What students learn in AC9M10ST02
This unit helps students build a clear, usable understanding of Data distributions for continuous numerical variables using appropriate data displays.... The goal is not to memorise one answer pattern. Students should be able to explain the idea, recognise it in a new example and apply it in a short practice or worksheet task.
- Start with the main idea: compare data distributions for continuous numerical variables using appropriate data displays including boxplots; discuss the shapes of these distributions in terms of centre, spread, shape and outliers in the context of the data.
- Use concrete examples, pictures, oral explanation and short written responses before moving to independent practice.
- constructing and interpreting box plots and using them to compare data sets, understanding that box plots are an efficient and common way of representing and summarising data and can facilitate comparisons between data sets comparing shapes of distributions using box plots, histograms, cumulative frequency graphs and dot plots, discussing symmetry, skew and modality
- Finish with mixed questions so students must choose the correct strategy rather than copy the last example.
Curriculum coverage and elaborations
The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning but may not appear in the initial eight-question activity.
- Content description: compare data distributions for continuous numerical variables using appropriate data displays including boxplots; discuss the shapes of these distributions in terms of centre, spread, shape and outliers in the context of the data
- E1: constructing and interpreting box plots and using them to compare data sets, understanding that box plots are an efficient and common way of representing and summarising data and can facilitate comparisons between data sets
- E2: comparing shapes of distributions using box plots, histograms, cumulative frequency graphs and dot plots, discussing symmetry, skew and modality
- E3: using digital tools to compare boxplots and histograms as displays of the same data in the light of the statistical questions being addressed and the effectiveness of the display in helping to answer the question
- E4: finding the five-number summary (minimum and maximum values, median, and upper and lower quartiles) and using its graphical representation, the box plot, as tools for both numerically and visually comparing the centre and spread of data sets
- E5: comparing the information that can be extracted and the stories that can be told about continuous and discrete numerical data sets that have been displayed in different ways, including histograms, dot plots, box plots and cumulative frequency graphs
- E6: exploring how the identification and appropriate handling of outliers is an important step in machine learning to ensure that they don't unduly influence the model
How to use this unit
Read the topic guide, use the teacher slide for instruction, then complete the Worksheet, Practice and Test. These three activities use the same eight-question unit bank.
Teacher resource
AC9M10ST02 teacher slide
Use this one-page PDF to introduce the key idea, vocabulary and teaching sequence before students begin the activities.
Open teacher slide (PDF)Common mistakes to watch for
- Rushing to a rule before checking the concrete model, drawing or number sentence.
- Using the correct answer once but not being able to explain why it works.
- Mixing up similar vocabulary such as more/less, before/after, longer/shorter or equal groups/sharing.
International curriculum mapping
This table gives closest-topic mapping for search and planning. The Australian Curriculum code is exact; overseas entries are broad equivalents because each jurisdiction structures outcomes differently.
| Region | Curriculum | Closest mapping |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9M10ST02 — compare data distributions for continuous numerical variables using appropriate data displays including boxplots; discuss the shapes of these distributions in terms of centre, spread, shape and outliers in the context of the data |
| Victoria | Victorian Curriculum F-10 | Year 10 Maths: closest match in Statistics. Use this page as a VIC-aligned practice and worksheet reference. |
| NSW | NSW Curriculum | Stage 5 Maths: closest content focus for Data distributions for continuous numerical variables using appropriate data displays... and related outcomes. |
| United States | Common Core / NGSS | Grade 10 Common Core Mathematics/ELA closest topic match for Data distributions for continuous numerical variables using appropriate data displays.... |
| England / UK | National Curriculum | Key Stage 4 / Year 10: closest programme-of-study match for Data distributions for continuous numerical variables using appropriate data displays.... |
| Canada | Provincial and territory curricula | Grade 10 closest topic match. Canada varies by province, so use this as a broad Ontario/BC-style learning outcome reference. |
| New Zealand | New Zealand Curriculum | Level 5 Maths: closest achievement-objective topic for Data distributions for continuous numerical variables using appropriate data displays.... |
| India | NCERT / CBSE | Class 10 closest NCERT/CBSE topic match for Data distributions for continuous numerical variables using appropriate data displays.... |