Year 5 Mathematics · AC9M5ST03

Plan and conduct statistical investigations by posing questions or identifying a problem and collecting relevant data

plan and conduct statistical investigations by posing questions or identifying a problem and collecting relevant data; choose appropriate displays and interpret the data…

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Learning goalsSay it simply

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
Key conceptTeach from the board

Plan a complete investigation cycle

1QuestionWhat do we want to know?
2Variablenominal, ordinal or discrete?
3Sample/methodwho, how, one response each
4Clean/displaycheck categories and totals
5Interpretmode, shape, spread
6Reportconclusion and limitation

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

  1. Read every label and identify the quantities, parts or evidence.
  2. Explain the relationship shown—not just the final answer.
  3. Check the conclusion against the original question and units.

Interpret data in context

featureexample statementmode‘often’ was the most frequent responseshaperesponses concentrated at the higher ratingsspreadratings ranged from 1 to 5limitationone class, voluntary responsesnext questionrepeat across year levels

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

Now transfer the same relationship to a new situation and justify the result with precise vocabulary.

Clean visual examplesOne-page board

Clean one-page examples

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
Example 1

1 Question What do we want to know?

Example 2

feature example statement mode ‘often’ was the most frequent response shape responses concentrated at the higher ratings spread ratings ranged from 1 to 5 limitation one class, voluntary responses next question repeat across year levels

Example 3

1 Question What do we want to know?

Example 4

feature example statement mode ‘often’ was the most frequent response shape responses concentrated at the higher ratings spread ratings ranged from 1 to 5 limitation one class, voluntary responses next question repeat across year levels

Curriculum examplesCopied content

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
Questions and answersWith answers

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.
Practice and reviewReady for practice
  • 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.

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

Curriculum alignmentStart here

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
Related resourcesKeep teaching

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