AC9M5ST03: Plan and conduct statistical investigations by posing questions or identifying a problem and collecting relevant data; choose appropriate displays and interpret the data; communicate findings within the context of the investigation

Students formulate a statistical question, select a population and variable, distinguish nominal and ordinal categories, collect data fairly, clean and display it, then interpret mode, shape and spread with limitations.

A statistical investigation is a connected cycle in which the question determines the variable, method, display and defensible conclusion.

Nominal categories have no inherent order; ordinal categories have a meaningful order, such as strongly disagree to strongly agree.

Avoid claiming causation or generalising beyond the sample. Digital tools organise and display data but do not fix a biased question or sample.

Learning routine: Represent → Reason → Calculate → Interpret → Verify

Success looks like

• Construct or represent accurately
• Use correct vocabulary and notation
• Interpret relationships
• Apply to a new example
• Justify and evaluate

nominal data

categories with no inherent order

ordinal data

categories with a meaningful order

spread

extent to which values vary

Content description: plan and conduct statistical investigations by posing questions or identifying a problem and collecting relevant data; choose appropriate displays and interpret the data; communicate findings within the context of the investigation.

• E1: posing questions about insect diversity in the playground, collecting data by taping a one-metre-square piece of paper to the playground, and observing the type and number of insects on it over time
• E2: posing a question or identifying a problem of interest, collecting, interpreting and analysing the data and discussing if the data generated provides the information necessary to answer the questions
• E3: developing survey questions that are objective, without opinion and have a balanced set of answer choices without bias
• E4: exploring First Nations Ranger Groups’ and other groups’ biodiversity detection techniques to care for Country/Place, posing investigative questions, collecting and interpreting related data to represent and communicate findings

Core idea: A statistical investigation is a connected cycle in which the question determines the variable, method, display and defensible conclusion.

Remember

• Construct or represent accurately
• Use correct vocabulary and notation
• Interpret relationships
• Apply to a new example
• Justify and evaluate

Important questions

• Classify nominal/ordinal. Explain using the model or evidence above.
• Write a statistical question. Explain using the model or evidence above.
• Identify the mode. Explain using the model or evidence above.
• Describe spread. Explain using the model or evidence above.
• State a limitation. Explain using the model or evidence above.

Learn from the Topic Guide and fixed Teacher Slides, complete the Practice Sheet, use Practice for supported feedback, then take the Test when ready.

Project the fixed branded slide deck one slide at a time.

• Ordinal categories treated as equal numerical intervals — Order is meaningful, but distances may not be.
• Leading question used — Wording should not push responses.
• Sample treated as whole population — Limit the conclusion.
• Software chart chosen automatically — Select a display that fits variable and question.

Curriculum equivalents for Plan and conduct statistical investigations by posing questions or identifying...

Mapped skill: plan and conduct statistical investigations by posing questions or identifying a problem and collecting relevant data; choose appropriate displays and interpret the data; communicate findings within the context of the investigation

These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.

Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.

Australian Curriculum Version 9.0

• AC9M5N01: Decimals Beyond Hundredths
• AC9M5N02: Factors, Multiples and Divisibility
• AC9M5N03: Comparing and Ordering Fractions
• AC9M5N04: Percentages, Fractions and Decimals
• AC9M5N05: Adding and Subtracting Fractions
• AC9M5N06: Multiplying Larger Numbers