Explicit teaching — I Do (~15 min)
1. Interpreting displays WA6MPSS1
Model reading the graph, and define mode (most frequent), range (max − min), and shape (where data clusters, spreads or gaps).
2. Features that influence an audience WA6MPSS2
Show two graphs of the same data — one with a truncated (non-zero) axis that exaggerates differences. Discuss how scale, colour and labels can mislead.
3. The investigation cycle WA6MPSS3
Guided practice — We Do (~20 min)
- Read together. Interpret a side-by-side column graph as a class; find the mode and range and describe the shape.
- Spot the spin. Compare a fair and a misleading version of the same data; list the features that change the impression.
- Plan an investigation. Co-design a class question (e.g. "How do screen-time hours differ across the week?"), agree how to collect data accurately and consistently, and choose an appropriate display.
Independent practice — You Do (~15 min, extends across the sub-sequence)
Investigation task:
- pose a statistical question about a real-world context;
- collect (or use provided) continuous and discrete data, ensuring accuracy and consistency;
- represent it with a suitable display (line graph and/or side-by-side column graph);
- interpret findings: state mode, range and shape, and describe reasons for variation;
- reflect: could the display mislead? How is it fair?