
Diagrams and calculations
Memory recall
Draw a scatter graph of the heights of football players and the heights of rugby Division of numbers
players.
Calculate the Spearman’s rank correlation coefficient. Application
Phase 3
The standard population
Introduce
is a hypothetical
content and Comment on the reliability of her plan. population of 1000
model using Hint: This question carries 6 marks. One mark for each correct point and one supporting people and is
teacher
mark for reasons. representative of the
example (I do)
whole population.
and student Teacher example (Give more examples if necessary)
example (you
Discussion point
do). Go
Here is a breakdown of the deaths in town Y, by age. How would your
through
interpretation change if
student
the births or deaths
example as a Age Group Number were per every 100 of
class (we do) 0-19 57 the population?
20-35 1002
Formulae (these are
36-65 2273
given to you in the
>65 4986 exam)
a) Calculate the standardised death rate for each town. Standard population

Total population
Age Group Number Standard population Standardised death rate
0-19 57 Birth/Death rates
Number of births/deaths x 1000

20-35 1002 Total population
36-65 2273
>65 4986
b) Compare the standardised death rate for each age group.
26
Student example
Q1 Annie wants to compare two villages- Brace bridge Heath and Waddington. The table
shows each age group as a percentage of the population in each village.
a) Which village is likely to have a higher crude death rate?

b) Is the standardised death rate for Brace Bridge likely to be higher or lower than
its crude death rate? Explain your answer.
Q2
27
Phase 4
Hint: You need to calculate the standard population first before you can calculate the standardised birth and
Independent death rates.
work for
students. All
Q1
questions
must be
answered.
Full working
out must be
shown in their
exercise
books.
Q2
Q3
Q4
Phase 5
Use DPR
Class View
for plenary
and update
judgments
28
KO2
I am able to draw and interpret box plots and determine the skew
by calculation and inspection. I can draw and comment on the
distributions of stem and leaf diagrams, pie charts, choropleth
maps, population pyramids and histograms. I can recognise when
diagrams are misleading.
29
Phase 1
Refer to KO
and Lesson 1 and 2 – Drawing box plots
introduce
PCPIE STARTER
the lesson Alice says that her age is 16 years. She thinks her age is discrete data.
Explain why she might think this and why the data is actually continuous.
Teacher example (give more examples if necessary) Learning objective

Phase 2 To be able to
understand how to
Starter: Q1 Why are box plots used? accurately draw a
box plot
This Year
Q2 How do we draw box plots?
Prior learning
PCPIE Year 10 KO10
Q3 Percentage achieved in a Statistics test:
78 82 74 45 68 75 93 54 61 70 48 66 62 51 77 Key words
Range
Median
Phase 3 Median: Lower Quartile: Upper Quartile:
Lower quartile
Upper quartile
Introduce Interquartile range
content and
Memory recall
model using Now draw a box plot for this data
Calculating averages
teacher from a set of data
example (I do)
and student
example (you Application
do). Go Box plots are used
through to show comparison
student between sets of
example as a data.
class (we do)
Student example
Q1 Minutes per day spent playing computer games:

40 26 60 64 33 39 28 46 47 51 55
Median: Lower Quartile: Upper Quartile:

Now draw a box plot for this data
Q2 What information is needed to draw a box plot?
30
Hint: Have the median, UQ, LQ, minimum value and maximum value.
Q1
Q2 Height in cm of a group of year 10 girls:
153 147 160 146 162 158 159 149 152 150 163
b. Now show this information on a box plot.
Q3* Weight in kg of year 10 boys:
47 51 63 39 42 57 36 37 49 32 60 54 56 45 52

Now show this information on a box plot.
31
Q4*
32
Q5* The cumulative frequency graph shows the weights in grams of 60 apples.
33
Phase 1
Refer to KO
Lesson 3- Outliers
Explain the difference between primary and secondary data. PCPIE STARTER
and
introduce Give a situation where it would be more realistic to collect secondary data over primary data
and why.
Teacher example Learning objective
To be able to
determine outliers
Q1 What is an outlier? by calculation.
Phase 2

Year 10 KO 10
PCPIE
Q2 How can you check for outliers by calculation using the IQR and standard deviation? Key words
Outliers
Median
Standard deviation
IQR
UQ
Phase 3 LQ
Introduce Memory recall

Q3 Ashley collected information about house prices in her town last year.
content and UQ + (1.5 x IQR)
She drew this box plot for this information. LQ – (1.5 x IQR)
model using
teacher Mean + 3SD
example (I do) Mean – 3SD
and student
example (you
do). Go Application
through Outlier detection
student is extensively
example as a used in a wide
class (we do) variety of
applications such
Ashley says that more than half the houses had a price greater than £200 000 as military
(a) Explain how the box plot can be used to support what Ashley says. surveillance for
enemy activities
to prevent
attacks, intrusion
detection in
The greatest price was £500 000 cyber security, fr
aud detection for
(b) Show, by calculation, that this price is an outlier.
credit cards,
insurance or
health care and
fault detection in
safety critical
systems and in
various kinds of
images.
34
Student example
Q1 The box plots give information about the distributions of the ages of the trees in Acorn
Wood and in Pine Wood.
Justify, by calculation, that 70 is an outlier for Pine Wood.
Q2
35
Phase 4
Hint: The method for determining outliers by calculation is given to you in the exam.
Independent Q1* Amelia collects data about the time it takes people to complete a puzzle.
work for Amelia calculates the lower quartile (LQ), the upper quartile (UQ) and the interquartile range (IQR) of the
students. data.
All questions
The table shows information, in seconds, about the data collected by Amelia.
must be
answered.
Full working Debbie says,

out must be "The information in the table shows that there is only one outlier in the data collected by Amelia."
shown in their
(a) Explain whether or not Debbie is correct.
exercise
books.
You must give reasons for your answer.
(2)
(b) Work out the value of the upper quartile for the data collected by Amelia.
(2)
Q2* The box plots give information about the distributions of the ages of the trees in Acorn Wood and in Pine
Wood.
Statistics
fascination
Skewness is a
measure of the
asymmetry of
probability
distributions.
Negative skew or
left skew has
fewer low values
and a longer left
tail, while
positive skew has
fewer right
values and a
longer right tail.
Simon uses the information in the box plots to conclude that

"The average age of the trees in Acorn Wood is greater than the average age of the trees in Pine Wood.
Both distributions have the same spread.
Both distributions have a positive skew."
Comment on Simon's conclusions with reference to his use of statistical words and the accuracy of his
statements.
Give reasons for your answer.

Phase 5
Use DPR for

plenary and
update
judgments
36
Q3* The table gives information about the times taken, in seconds, by the athletes in the 5000 m Diamond
League race held in Oslo in 2016
The cumulative frequency graph shows information about the times taken, in seconds, by the 18 athletes
in the 5000 m Diamond League race held in Zurich in 2016
(a) Use statistical calculations to determine in which of the two races were the times taken by the
athletes the least and in which of the two races were the times taken by the athletes the more consistent.
You must explain how you reach your conclusions.
(5)
The interquartile range of the race time in Zurich is 13 seconds.
The greatest time taken by an athlete in the 5000 m race in Zurich is 840 seconds.
Mo thinks that this time is an outlier.
(b) Determine whether or not Mo is correct.
(2)
(Total for question = 7 marks)
37
Q4 The box plot shows information about the heights of a sample of skyscrapers in Asia in 2010
(a) Write down the median height.
(1)
(b) Work out the interquartile range of these heights.
(2)
(c) What does the cross (×) on the box plot mean?
(1)
The table shows information about heights of a sample of skyscrapers in America in 2010
The second tallest skyscraper in this sample has a height of 350 m.

(d) Show that there is only one outlier for these data.
(2)
(e) On the grid opposite, draw a box plot for the heights of the skyscrapers in America.
(3)
*(f) Compare the distributions shown by the box plots and state which has the taller skyscrapers, Asia or
America.
(4)
(Total for Question is 13 marks)
38
Phase 1
Refer to KO
and
Lesson 4- Skew
Give one advantage and one disadvantage of using opportunity sampling. PCPIE STARTER
introduce
the lesson Teacher example (give more examples if necessary) Learning
objective
To be able to
Q1 How is skew described? understand
and comment
Phase 2 Q2 When commenting on skew, what are the key averages to mention? What would this on skew
Starter: mean in the context of the question?

Prior learning
Year 10 KO 10
This Year Q3 The box plot shows information about heights in cm of plants
Key words
PCPIE Mean
Starter Standard
deviation
Skew
Phase 3 Memory recall

Introduce MISC –
content and median, OQR,
skew,
model using
contextual
teacher interpretation
example (I do)
and student Application
example (you Skewness is a
do). Go Descrbe and commnet on the skew shown by the box plot. descriptive
through statistic that
student can be used
example as a in
class (we do)
conjunction
Student example with the
histogram
and box plot
Q1 What are the key things to write in your answer when commenting on the skew? to
characterize
Q2 Comment on the skew of the weights of the potatoes from the box plot below: the data or
distribution.
39
Phase 4
Hint: When commenting on skew describe if it is positive, negative or symmetrical, comment on spread around
Independent median and describe where the majority of the data lies.
work for
students. Q1 Comment on the skew of the time the 15 students took to run the race.
*
All questions
must be
answered.
Full working
out must be
shown in their
exercise
books.
Q2 Comment on the skew of the weights of the potatoes.

*
Statistics
fascination
Skewness is a
measure of the Q3 Comment on the skew of the heights of tomato plants.
asymmetry of
probability
distributions.
Negative skew or
left skew has
fewer low values
and a longer left
tail, while
positive skew has
fewer right
values and a
longer right tail.
Q4 Comment on the skew of the student’s maths test scores
Phase 5
Use DPR for

plenary and
update
judgments
40
Phase 1
Refer to KO
and Lesson 5- Comparing distributions
introduce A food processing company thinks that males are the main buyers if its products. It PCPIE STARTER
the lesson decides to investigate this. Suggest a hypothesis that they could use.
To be able to
compare the
Q1 What is MISC? What are the key things you must mention when comparing the distributions of box
Phase 2
distributions of box plots? plots.
Starter:
Prior learning
Q2 The top box plot shows maths scores of Class A. The bottom shows Maths scores of
This Year Year 10 KO 10
Class B.
PCPIE Compare the distributions Key words
Starter Median
IQR
Skew
Phase 3 Memory recall

Recalling the figures
Introduce of median, and IQR
content and
model using Application

teacher It is often used in
example (I do) explanatory data
and student analysis. This type
example (you of graph
do). Go is used to show
through the shape of the
student distribution, its
example as a central value, and
class (we do) its variability. In
a box and whisker
plot: the ends of
the box are the
upper and lower
Student example
quartiles, so
the box spans the
Q1 The box plots below show the time taken for boys and girls to complete a puzzle. interquartile
The top box plot shows the results for boys and the bottom box plot shows the results for range.
girls.
Compare the distributions.
41
Phase 4
Hint: Remember MISC – comparison of median, IQR, skew and a contextual interpretation. To get full marks you
Independent must state the actual values, mention which one is higher or lower and then describe what this means.
work for
students. Q1* The box plots below show the test results for students before and after revision.
All questions
Compare the distributions.
must be
answered.
Full working
out must be
shown in their
exercise
books.
Exam
Q2* The box plots below show the test ages in years for Acorn Wood and Pine Wood trees. Compare the
distributions.
Statistics
fascination
Box
plots are useful a
s they provide a
visual summary
of the data
enabling
researchers to
quickly identify
mean values, the
dispersion of the
data set, and
signs of skew.
Plenary
Use DPR for

plenary and
update
judgments
42
Phase 1
Refer to KO
and Lesson 6- Skew by calculation
introduce Describe one advantage and one disadvantage of using matched pairs in an experiment. PCPIE STARTER
the lesson Teacher example (give more examples if necessary) Learning
objective
To be able to
Q1 What is the formula for skew? calculate and
interpret skew by
Phase 2 calculation
Q2
Year 11 KO2
This Year
PCPIE Key words

Skew
Starter
Memory recall
Skew =
Phase 3
3(mean-median)
Introduce Standard
deviation
content and
model using
Application
teacher
example (I do)
Skewness is a
and student descriptive
example (you statistic that
do). Go can be used in
through conjunction
student with the
example as a histogram and
class (we do) the normal
distribution to
characterize
the data or
distribution.
Student example
43
Phase 4
Independent Hint: The formula for skew will be given to you in the exam.
work for
students.
Q1
All questions
must be
answered.
Full working
out must be
shown in
their exercise
books.
Exam
Q2* A farmer recorded the birth weights, in kg, of a sample of 50 piglets born on his farm.
questions are The grouped frequency table gives information about his results.
starred.
Statistics
fascination
Germany's Using the information in the table and the values of w as the class midpoints, the farmer finds that an
population has estimate for the mean birth weight of these piglets is 2.29 kg.
the lowest
percentage of
He also finds that
children.
(a) Show that an estimate of the standard deviation of the birth weights of these 50 piglets is 0.7 kg,
correct to 1 decimal place.
(2 marks)
(b) Calculate an estimate for the skew of the birth weights of the piglets.
(4 marks)
(c) Interpret your answer to part (b).
Phase 5
Use DPR for

plenary and
update
judgments
44
Q3* The cumulative percentage graph shows information about the ages of the people living in the UK in 2014
(a) Find the 10th to 90th interpercentile range for this information.
........................................................... years
(2)
Here are some statistics about the ages of the people living in Manchester in 2014
(b) Compare the distribution of the ages of people living in Manchester in 2014 with that for the UK in
2014.
(3)
The table below gives more information about the ages of people living in Manchester in 2014
(c) (i) Calculate the skew for the ages of people living in Manchester in 2014
(ii) Interpret the skew in context.
(3)
45
Phase 1
Refer to KO
and Lesson 7- Bar Charts
introduce What are control groups and why are they used? PCPIE STARTER
the lesson Teacher example (give more examples if necessary) Learning objective
To be able to draw
and interpret
Q1 Why are multiple bar charts used? composite bar
charts
Phase 2
Q2
Prior learning
Starter:
Year 9 KO 10
PCPIE
Key words
Bar charts
Composite bar
charts
Line graphs
Multiple bar charts
Phase 3
Memory recall
Introduce Drawing a bar chart
content and
model using Application

People can also use
teacher Q3 What are the properties of a bar chart?
example (I do) bar graphs and
pie charts for
and student
Student example personal reasons,
example (you
such as keeping
do). Go track of finances.
through Q1 What is the name of the diagram below? What is the difference between this diagram
student and a bar chart?
example as a
class (we do)
Q2 What is a composite bar chart?
46
Phase 4
Hint: A composite bar chart must have a key.
Independent
work for Q1*
students.
All questions
must be
answered.
Full working
out must be
shown in
their
exercise
books.
Statistics
fascination
For the past

thousand
years, Earth's
population has
grown 22
times bigger.
Phase 5
Use DPR for

plenary and
update
judgments
47
Q2*
48
Q3* In a survey people were asked this question.
"How much does a first class stamp cost for a standard letter?"
The composite bar chart shows information about the answers given by people in two different age
groups.
(a) Use the composite bar chart to find the percentage of the 35–54 age group that gave an answer
that is
(i) too low,
........................................................... %
(ii) correct.
........................................................... %
(3)
Here is information about the answers given by people in the 55 and older age group.
(b) Use the information in the table to complete the composite bar chart for people in the 55 and
older age group.
(3)
(c) Compare the answers given by people in the 16–34 age group with the answers given by people in
the 35–54 age group.
(2)
49
Q4* The two tables show information about the race times of the 57 wheelchair competitors in the 2017
London Marathon.
The tables show information about the same data but the tables use different classes.
Susan uses statistical software to produce this

bar chart to represent the data in Table 1
Susan decides to draw a histogram for the

data in Table 2
(a) Explain whether the bar chart or a
histogram is the most appropriate way to
represent the data.
(2)
50
(b) On the grid, draw a histogram for the data in Table 2
(4)
Susan says that an estimate for the

number of wheelchair competitors
with a race time of between 105
minutes and 150 minutes is 22
(c) Show that Susan is correct.
(2)
Q5* Here is a list of statistical techniques which you can use to investigate data.
A Comparative box plots
B Composite percentage bar chart
C Line of best fit
D Pictogram
E Scatter diagram
F Spearman's rank correlation coefficient
G Standard deviation
H Standardised scores
From the list above, choose the best technique to use for each of the following.
(a) To see if there is a relationship between an athlete's height and their time to run 100 m.
(1)
(b) To compare the central tendency, dispersion and skewness of two distributions.
(1)
(c) To compare different groups within two distributions which are not the same size.
(1)
(d) To find how strong the agreement is between two judges of a dance competition.
(1)
(e) To compare the performance of a student in an English exam with their performance in a History
exam.
51
(1)
(Total for Question = 5 marks)
Q6 The composite bar chart shows information about the area of land with forest and the area of land
with no forest in some countries.
(a) Write down the country

(i) with the largest total area of land,
(ii) with the largest area of forest.
(2)
(b) Work out the area of land with no forest in the UK.
million hectares
(2)
(c) Estimate the area of land in Germany with forest as a percentage of the total area of land in
Germany.
%
(2)
Q7 The multiple bar chart shows some information about the nutritional content of a standard chicken
curry and a light chicken curry.
The information is given as %RDA (percentage of 'recommended daily allowance').
52
The missing information for fat is
(a) Complete the multiple bar chart.

(2)
(b) Write down the %RDA for salt in the standard chicken curry.
(1)
(c) Write down the nutritional content with the lowest %RDA for a standard chicken curry.
(1)
(d) Compare the %RDA for saturates in the two chicken curries.
(2)
Q8 Tobi is investigating family spending in the USA and in the UK.

* Two of his hypotheses are
Hypothesis 1 The percentage of family spending on housing is greater in the USA than in the UK
Hypothesis 2 The percentage of family spending on entertainment is greater in the USA than in the
UK
Tobi collects data from the internet and draws these composite percentage bar charts.
53
(a) Find the percentage of family spending on entertainment in the USA.
........................................................... %
(2)
*(b) Explain, with reasons, whether or not the bar charts support each of Tobi's hypotheses.
Hypothesis 1
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
Hypothesis 2
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
(4)
Tobi thinks that the composite bar charts show that family spending on food is more in the USA than
in the UK.
(d) Explain why Tobi is not correct.
(1)
(Total for Question = 7 marks)
54
Phase 1
Refer to KO
and Lesson 8 – Choropleth Maps
introduce Explain how using the internet can make collecting data cheaper and more convenient. PCPIE STARTER
the lesson Give one disadvantage of collecting data from the internet.
Teacher example (give more examples if necessary) Learning
objective
To be able to
Q1 Why are Choropleth maps used? interpret and
Phase 2
compare
Starter: choropleth
maps.
Q2 What are the key features of a Choropleth map?
PCPIE
Prior learning
Year 10 KO10
Key words
Q3
Choropleth
map
Phase 3

content and Drawing a key
for a diagram
model using
teacher
example (I do) Application
and student Choropleth
maps are used
example (you
to classify
do). Go
regions of a
through geographical
student area. Regions
example as a are shaded
class (we do) with an
increasing
depth of
colour.
55
Student example (give more examples if necessary)
Q1
Q2 Hilary and Mika are investigating the distribution of bees in a nature reserve.
They have divided the nature reserve into 36 squares of equal size.
The number of bees observed in each square in a fixed time period was recorded.
The number of wildflowers observed in each square was also recorded.
The choropleth maps below are drawn using this information.
Hilary says that there are more bees in those regions of the nature reserve with greater
numbers of wildflowers.
(a) Does the information in the choropleth maps support her conclusion?
(2)
Hilary and Mika are producing a report about the nature reserve.
They want to include information about the types of small mammals recorded in the nature
reserve in one week in 2008 and in one week in 2018. Hilary thinks that they should use pie
charts. Mika thinks that they should use comparative pie charts.
(b) What advice would you give to Hilary and to Mika on their choice of diagram?
56
Phase 4
Hint: A Choropleth map can be a diagram rather than an accurate map.
Independent
work for Q1
students.
All questions
must be
answered.
Full working
out must be
shown in their
exercise
books.
Statistics
fascination
The term
choropleth map
comes from the
Greek word
which means
‘area/region’.
Q2
Phase 5
Use DPR for

plenary and
update
judgments
57
Q3*
Q4* Archaeologists divided a field into 36 squares of equal size.

The number of Roman roof tiles found in each square was recorded.
The choropleth map below was drawn using this information.
Use the choropleth map to describe where in the field the greatest number of roof tiles was found.
Give a statistical reason for your answer.
Q5*
58
Phase 1
Refer to KO
and Lesson 9- Population pyramids
introduce Alison wants to compare the weights to British Sumo wrestlers to the weights of American Sumo PCPIE STARTER
the lesson wrestlers.
She has written a plan for her investigation.
Phase 2
Data collection
Starter: Collect data from the internet.
Collect data on the heights of 300 British Sumo wrestlers and the heights of 300
PCPIE American Sumo wrestlers.
Diagrams and calculations

Draw a scatter graph of the heights of football players and the heights of rugby players.
Calculate the Spearman’s rank correlation coefficient.
Phase 3
Comment on the reliability of her plan.
Introduce Hint: This question carries 6 marks. One mark for each correct point and one supporting mark for
content and
reasons.
model using Teacher example (give more examples if necessary) Learning
objective
teacher
To be able to
example (I do) Q1 What do population pyramids show? interpret and
and student compare
example (you population
Q2
do). Go pyramids.
through
student The two population pyramids show the percentages of men and women in each age group in Prior learning
example as a Hackney and in Richmond in 2011. Year 11 KO3
class (we do)
Key words
Population
pyramid
Memory recall
Bar charts
Stem and leaf
diagrams
Application
Population
pyramids show
age groups in a
population
usually divided
by gender.
a) Write down the age group that has the greatest percentages of both men and women
for
i) Hackney
ii) Richmond
In Richmond 4% of men and 4% of women are in the same age group.
b) Write down this age group.

c) Compare the percentage of people aged 60 and over in Hackney with the people aged
60 and over in Richmond.
59
Student example
The two population pyramids show the percentages of males and females in each age group in
China for the years 1977 and 2017
Each percentage is based on the total population of China for that year.
(a) For the year 1977, write down the percentage of the population who are female in the age
group 0–4 years.
........................................................... %
(b) For the year 2017, write down the age group that has the greatest percentage of females.
...........................................................
(1)
Eric says that more than 25% of the population of China is aged 9 or under in 1977
(c) Determine whether or not Eric is correct.
You must show your working.
(3)
(d) Compare the percentages of people in China in the 60 – 64 age group in 1977 with the
percentages of people in China in the 60–64 age group in 2017
60
Phase 4
Hint: Check the diagram carefully to see whether it represents percentages or numbers. When comparing two
Independent populations, use general statements rather than individual figures.
work for
students. Q1* The population pyramid shows information about the numbers (in thousands) of drivers of each gender
All questions
who made car insurance claims in the UK in 2015
must be
answered.
Full working
out must be
shown in their
exercise
books.
(a) How many female drivers aged 50–59 in the UK in 2015 made car insurance claims?
(1)
The population pyramid shows that the age group which has the fewest number of drivers who made car
insurance claims is the 17–19 age group.
(b) Suggest a reason why this should be so.
Statistics (1)
fascination In 2014, the number of male drivers aged 20–49 in the UK who made car insurance claims was 66 700
Population
pyramids are
(c) Compare the number of male drivers aged 20–49 in the UK who made car insurance claims in 2014
similar to bar with the number of male drivers aged 20–49 in the UK who made car insurance claims in 2015
charts or stem You must show your working.
and leaf
diagrams.
(3)
The SafeDrive insurance company charges young male drivers more for car insurance than it charges all
other drivers.
(d) Explain two features of the population pyramid which SafeDrive might use as its justification for doing
this.
(2)
Jeremy says,
"The population pyramid shows that the total number of male drivers in the UK in 2015 is greater than
the total number of female drivers in the UK in 2015"
(e) Explain whether or not Jeremy's conclusion is appropriate.

(1)
Vicki says,
"In the UK in 2019, there will be more male drivers who make car insurance claims than female drivers
who make car insurance claims"
(f) Explain whether or not the information in the population pyramid can be used to support Vicki's
statement.
Phase 5
Use DPR for (1)

plenary and
update (Total for question = 9 marks)
judgments
61
Q2
62
Q3
Q4
63
Phase 1
Refer to KO
and Lesson 10 – Stem and leaf diagrams
introduce Harry is investigating whether the heights of year 10 boys in his school are normally distributed. PCPIE
STARTER
the lesson He is going to write a plan for his investigation.
Write down one thing that he should include in his plan for each of:
data collection
analysing and representing data
Phase 2
interpreting the diagrams and / or calculations
Starter: Explain why each of these things is appropriate.
Hint: This question carries 6 marks. One mark for each correct point and one supporting mark for
PCPIE reasons.
objective
To be able
Q1 What are the key features of a stem and leaf diagram? to draw and
interpret
Q2 stem and
Phase 3
leaf
Introduce diagrams.
content and
Prior
model using learning
Year 9 KO
teacher
10
example (I do)
and student Key words
example (you Stem and
do). Go leaf
through Key
student Back to back
example as a stem and
class (we do) leaf
Memory
recall
Drawing a
key for
diagrams
Application
Stem and
leaf
diagrams
show
numerical
data split
b) Fix the stem and leaf diagram above into stem
and leaves.
c) Calculate the median
d) UQ
e) LQ
f) IQR
64
Student example
Q1
The Bolton Boys are a basketball team.

Here is a list of the points scored by the team in 16 games this season.
(a) Complete an ordered stem and leaf diagram for these points.
(3)
(b) Find the median.
........................................................... points
(2)
(c) Work out the range.
........................................................... points
(2)
The Durham Dribblers are also a basketball team.
They have a median score of 96 points and a range of 18 points.
(e) Compare the distributions of points scored by the Bolton Boys and the Durham
Dribblers.
(2)
The Bolton Boys and Durham Dribblers each have a basketball game next week.
(e) Discuss which team is likely to score most points in their game.
(2)
65
Phase 4
Hint: For back to back stem and leaf diagrams, remember to draw a key for both sides of the diagram. Use the
Independent first two digits for the stem for data which has three values or use the integer part for the stem for decimal
work for numbers.
students.
All questions
Q1
must be
answered.
Full working
out must be
shown in their
exercise
books.
Q2*
Statistics
fascination
The smallest
number of
children are born
on Saturdays.
Q3
Phase 5
Use DPR for

plenary and
update
judgments
66
Q4* The back-to-back stem and leaf diagram gives information about the ages of a random sample of
members of parliament in Canada and in the UK.
(a) Give a reason to support the use of a back-to-back stem and leaf diagram to represent this
information.
(1)
Some information about the quartiles of these two distributions is given in the table below.
(b) Find the value of a, the value of b and the value of c

a = ...........................................................
b = ...........................................................
c = ...........................................................
(3)
(c) Write down the proportion of members of parliament in the UK that are likely to be older than 54
years old.
Give a reason for your answer.
(1)
(d) Compare the spread of ages for members of parliament in Canada with the spread of ages for
members of parliament in the UK.
State clearly the values of the statistic you use to make your comparison.
Interpret your comparison.
(3)
One member of parliament in the UK wants to investigate the ages of the people living in her
constituency.
She suggests using the electoral register as a sample frame for her investigation.
(e) State one use of a sample frame in an investigation.
(1)
(f) Assess the suitability of using the electoral register as a sample frame for this investigation.
(2)
67
Q5* Supul is investigating how long pupils in Year 10 in his school spent on homework.
He asked each pupil to record the time taken, to the nearest minute, to do their homework one night.
*(a) Describe the type of data the pupils recorded.
.............................................................................................................................................
.............................................................................................................................................
(2)
Supul collected each pupil's recorded time.
*(b) Discuss how reliable the data might be.
.............................................................................................................................................
.............................................................................................................................................
(2)
Supul selected a sample of 20 of the pupils.

Here are their recorded times.
(c) Complete an ordered stem and leaf diagram for these times.
You must include a key.
(3)
(d) Find the median time.
........................................................... minutes
(1)
The mean time is 44.6 minutes.
(e) How many of the 20 pupils took more than the mean time to do their homework?
...........................................................
(1)
The times were recorded to the nearest minute.
(f) Find the maximum possible range for the times.
........................................................... minutes
(2)
68
Phase 1
Refer to KO
and Lesson 11 – Comparative pie charts
introduce Sarah is a manager at a cafe. PCPIE STARTER
the lesson She wants to carry out a face to face interview with her team to get some input into the
pricing for some items on her menu for the next financial year.
Discuss her data collection method.
Phase 2 To be able to
interpret and
PCPIE Q1 What is the difference between pie charts and comparative pie charts? compare data in pie
charts representing
Q2 How do you compare frequency in comparative pie charts? different sized
samples.
Q3 How do you compare proportions in comparative pie charts? Prior learning

Year 10 KO 10.
Q4 These tables give information about the numbers of television sets in
Key words
Phase 3 households in Appleville and Orangeford. Comparative pie
charts
Introduce
content and Memory recall
Drawing pie charts
model using
teacher Application
example (I do) Used to compare
and student two sets of data
example (you which have two
do). Go different total
through frequencies.
student
Comparative pie charts are to be drawn to show this information.
example as a
class (we do) The pie chart for Orangeford has been draw and has a radius of 2cm.
a) Work out the radius of the pie chart for Appleville.

b) Draw the pie chart for Appleville.
c) Compare the number of TVs per household in Orangeford and Appleville.
Student example
At Springbank High School, students choose to study either French or Spanish.

The tables give information about their GCSE results one year.
a) What was the most popular language?

b) What grade was a student most likely to achieve in a language GCSE?
c) Draw two comparative pie charts to show this information.
69
Phase 4
Hint: You must remember the formula for calculating the radius as it is not given to you in the exam.
Independent
work for Q1 The pie charts show the favourite colours of students in two year groups in a school. There are 180
students. students in Year 10.
All questions
must be
answered.
Full working
out must be
shown in their
exercise
books.
a) The radii of the two circles are 1.2cm and 2cm. How many students are there in Year 11?
b) How many students like the most common favourite colour in Year 10?
c) How many students like green in Year 11?
d) Copy and complete this table for Year 10.
e) How many students in Years 10 and 11 like the colour blue?

f) Use this information to draw a multiple bar chart to compare the favourite colours of the two
year groups.
Q2 James and Alex asked the students in their respective classes how they had travelled to school that
Statistics morning.
fascination The results are shown in these tables.
You can input
the data of a pie
chart into a
spreadsheet to
draw it.
They draw pie charts to show the data.
a) These pie charts are misleading. It looks as if there were more students in James’ class who
Phase 5 walked to school. Explain why this is not the case.
Use DPR for b) B) Construct two comparative pie charts to show the data in the frequency tables more
plenary and effectively.
update
judgments
70
Q3 Challenge (Grade 7+)
This pie chart shows the reaction times t in seconds of 40 students in a test.
Marina wants to draw a pie chart for the reaction times for 10 students in the test.
a) Measure the radius of the pie chart for the 40 students.
b) Write the ratio of the square roots of the two frequencies in its simplest form. You may use:
c) Calculate the radius of Marina’s pie chart.
Q4
The comparative pie charts show the percentage of tents and rucksacks that were sold in five shops in the
town of Bakewell one month.
Comment on the sales of tents compared to rucksacks in Bakewell.
Give reasons for your opinion.
Q5* The pie charts show information about the departure country of the overseas visitors to the UK in January
2016 and in July 2016
Based on the two pie charts, Raul makes these two conclusions.
71
1 There are more visitors from Europe than from North America in both months.
2 There are more visitors from Europe in January than in July.
(a) Assess the validity of each of Raul's conclusions.
1.
2.
(2)
Judith decides to replace the pie charts with comparative pie charts.
(b) Explain how comparative pie charts are more appropriate than pie charts to compare the number of
visitors in each month.
(1)
The total number of overseas visitors to the UK in January 2016 was 2 599 000
The total number of overseas visitors to the UK in July 2016 was 3 786 000
Judith's comparative pie chart for January 2016 has radius 3 cm.
(c) Calculate the radius of Judith's comparative pie chart for July 2016
Give your answer correct to 1 decimal place.
cm
(2)
Q6* Mobile phones use one of a number of Operating Systems.

The table shows information about worldwide sales of mobile phones during Quarter 3 of 2012 and
Quarter 3 of 2013
(a) Describe what happened to the total sales of mobile phones between Quarter 3 of 2012 and Quarter
3 of 2013
(1)
(b) Which Operating System more than doubled its number of sales?
(1)
(c) Which Operating System had the biggest change in Market Share percentage?
(1)
The Market Share (%) column for Quarter 3 of 2012 adds up to 99.9 but the total is given as 100.0
(d) Give a reason why.
(1)
Debra plans to draw comparative pie charts to show the information in the table for each year.
(e) Give a reason why she might do this instead of drawing multiple bar charts.
(1)
(f) Find the size of the angle she should use for iOS in the 2012 pie chart.
Debra uses a radius of 5 cm for the 2012 pie chart.
(g) Work out the radius she should use for the 2013 pie chart.
cm
(2)
Q7* The pie charts show information about the proportion of wins, draws and losses in the matches played by
72
the England football team and by the Switzerland football team for the years 2012 to 2015
(a) Compare the proportion of losses for the two football teams.
(1)
England played a total of 48 matches.

The angle representing wins in the England pie chart is 210°
(b) Work out how many of these matches were wins.
(2)
Both teams had the same number of draws.

(c) Which team played the greater total number of matches?
(2)
73
Q8* The comparative pie charts give information about the numbers of people living in two national parks.
They also show the age groups of the people.
(a) Compare the total number of people living in the Lake District with the total number of people living
in Snowdonia.
Explain how you reach your conclusion.
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
(2)
The angles at the centres of the circles for the 40–59 age group sectors are the same for both pie charts.
(b) Describe how the number of people aged 40–59 years in the Lake District compares with the number
of people aged 40–59 years in Snowdonia.
Explain how you reach your conclusion.
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
(2)
Gill is going to display these comparative pie charts in a report. The members of her target audience are
not statisticians.
(c) What additional information could Gill include with the pie charts to help her target audience
interpret the pie charts?
(1)
Gill wants to draw a third comparative pie chart for Exmoor.
The number of people living in the Lake District is 3.9 times the number of people living in Exmoor.
The radius of the pie chart for the Lake District is 3 cm.
(d) Show that the radius of the pie chart for Exmoor is 1.52 cm, correct to 2 decimal places.
........................................................... cm
(1)
74
Phase 1
Refer to KO
and Lesson 12 – Frequency Polygons
introduce Nicola is writing an article for a film magazine. She is going to investigate whether there is a PCPIE STARTER
the lesson correlation between the film ratings in the magazine and the film ratings on a website of
public reviews. She is going to write a plan for her investigation.
Write a hypothesis for her investigation.
For each one of the stages of the statistical enquiry cycle write one planning detail she
Phase 2
should include.
Starter Explain why each of the planning details is appropriate.
PCPIE Teacher example (give more examples if necessary) Learning objective
To be able to draw
and interpret
Q1 The table shows some information about the heights of 60 plants. frequency polygons
Prior learning
Year 10 KO 10
Phase 3 Key words

Frequency polygon
Introduce
content and Memory recall
model using Plot the midpoint

teacher on x axis and
example (I do) frequency on y axis.
and student Join point together
example (you a) Draw a frequency polygon to show this information. with straight lines
do). Go
through Commenting on
distribution
student
Mention mode,
example as a
range, skew and a
class (we do)
contextual
interpretation
b) Comment on the distribution of the polygon.
c) One of the plants is chosen at random. Work out the probability that this plant is
taller than 60cm.
75
Q2 Students were asked to stand on one leg for as long as possible. The frequency polygon
gives information about the performance of boys and girls in this task.
a) How many girls were able to stand on one leg for between 20 and 40 seconds?
b) How many boys lost their balance in less than or equal to 40 seconds?
c) One student balanced for longer than the others. Was this a boy or a girl?
d) Copy and complete the frequency table.
e) Were there more boys or girls in the experiment?
f) Were boys or girls better at balancing? Explain your answer.
g) Draw a histogram to represent the boy’s data.
h) Explain why it is easier to compare the data using frequency polygons than
histograms.
76
Student example
Q1 The table below shows information about the times it takes Office workers to get to work
one morning.
a) Draw a frequency polygon for this information.
b) Comment on the distribution of the data.
c) What was the modal class interval?
d) One of the office workers is chosen at random. Work out the probability that this
worker took more than 40 minutes to get to the office.
77
Q2 The frequency polygon shows information about the size of litters (number of piglets)
born to Napoleon Farm one year.
The table shows some information about the size of litters born to pigs on Wilbur farm for
the same year.
a) On the grid below draw a frequency polygon for the information about Wilbur Farm.
b) Compare the distributions of both Farms.
78
Phase 4
Hint: You can draw a frequency polygon without first drawing the histogram. Plot the frequency at the middle
Independent point of the class intervals.
work for
students. Q1* The table shows a summary of the results of a long jump competition.
All questions
must be
answered.
Full working
out must be
shown in their
exercise
books.
(a) Find an estimate of the mean distance jumped.

You may use the extra columns in the table.
........................................................... m
(3)
(b) Draw a frequency polygon for the data.
Statistics (3)
fascination
40% of YouTube
traffic comes
from mobiles.
(c) Describe any skew shown by the data.

Phase 5
Use DPR for

plenary and
update
judgments
79
Q2* The table shows information about the weights (w grams) of 80 peaches.
(a) Draw a frequency polygon for this information.
(2)
Marc says that the median weight of these peaches is in the modal class interval.
(b) (i) Write down the modal class interval.
(ii) Does the information support what Marc says?

You must explain your answer.
(2)
80
Q3* The frequency polygon shows information about the times taken by 49 athletes to run 400 metres at the
2017 World Championships.
(a) Use the information in the frequency polygon to complete the table by writing in the missing
times.
(1)
None of the athletes ran 400 metres in exactly 53 seconds.
(b) Find the number of athletes who ran 400 metres in less than 53 seconds.
(2)
(c) Calculate an estimate for the mean time of the 49 athletes.
seconds
(3)
81
Phase 1
Refer to KO
and Lesson 13- Histograms
introduce What is the GDP of a country? PCPIE STARTER
the lesson When is an economy in recession?
objective
To be able to
Q1 When are histograms good to use? draw, interpret
Phase 2
and compare
Starter: Q2 How are histograms drawn? histograms.
PCPIE Prior learning

Q3 Alice measures the heights of 23 students in her class to the nearest centimetre. Year 10 KO 10
The data is shown in the table.
Key words
Mean
Histogram
Frequency
Phase 3 density

content and 1SD – 68% of
data
model using 2SD – 95% of
teacher data
example (I do) The incomplete histogram below shows some information. Complete the histogram using the 3SD – 99.8% of
and student data
data.
example (you
do). Go
Application
through The primary use
student of a histogram is
example as a to display the
class (we do) distribution of
the values in a
data series. A
histogram allows
us to see
whether data
follows a normal
distribution.
Q4
This histogram gives information about the distances (in metres) thrown in a javelin
competition.
a) Design and complete a frequency table for the data.

b) Calculate an estimate for the number of throws over 40 metres.
c) Explain why your answer to part b is only an estimate.
d) Work out the median distance using interpolation.
82
Student example
A shoe manufacturer measures the length (l mm) of 200 people’s feet.
The results are summarised in the table.
a) Using this complete the histogram below.
b) Work out the median foot length using interpolation.
83
Teacher example
Q1 When can histograms be compared? Which averages should you comment on if two
Histograms can be compared?
Q2 The histograms show the ages of people on an adventure holiday and a coach tour holiday.
a) Explain why you can compare the data from these two histograms.
b) Compare the distributions of the ages for the two holidays.
Student example
Jai is investigating the numbers of calls received by a helpline.

He recorded the number of calls received by the helpline on each day in May and on each day
in June.
Jai wanted to compare the results by drawing histograms.
He drew the following diagrams.
Discuss whether these diagrams are appropriate in order to compare the results.
84
Phase 4
Hint: Describe the shape of each distribution when comparing them.
Independent
work for Q1* Owen collected data about the number of people per km2 living in each of the 56 counties of England and
students. Wales in 2015
All questions
Some information about Owen's data is shown in this incomplete table.
must be
answered.
Full working
out must be
shown in their
exercise
books.
(a) Work out the number of counties that have at least 600 people per km 2.
(1)
(b) Use linear interpolation and the information in the table to find an estimate of the median number of
people per km2.
........................................................... people per km2

(3)
(c) (i) Using the information in the table, explain how the mean of Owen's data would compare with the
median of Owen's data.
Statistics
fascination
(ii) Explain whether the mean or the median is the most appropriate measure of central tendency to use
for Owen's data.
The widths of
the bars in (3)
histogram can be
Owen uses statistical software to draw a histogram to show the data he collected.
of different sizes.
(d) Explain whether or not a histogram is appropriate.
(1)
Owen prints his histogram but the page gets torn.
Here is what remains.
(e) Work out the value of r and the value of s in the table.
Phase 5
Use DPR for r = .............................. s = ..............................

plenary and (2)
update
judgments (Total for question = 10 marks)
85
Q2* Tomoyo found the weight, in grams, of each of 100 cherries.
(a) Circle the two words from the list that best describe the data Tomoyo found.
(2)
Tomoyo grouped the weights and she then drew this diagram for her results.
The incomplete frequency table shows some information about her results.
(b) (i) Complete the frequency column in the table.
(ii) Calculate an estimate of the mean weight of the 100 cherries.
........................................................... g
(5)
86
87
Phase 1
Refer to KO
and Lesson 1 – Scatter graphs and regression lines
introduce
the lesson
Starter PCPIE STARTER
Phase 2 Q1 What are the different types of correlation?

Q2 What is a regression line?
Starter:
Q3 What is interpolation? Is it reliable?
Last lesson Q4 What is extrapolation? Is it reliable?
Last week Learning objective
Teacher example (give more examples if necessary)
To be able draw
This year
scatter graphs and
Q1 A researcher is investigating the relationship between the price, y pence, of 100 g of chocolate identify and
and the amount, x%, of cocoa in the chocolate. interpret regression
Phase 3 lines
Introduce Prior learning
content and Yr. 9 KO 7
Yr. 10 KO 7
model using
teacher Memory recall
example (I do) Scatter graphs
and student Line of best fit
example (you
do). Go Application
through A scatter graphs is
student used to test the
example as a relationships
class (we do) between bivariate
data.
The researcher draws a line of best fit on the scatter diagram. The price is the response variable.
a) Explain what is meant by the term response variable.
b) Describe and interpret the correlation shown by the scatter diagram.
c) Work out the equation of the regression line.
d) Interpret the gradient.
Interpret the y intercept
88
Q2
e) Draw a scatter graph for this data.
Pints of lager Mr. X

has on a Saturday 5 8 9 1 4 4 7 12 6 0
night
Number of books he
marks on Sunday 40 25 22 60 38 34 22 1 31 70
morning
f) Describe the type of correlation the graph shows.
g) Draw a regression line through the mean point.
h) Calculate the equation of the regression line.
i) Interpret the gradient.
j) Interpret the y intercept.
k) Estimate the number of books Mr X would mark after 3 pints.
89
Student example
Q1
a Explain what is meant by the term explanatory variable.

b Describe and interpret the correlation shown by the scatter diagram.
c Calculate the equation of the regression line.
d. Interpret the gradient
e. Interpret the y intercept
90
Q2
a Explain what is meant by the term explanatory variable.

b Describe and interpret the correlation shown by the scatter diagram.
c Calculate the equation of the regression line.
d Estimate the air temperature of a height of 1.5km above sea level the equation of the
regression line.
e. Interpret the gradient
f. Interpret the y intercept
91
Phase 4
Independent Hint: Calculate the mean point first and use this as a pivot point to draw the regression line (i.e. line of best fit)
work for
students. All
questions
must be Q1* a) Draw a scatter graph for this data.
answered.
Full working
out must be
shown in their
exercise
books.
b) Describe the type of correlation the graph shows.

Past paper
exam
c) Draw a regression line through the mean point.
d) Calculate the equation of the regression line.
e) Interpret the gradient.
f) Interpret the y intercept
g) Estimate the number of detentions I would give if Arsenal concedes 6 goals.
Statistics
fascination
PCPIE
Planning
Collecting data
Presenting
Interpreting
Evaluation
Phase 5
Use DPR Class

View for
plenary and
update
judgments
92
Q2 a) Draw a scatter graph for this data.
b)
b) Describe the type of correlation the graph shows.
93
Phase 1
Refer to KO
and Lesson 2 – SRCC
introduce
the lesson
Starter PCPIE STARTER
Phase 2 1. Why is extrapolation unreliable?

2. What is interpolation?
Starter:
3. What is a regression line?
Last lesson 4. Why is the mean point calculated?
Last week Learning objective
Teacher example (give more examples if necessary)
To be able calculate
This year
and interpret SRCC
The table below shows information on the heights and widths of a sunflower and its stem.
Memory recall
Phase 3 Scatter graphs
Line of best fit
Introduce SRCC
content and
Application
model using SRCC is used to
teacher calculate the
example (I do) strength of
and student correlation between
example (you two variables. The
do). Go relationship can be
through linear or non-linear.
student
example as a
class (we do)
The above formula is given to you in the exam. Calculate and interpret the SRCC in context (2
marks)
94
Student example
The table below shows the scores of pupils in their maths and biology exams.
Calculate the interpret the SRCC.
Student Maths Biology

exam exam
score score
Alex 57 83
Bernard 45 37
Charlotte 72 41
Demi 78 85
Eustace 53 56
Ferdinand 63 85
Gemma 86 77
Hector 98 87
Ivor 59 70
Jasmine 71 59
95
Phase 4
Independent Hint: The correlation should be between 1 and -1. If it is not then calculate again.
work for
students. All Q1*
questions
must be
answered.
Full working
out must be
shown in their
exercise
books.
Past paper
exam
Calculate the SRCC and interpret any correlation shown.
Q2 In a television talent contest, 9 acts were given the following ranks by the judges and by a public
telephone vote.
Statistics
fascination
PCPIE
Planning
Collecting data
Presenting
Interpreting
Evaluation
(a) Use calculations to determine how much agreement there is between the judges and the public.
Q3 The World Happiness Report 2017 is based on results obtained by surveying a sample of 1000 people
in each of 155 countries.
In the report each country is given a happiness score based on the answers the sampled people give
to a series of questions.
The table shows the happiness scores for the top 8 countries and the Gross Domestic Product (GDP)
per capita of these countries.
For the sample data, the highest happiness score (Happiness rank 1) represents the country with the
Phase 5
happiest people and the highest GDP represents the wealthiest country.
Use DPR Class
View for
plenary and
update
judgments
96
(a) Calculate Spearman's rank correlation coefficient for these data.
Give your answer correct to 2 decimal places.
...........................................................
(4)
(b) Describe and interpret the correlation found in part (a).
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
(2)
George wants to compare the happiness scores for these top 8 countries with average life
expectancies for those countries.
He works out Spearman's rank correlation coefficient for these data and gets a result of 1.3
(c) Explain how you know that this result is not correct.
.............................................................................................................................................
.............................................................................................................................................
(1)
George also compared the happiness scores for these countries with two other variables.
George calculated Spearman's rank correlation coefficient in each case.
His values are –0.8 and –0.5
(d) Compare these two correlation coefficients.
Give two comparisons.
(2)
97
Phase 1
Refer to KO
and Lesson 3 – PMCC
introduce
the lesson Starter PCPIE STARTER
1. What is meant by causation?

2. Give an example of 2 variables which have a causal link.
Phase 2 3. Give an example of 2 variables which don’t have a causal link
Starter:
Last lesson To be able interpret
PMCC.
Last week Q1
For which would you use SRCC and for which would you use PMCC? Memory recall
This year Scatter graphs
Line of best fit
a) Is there a relationship between the number of stars awarded to a movie and the position it
SRCC
Phase 3
gets to in the movie charts? PMCC
b) Is there a relationship between age and intellect?
Introduce c) Is there a relationship between number of downloads and the highest chart position of a Application
content and PMCC is used to test
song?
the strength of
model using linear correlation
teacher Q2 between two
example (I do) In a television talent contest, 9 acts were given the following ranks by the judges and by a public variables.
and student telephone vote.
example (you
do). Go
through
student
example as a
class (we do)
(a) Use calculations to determine how much agreement there is between the judges and the
public.
(5)
98
Gurdeep was investigating the relationship between the number of points scored and the year
practice started for each of 9 acts.
This is the scatter diagram he obtained using statistical software.
The statistical software also calculated two correlation coefficients.
Spearman's rank correlation coefficient

Pearson's product moment correlation coefficient
(b) (i) Circle one value in each row below to show the most likely pair of correlation coefficients
for this data.
(2)
(ii) Explain your choice of answers in part (i).
(1)
99
Student example
Q1
Lata is investigating whether there are relationships between the test scores in different school
subjects.
Lata has collected the test scores in English and the test scores in Maths for 15 students.
She decides to plot the data on a scatter diagram.
(a) Explain whether or not this is a good choice of diagram for her investigation.
You should refer to the type of data in your answer.
(2)
Lata worked out Pearson's product moment correlation coefficient for the English test scores and
the Maths test scores for the 15 students.
She got a value of 0.65
Lata thinks that this means that if she improves her English test score then her Maths test score will
improve.
(b) Is Lata right?
Explain your answer.
(1)
Lata also collects the Science test scores for the 15 students.
Pearson's product moment correlation coefficient for the Maths test scores and the Science test
scores is 0.75
(c) Compare the two correlation coefficients 0.65 and 0.75
Interpret your answer in context.
(1)
100
Phase 4
Independent Hint: The correlation should be between 1 and -1. If it is not then calculate again.
work for
students. All Q1* Which would you use: Spearman’s or Pearson’s? Justify why …
questions
must be
answered.
d) Is there a relationship between temperature and ice cream sales?
e) Is there a relationship between how many weeks the contestants are in and the ranking of
Full working the contestants in Strictly Come Dancing in week 1
out must be f) Is there a relationship between age and height?
shown in their
g) Is there a relationship between the place a horse is in a race and the age of the horse?
exercise
books.
h) Is there a relationship between how viscous chocolate is and how hot it is?
i) Is there a relationship between how well people do in a test and how many months they’ve
been studying a subject?
Past paper
j) Is there a relationship between how many books you read and your ‘reading age’?
exam
Q2 Match each diagram with the SRCC and an interpretation of the correlation.
Statistics
fascination
PCPIE
Planning
Collecting data
Presenting
Interpreting
Q3 Match each diagram with its SRCC and PMCC value.
Evaluation
Phase 5
Use DPR Class

View for
plenary and
update
judgments
101
Q4 What are the main differences between SRCC and PMCC?
Which one of the above do we need to calculate and one do we need to interpret?
Q5
Sarah has collected bivariate data. Her data has positive correlation for which Spearman's rank
correlation coefficient is greater than Pearson's product moment correlation coefficient.
(a) Using the unscaled axes, sketch a possible scatter diagram for Sarah's data.
(1)
Nick has collected data on the amount of money spent on ski equipment and the time taken to
complete a particular ski course.
He finds that for his data Pearson's product moment correlation coefficient is − 0.65
(b) Which of the following conclusions is appropriate for Nick to make?
Tick ( ) the appropriate conclusion.
(1)
(c) Give a reason for your answer to part (b).
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
(1)
102
103
Phase 1
Refer to KO
and Lesson 1- Time Series and moving averages
introduce
the lesson Teacher example (give more examples if necessary) Learning objective
To be able to draw
and interpret time
Q1 series graphs. To be
able to draw a trend
Phase 2 line by calculating
moving averages.
Starter:
Keywords
Last lesson Time series
Moving averages
Last week
Seasonal variation
Season effect
This year
Application
Time series
Phase 3 a) Complete the graph graphs can
be used to visualize
Introduce
trends in counts or
content and numerical values
over time. Because
model using
date
teacher and time informatio
example (I do) n are continuous
and student categorical data
example (you (expressed as a
do). Go range of values),
through points are plotted
student along the x-axis and
example as a connected by a
class (we do) continuous line.
Q2
How do you calculate moving averages?

a) Calculate the 4 point moving averages for the table below:
b) Draw a time series graph and plot the moving averages.
c) Draw a trend line.
d) Describe the trend.
104
Student example
Q1
The time series graph shows information about the number of cameras sold by a shop in each
quarter of 2011 and 2012. A trend line has been drawn for you.
Describe the trend and comment on any seasonality shown.
105
Q2
The time series graph shows information about the number of students who enrol for a course in
each term in 2011, 2012 and 2013. A trend line has been drawn for you.
Describe the trend and comment on any seasonality shown.
106
Phase 4
Independent Hint: Calculate and plot the moving averages first before drawing the trend line.
work for
students. All Q1*
questions
must be
answered.
Full working
out must be
shown in their
exercise
books.
Past paper
exam
Statistics
fascination
PCPIE
Planning
Collecting data
Presenting
Interpreting
Evaluation
Phase 5
Use DPR Class

View for
plenary and
update
judgments
107
Q2
108
Q3
Q4
109
Q5
110
111
Phase 1
Refer to KO
and Lesson 2 – Average Seasonal Effect and making estimatioms
introduce
the lesson Teacher example Learning objective
To be able to
calculate average
Q1 seasonal effect and
make estimations
Phase 2 from a time series
graph.
Starter:
Memory recall
Last lesson Calculating moving
averages
Last week
Plotting coordinates
This year
Application
Time series
graphs can
Phase 3 be used to visualize
trends in counts or
Introduce
numerical values
content and over time. Because
date
model using
and time informatio
teacher n are continuous
example (I do) categorical data
and student (expressed as a
example (you range of values),
do). Go points are plotted
through along the x-axis and
student connected by a
example as a continuous line.
class (we do)
1. Calculate the average seasonal effect for quarter 1 for 2010 – 2012.
112
Student example
a) Comment on the trend and comment on any seasonality shown by the graph.
b) Calculate the average seasonal effect for quarter 1. Interpret your result in context.
c) Calculate the average seasonal effect for quarter 2. Interpret your result in context.
d) Calculate the average seasonal effect for quarter 3. Interpret your result in context.
113
Phase 4
Independent Hint:
work for
students. All To estimate you need to:
questions
must be ✓ Calculate the average seasonal effect for that quarter
answered.
✓ Get your ruler. Extend the trend line.
Full working ✓ Now look at the quarter you are making a prediction for.
out must be ✓ Trend line value + average seasonal effect
shown in their
exercise
books. Q1
Past paper
exam
Statistics
fascination
PCPIE
Planning
Collecting data
Presenting
Interpreting
Evaluation
Phase 5
Use DPR Class

View for
plenary and
update
judgments
114
115
Q2
116
117
Phase 1
Refer to KO
and Lesson 3 – Time Series exam questions
introduce
the lesson Teacher example Learning
objective
The time series graph shows information about the mean number of hours per week that people To be able to
listened to the radio from 2007 to 2009 complete exam
Phase 2 questions on
Starter: time series
graphs.
Last lesson
Last week
This year
Phase 3
Introduce
content and
model using
teacher
example (I do)
and student
example (you
do). Go
through
student
example as a
class (we do)
(a) Between which two successive quarters was the greatest change in the mean number of
hours per week that people listened to the radio?
..............................................................................................................................................
(1)
A trend line has been drawn on the graph.
(b) Describe the trend.
..............................................................................................................................................
..............................................................................................................................................
(1)
(c) Write down the value shown by the trend line for the mean number of hours people listened
to the radio in quarter 4, 2009
..............................................................................................................................................
(1)
(d) Comment on whether your answer to (c) is likely to be higher or lower than the true value.
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
(2)
118
Student example
The table gives information about the public spending (£ billion) by Central Government from 1995
to 2000
(a) Write down the public spending category in 2000 with the lowest public spending.
...........................................................
(1)
(b) Describe the trend in the total public spending from 1995 to 2015
...........................................................
(1)
The public spending column for 1995 adds up to 216.9 but the total is given as 216.7
(c) Give a possible reason why.
.............................................................................................................................................
(1)
119
Phase 4
Independent Hint:
work for
students. All To estimate you need to:
questions
must be ✓ Calculate the average seasonal effect for that quarter
answered.
✓ Get your ruler. Extend the trend line.
Full working ✓ Now look at the quarter you are making a prediction for.
out must be ✓ Trend line value + average seasonal effect
shown in their
exercise
books. Q1 A headteacher recorded the number of student absences each day for the first three weeks of a school
term.
Past paper
exam
Statistics
fascination
PCPIE
Planning
Collecting data
Presenting
Interpreting
Evaluation
The table shows this information.

It also shows some of the 5-point moving averages for this information.
(a) Complete the table to show the missing 5-point moving average.
(2)
The data from the table is plotted on a time series graph on the next page.
(b) On the time series graph, plot the moving average from part (a).
(1)
Phase 5
Use DPR Class

View for
plenary and
update
judgments
120
(c) Draw a trend line on the time series graph.
(1)
The headteacher is worried about the number of absences on Fridays.
*(d) Use the time series graph to comment on whether the headteacher is right to be worried.
(2)
121
Q2 The table and time series graph give information about the numbers of houses with a value of greater
than £40 000 that were sold in Wales in the years 2014 to 2016
The final 4-point moving average is missing from the table and from the time series graph.
(a) (i) Calculate this missing 4-point moving average.
Write your answer in the table.
(2)
(ii) Plot this 4-point moving average on the time series graph.
(1)
122
A newspaper wants to include this graph with an article on house sales in Wales.
(b) Why might this graph be misleading?
.............................................................................................................................................
.............................................................................................................................................
(1)
(c) For which quarter each year was the number of houses sold in Wales the greatest?
...........................................................
(1)
(d) Describe and interpret the trend shown by the time series graph.
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
(2)
Matthew draws a trend line on the time series graph.
He calculates the gradient of his trend line correctly.
Here is his calculation
gradient = 2600 ÷ 8 = 325
(e) Interpret this gradient in the context of the graph.
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
(1)
Matthew wants to use his trend line to predict the numbers of houses sold in Wales in 2017 by
extrapolation.
(f) Give a danger associated with using extrapolation when making predictions.
.............................................................................................................................................
.............................................................................................................................................
(1)
123
Q3 The time series graph gives information about the total amount of money spent by overseas tourists in
the UK for each quarter for the years 2011 to 2013
A trend line has been drawn on the graph.

The trend line is based on 4-point moving averages.
(a) Explain why 4-point moving averages were chosen.
.............................................................................................................................................
.............................................................................................................................................
(1)
(b) Discuss any seasonal variation shown by the graph.
Do not do any calculations.
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
(2)
*(c) (i) Work out the gradient of the trend line.
...........................................................
(ii) Interpret your answer.
.............................................................................................................................................
.............................................................................................................................................
(3)
(d) Calculate an estimate for the total amount of money spent by overseas tourists for Quarter 1 in
2014
£ ........................................................... million
(3)
124
125

KO 1 - 4 A and C1 Booklet

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KO 1 – 4 1

For the table above calculate the:

For the table above calculate the:

For the table above calculate the:

Refer to KO Lessons 3 – Standard deviation

Teacher example (Give more examples if necessary) Learning objective

Linear interpolation The

Calculate the standard deviation for the data.

For the table above calculate the:

He has collected this data.

a) Work out the mean number of eggs per nest

a) Calculate an estimate for the mean.

a) In which class interval does the median lie?

d) Suggest a reason as to why Sue is not correct.

Teacher example (Give more examples if necessary) Learning objective

A candidate scored these marks: Memory recall

The overall pass mark is 65.

Teacher example (Give more examples if necessary) Learning objective

a) Suggest why 2012 is the base year.

Q2* Carl bought a flat in Wolverhampton.

Year 2014 2016

c) Work out the percentage increase from 2015 to 2016.

Price 420 425 430 450

CPI 100 100.7 102.7

Milk £1.00 £1.20 58

Bananas 44p 52p 25

Strawberries 30p 38p 17

Steel A £275 £280 3

Steel B £275 £305

Teacher example (Give more examples if necessary) Learning objective

Richard will be taking a sample of these students for his investigation.

c) Which is better to use as an average, the IQR or the range? Why?

- High standard deviation means the

b One adult watched television for 72 hours last week.

Q2 Here are the weights in kg of 10 dogs.

a) Work out the range.

Q4* In a survey about family size, Tom found that:

35% have no siblings

Which diagrams and calculations should Timo include in his report?

Number in age group x 1000

36-65 Memory recall

Formulae (these are

In England and Wales in 2014

a) Give an interpretation of the number 64 in the table.

Number in age group x 1000

Number of births/deaths x 1000

b) Compare the standardised death rate for each age group.

a) Which village is likely to have a higher crude death rate?

Teacher example (give more examples if necessary) Learning objective

Q1 Minutes per day spent playing computer games:

Median: Lower Quartile: Upper Quartile:

Q2 What information is needed to draw a box plot?

Q2 Height in cm of a group of year 10 girls:

Median: Lower Quartile: Upper Quartile:

b. Now show this information on a box plot.

Q3* Weight in kg of year 10 boys:

Median: Lower Quartile: Upper Quartile:

Starter: Prior learning

Introduce Memory recall

Justify, by calculation, that 70 is an outlier for Pine Wood.

Full working Debbie says,

Simon uses the information in the box plots to conclude that