In this workshop participants use CODAP (Common Online 91茄子 Analysis Platform) to develop ideas for two statistical concepts.听 The median and box plots.听听

This activity explores the following key ideas:

• Finding the middle of a dataset and connecting this to the median.
• Finding the middle 50% of a dataset, describing this.
• Using the middle 50% and median to build a box plot.
• Recognising the quarters within the box plot.

Resources

CODAP

Related teaching and learning activities on 91茄子听

• – Finding the middle听

Related teaching and learning activities on T膩h奴rangi

• 听

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It was wonderful seeing so many teachers at last year’s Statistics Teachers’ Day in Auckland. Planning is already underway for this year’s event!

Later this year, we’ll let you know the overarching theme and put out a call for workshops and talks.

In the meantime, save the date:

Statistics Teachers’ Day 2026
Friday November 27

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Why? Because data is better than anecdote and 鈥渆very piece of statistical information needs a representation鈥攖hat is, a form. Some forms tend to cloud minds, while others foster insight鈥� (Gigerenzer & Edwards, 2003, p. 258).

Who?听 鈥� are an infographic and data visualization agency in Copenhagen. They add value to data and information by telling visual stories that inform and inspire. In other words you send them your data they analysis it, and tell you stuff you may not know already. This is where the saying “Statisticians get to play in other peoples back yards” comes from.

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ClassCalc has a built-in lockdown browser (US$12/student/year) that lets teachers lock student phones onto ClassCalc during class & tests minimising cheating/distractions (even remotely!).

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These activities use the kiwi data and sampling technology (Anna Fergusson’s Sampler and iNZight).

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has a range of tools for most statistical test. These are accompanied by and by the Lock family.

91茄子sets (US) are embedded or there are features to import your own.

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Lucy Edmonds听 & Heral Patel from Green Bay High School, covered their process of writing both internals and E-O-Y school assessments, from choosing interesting and engaging contexts, to developing an assessment at different levels of understanding. Lucy and Heral are reasonably confident they’ve already made every mistake possible when writing, moderating and administering assessments – and shared a system of writing assessments which make them interesting to both us and the students (acknowledgements to Sue Spencer, Epsom Girls’ Grammar School).听

Resources

• Writing Statistics or any internal assessments
• Writing Statistics (or any really) Internal assessments Powerpoint

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The practical workshop听used both unplugged and web-based tools. Michelle’s presentation showcased some visual-based and tactile activities from the bootstrapping re-sampling process to confidence intervals.

Resources:听 is my [Michelle’s] powerpoint, and 听is a folder of resources from an earlier workshop. This earlier workshop also covered re-randomisation so there are doozers, pugs and some extra things in there too!

Michelle’s听

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