Grade 10 Extended Mathematics:

Crit CD - Statistical Analysis Report

This exploration is a piece of written work based on personal research involving the collection, analysis and evaluation
of data. It will be marked against Criterion C and D.
You will have 4 lessons of class time to work on this. The final report is at 2:15pm on Monday Dec 2nd
Starter Links:
Olympics Results Link to Gapminder
NBA 2022 - 23 Statistics Link to World Bank Open Data
FIFA World Cup Qatar 2022 Statistics

Instructions:
● Pick a starter link; brainstorm a list of possible topics related to the statistics that interest you - one of them must
come from data provided in the starter link
○ Develop a research question from your brainstorm
○ Identify the aim of your exploration: what (minimum) 2 variables will you be measuring?
○ *STOP* and have the question approved by your teacher before proceeding
● Collect data to answer your research question
● Generate a statistical report that addresses and analyzes your research question

Use six criteria below for what makes a good investigative question:
1. The variable(s) of interest is/are clear and available or can be collected.
2. The personal interest and intent (e.g. summary, comparison, relationship, time series) are clear.
3. The investigative question can be answered with the data (question is specific, data can be collected, ethics).
4. The investigative question is one that is worth investigating, is interesting, and has a purpose.
5. The investigative question allows for analysis to be conducted.

Each report must contain:

● a title page with descriptive title
● an introduction which includes a rationale (why did you pick that topic), an aim (what question are you trying to
answer) and plan (method used to answer your question) [D: 1-8, i]
● A dataset or multiple datasets you will use to conduct an analysis - data is collected and/or generated including a
copy of the questionnaire if used or source
● With your dataset, select appropriate ways to organize the data so that it conveys the issue and allows for a
relevant statistical analysis and display. Some options to choose from, but not limited to: stem-and-leaf diagram,
five-point summary, cumulative frequency curve, box plot, histogram, lines of best fit [D: 1-8, ii]
● include critical relevant points such as the following: sampling techniques, outliers, correlation [D: 1-8, iii]
● interpretation of results, including a discussion of validity, reasonableness, and accuracy [D: 1-8, iv]
● conclusion summarizing the findings, reflecting on the process, identifying areas of improvement [D: 1-8, iv]
● use appropriate mathematical language and notation consistently [Equation Editor] [C: 1-8, i]
● clearly communicated calculations, explanations, diagrams, tables, graphs- effectively reinforce [C: 1-8, ii-iii]
● Explain your thinking and answers in such a way that they are complete and coherent. [C: 1-8, iv]
Organize your report in a consistent and logical structure and construct a complete bibliography. [C: 1-8, v]
● correctly formatted MLA citations (in text & works cited) - use Noodletools on my.CIS
● length of your paper must be between 5 - 7 pages including the title page and works cited [C: 1-8, iv]

CHECKLIST
By the end of each lesson I will aim to be done with:
Lesson 1: Lesson 2: Lesson 3 & 4:
=Choose a starter article & Data collection Interpretation and reflection of results
brainstorm ideas related to the Introduction written Conclusion
starter article
Calculations with data MLA8 Citations (in text & works cited)
Choose a topic question/area to
Body including breakdown Proofread and peer review (check the
explore (approved by teacher)
of calculations (use rubric!)
Develop a method for how you will technology where relevant) Submit your paper on Managebac by
collect data (find websites etc.)
2:15pm on Dec 2nd

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Assessment
You will be assessed on all descriptors of the MYP criteria C and D as shown below.

Criterion C (Communication)
Achievement General Descriptor
Level

0 The student does not reach a standard ● No report submitted

described by any of the descriptors below.

1-2 The student is able to: The student is able to:

i. use limited mathematical language i. use a limited amount of mathematical vocabulary
ii. use limited forms of mathematical and notation in the report.
representation to present information ii. use at least one form of representation, such as
iii. (not demonstrated at this level) equations, calculations, tables, or explanations with
iv. communicate through lines of reasoning errors that can distort the information being
that are difficult to interpret presented
v. (not demonstrated at this level). iii. (not demonstrated at this level)
iv. present arguments that are difficult to understand
v. (not demonstrated at this level).

3-4 The student is able to: The student is able to: i. use some appropriate
i. use some appropriate mathematical amount of mathematical vocabulary and notation in
language the report.
ii. use appropriate forms of mathematical ii. use at least two forms of representation, such as
representation to present information equations, calculations, tables, or explanations, with
adequately limited errors that don’t distort the information being
iii. (not demonstrated at this level) presented
iv. communicate through lines of reasoning iii. (not demonstrated at this level)
that are able to be understood, although iv. present arguments that can generally be
these are not always clear understood, however are not always clear (mostly
v. adequately organize information using coherent and flows well)
a logical structure. v. organize the report in a logical structure
((introduction, aim, rationale, body, conclusion) and
construct a somewhat complete bibliography

5-6 The student is able to: The student is able to:

i. usually use appropriate mathematical i. usually use an appropriate amount of
language mathematical vocabulary and notation in the report.
ii. usually use appropriate forms of ii. use at least three different forms of
mathematical representation to present representations, such as equations, calculations,
information correctly tables, and explanations correctly
iii. move between different forms of Technology used where appropriate and relevant.
mathematical representation with some iii. use the different forms of representation in a way
success so that they sometimes reinforce each other
iv. communicate through lines of reasoning iv. present arguments that are clear to read,
that are clear although not always coherent and complete
coherent or complete v. organize the report in a usually consistent and
v. present work that is usually organized logical structure and construct a mostly complete
using a logical structure bibliography.

7-8 The student is able to: The student is able to:

i. consistently use appropriate i. consistently use appropriate mathematical
mathematical language vocabulary and notation in the report.
ii. use appropriate forms of mathematical ii. use different forms of representations, such as
representation to consistently present equations, calculations, tables, and explanations,
information correctly consistently and correctly.
iii. move effectively between different Good use of technology where appropriate and
forms of mathematical representation relevant
iv. communicate through lines of reasoning iii. use the different forms of representation in a way
that are complete and coherent so that they effectively reinforce each other
v. present work that is consistently iv. present clear arguments that are consistently
organized using a logical structure. complete and coherent
v. organize the report in a consistent and logical
structure and construct a complete bibliography.

2
Criterion D (Applying mathematics in real life contexts)

Achievement General Descriptor

Level

0 The student does not reach a standard ● No report submitted

described by any of the descriptors below.

1-2 The student is able to: The student is able to:

i. identify some of the elements of the i. identify some elements of the chosen context.
authentic real-life situation ii. analyze, but with some errors, the data as
ii. apply mathematical strategies to find a presented and deduce a somewhat accurate
solution to the authentic real-life situation, conclusion.
with limited success iii. (not demonstrated at this level)
iii. (not demonstrated at this level) iv. (not demonstrated at this level)
iv. (not demonstrated at this level) v. (not demonstrated at this level)
v. (not demonstrated at this level).

3-4 The student is able to: The student is able to:

i. identify the relevant elements of the i. identify some relevant elements required for the
authentic real-life situation report.
ii. select, with some success, adequate ii. select adequate ways to organize the data so
mathematical strategies to model the that it somewhat conveys the issue or allows for a
authentic real-life situation proper analysis.
iii. apply mathematical strategies to reach a iii. analyze the data using relevant statistical
solution to the authentic real-life situation concepts in order to deduce a conclusion, but with
iv. (not demonstrated at this level) errors.
v. discuss whether the solution makes sense iv. (not demonstrated at this level)
in the context of the authentic real-life v. discussed some reflections seen in this report
situation. but they need improving

5-6 The student is able to: The student is able to:

i. identify the relevant elements of the i. identify most relevant elements required for the
authentic real-life situation chosen context
ii. select adequate mathematical strategies to ii. select mostly relevant Math concepts, that
model the authentic real-life situation allows to explore the chosen context
iii. apply the selected mathematical strategies iii. analyze the data by applying concepts with
to reach a valid solution to the authentic some minor errors, to deduce a valid conclusion.
real life situation iv. Justify the degree of accuracy of your solution
iv. explain the degree of accuracy of the but has room for improvement
solution v. discuss, in some detail, considered limitations
v. explain whether the solution makes sense of the work and possible extensions. Reflection
in the context of the authentic real-life used in several places in the report and /or at the
situation. end but can be improved.

7-8 The student is able to: The student is able to:

I. identify the relevant elements of the i. identify all relevant elements of the chosen
authentic real-life situation context
ii. select appropriate mathematical strategies ii. select relevant Math concepts so that it allows
to model the authentic real-life situation for a proper analysis.
iii. apply the selected mathematical strategies iii. analyze the data as presented to deduce an
to reach a correct solution to the authentic accurate conclusion
real-life situation iv. Justify the degree of accuracy of your solution
iv. justify the degree of accuracy of the in detail
solution v. discuss, in some detail limitations of the work
v. justify whether the solution makes sense and possible extensions. Reflection used
in the context of the authentic real-life consistently throughout the report to make
situation. progress.

3
Put your report title here

4
Introduction
- Rationale (why did you pick that topic)
- Aim (what question are you trying to answer)
- Plan (method used to answer your question)

Data that has been collected and/or generated including a copy of the questionnaire if used or
source

Statistical analysis and presentation of the data

- Use Desmos, Google, Sheets or connect your TI n-Spire to the Computer

Interpretation of results: discussion of validity, reasonableness, and accuracy

Conclusion summarizing your findings, reflecting on the process and identifying areas of
improvement

MLA8 Citations
Appendix including your raw data in table form