This displays the link on page 287 of the Student Resource Book.

• Students need practise at planning an enquiry and one of the early steps they will need to consider is how to collect information. You should expect students to justify their choice for data collection by explaining what type of information they might collect using each method. For example, students might choose a dot plot to gather information about the length or weight of each bird because measurements create numerical data as numbers of centimetres or grams. On the other hand, tally charts might be better for discovering the sorts of birds seen by rangers, since tally charts are helpful for recording categorical data and rangers could enter the names of different species of bird into the chart and make a tally for each bird they saw.
• You could extend the discussion by asking what title they might give each graph, what labels they might use for each axis of a graph, or what symbols or scales they think might be needed on their graph.

This displays a teacher and two students asking questions and asks students how they might collect the data needed to answer them.

• The data could be collected in more than one way for the questions so this sheet can be used to discuss the possibilities and the advantages and disadvantages of each way.

This displays some data and the stem and leaf plot for the data and asks students what the numbers that form the stem mean and likewise for the numbers that form the leaves. It also asks them to draw a stem and leaf plot for some similar data.

• You could extend this sheet by asking students to collect their own data, in groups, for how many times in a row they can catch a ball and then draw a stem and leaf plot for their data.

This displays a check list for each type of graph in the student text.

• You could also give students the opportunity to create their own list of titles, labels and scales needed for each type of graph.

This displays a tally chart and bar graph which display the same information. Students need to say what information needs to complete each one.

• You could give students the opportunity to suggest why titles, labels and scales are important before asking them to create the checklist for a bar chart.
• This activity could be extended by asking students to create checklists for other types of data display. Students can then use their own checklists to conduct self or peer assessments on graphs they draw throughout this chapter.

This displays different types of graphs and asks students to identify the type of graph, talk about the data displayed, and suggest questions that could be answered by the data.

• Some students may not be familiar with the game of Jeopardy. Explain that in Jeopardy, contestants are given answers as a clue and must provide a question that would elicit that answer.
• Labels and data suggest the area of enquiry, but students may suggest several acceptable questions which might be answered by the data displayed. Students should be expected to justify their answers with reference to the titles, labels and data set contained in each graph.

This displays a tally chart showing the results of an enquiry into the contents of a jellybean packet.

• The questions and responses can be used to develop statistical language, for example, most, least, equal, frequency.
• Encourage students to explain the number strategies they used to answer the questions. For example, how did they calculate the difference between the number of jellybeans of each colour (addition or subtraction?); or how did they find the total number of jellybeans (compatible numbers?).

This displays a sheet with three graphs which show the same data in different ways. Students are asked to talk about what the graphs show before deciding which graph communicates the results of an enquiry most clearly.

• Students should be encouraged to notice both the strengths and weaknesses of each type of graph. For example, while the pie graph makes it easy to compare the eggs each pair laid, it is difficult to calculate the actual number of eggs.