It may also be useful professional development for Statistics or Social Science learning areas.

It uses the PPDAC cycle to progress through the stages of exploratory data analysis.

If you find this resource helpful please share it with your teaching colleagues.

If you would like further help using the tools on the 91ÇÑ×Ó website or to take part in the 2015/16 census please contact us.

Script for L3/4 Movie CAS 91ÇÑ×Ó Viewer

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Resource files for teachers or students to use for sampling and analysis using software other than 91ÇÑ×Ós.

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91ÇÑ×Ó 2007 data subset (as .xlsx)

91ÇÑ×Ó 2007 data subset (as .csv)

Full list of 2007 variables and questions

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A subset of 15 000 data values is available in an excel spreadsheet.

91ÇÑ×Ó 2009 subset (as .csv)

91ÇÑ×Ó 2009 subset (as .xlsx)

2009 variables, attributes and questions

These are the variables (or attributes) in the 2009 survey: ()

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Are you a boy or a girl?  How did you get to school?  How big are your feet?  What is your hair length?

In this activity, one data card is like a person’s ID card.  It tells us useful information about each person.  When students are using data from 91ÇÑ×Ó, it is very important for students to take time to “unpack the variables”.   This activity starts with 35 data cards and gets students familiarise themselves with data types, pose investigative questions, draw dot plots and bar graphs and make summary statements.

Achievement Objectives

Level 2 

S2-1 Conduct investigations using the statistical enquiry cycle:

• A posing and answering quetsions
• B gathering, sorting, and displaying category and whole-number data
• C communicating findings, using data displays

Level 3

S3-1 Conduct investigations using the statistical enquiry cycle:

• A gathering, sorting, and displaying multivariate cateogory and whole-number data to answer questions
• B identifying patterns and trends in context, within and between data sets
• C communicating findings, using data displays.

Resources:

• Teacher Instructions ID Cards
• Year 4 91ÇÑ×Ó Set xls
• Survey questions
• Year 4 91ÇÑ×Ó Cards

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Resources:

• Student worksheet
• Teacher instructions

Achievement Objectives

• Level 5
  • S5-1Plan and conduct surveys and experiments using the statistical enquiry cycle
    • B considering sources of variation
    • C gathering and cleaning data
    • D using multiple displays, and re-categorising data to find patterns, variations, relationships, and trends in multivariate data sets
• Level 6
  • S6-1Plan and conduct investigations using the statistical enquiry cycle
    • D making informal inferences about populations from sample data

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Resources:

• Activity Instructions

Achievement Objectives

• Level 4 Plan and conduct investigations using the statistical enquiry cycle:

                        A determining appropriate variables and data collection methods,

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What we can conclude from some data we are given?  Often students have plenty of practise drawing graphs and calculating statistics. This activity concentrates on the C part of the PPDAC cycle and provides and opportunity and writing frame for students to write conclusions about students who filled out the C@S online survey.

Resources:

• Student worksheet
• Teacher instructions
• 91ÇÑ×Ó set A
• 91ÇÑ×Ó set B

Achievement Objectives

• Level 5
  • S5-1Plan and conduct surveys and experiments using the statistical enquiry cycle
    • F presenting a report of findings

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A comparative analysis investigating the lengths of armspans of boys and girls. Students use a variety of displays and summative statistics and are led through how to write appropriate conclusions.

Resources:

• Teacher instructions
• Student worksheet
• Bear Hugs 3 iNZight instructional video

See Bear Hugs 1 and Bear Hugs 2 for previous iNZight instructional videos

Achievement Objectives

• Level 5
  • S5-1Plan and conduct surveys and experiments using the statistical enquiry cycle
    • B considering sources of variation
    • D using multiple displays, and re-categorising data to find patterns, variations, relationships, and trends in multivariate data sets
    • E comparing sample distributions visually, using measures of centre, spread, and proportion

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Resources:

• Student worksheet
• Teacher instructions
• Bear Hugs 2 iNZight instructional video

See Bear Hugs 1 and Bear Hugs 3 for previous iNZight instructional videos.

Achievement Objectives

• Level 5
  • S5-1Plan and conduct surveys and experiments using the statistical enquiry cycle
    • B considering sources of variation
    • D using multiple displays, and re-categorising data to find patterns, variations, relationships, and trends in multivariate data sets
    • E comparing sample distributions visually, using measures of centre, spread, and proportion

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Does the average student have arms long enough to give a bear with a circumference of 160cm a hug?

In this activity you will explore how long the average arm span is and if it is bigger than the 160cm required to hug a bear. Students use data from the ‘Nosey parker’ activity (24 students from the C@S website) to construct appropriate displays and calculate and interpret sample statistics. They assess the distribution shape and use their analysis to make an inference about the population of students’ armspans.

Resources:

• Student worksheet
• Teacher instructions

Achievement Objectives

• Level 5
  • S5-1Plan and conduct surveys and experiments using the statistical enquiry cycle
    • B considering sources of variation
    • D using multiple displays, and re-categorising data to find patterns, variations, relationships, and trends in multivariate data sets
    • E comparing sample distributions visually, using measures of centre, spread, and proportion

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