Grade 10: Statistics

Warm up with a few quick statistics warm-ups on the board while the class settles, so every child starts thinking about the skill.

Scatterplots and two-way tables both explore the relationship between two variables: a scatterplot for two numerical variables (plotted as points), and a two-way table for two categorical variables (organised as counts in a grid). Model the method clearly, thinking aloud:

• Start by plotting real paired data (e.g. hours studied vs test score) as a scatterplot, then describe the pattern in words before naming it.
• Introduce positive correlation, negative correlation, and no correlation as three distinct patterns, with a labelled example of each.
• Move to two-way tables: organise categorical data (e.g. sport yes/no by instrument yes/no) into the four combination cells, checking they sum to the total.
• Discuss strength (how tightly points cluster) and direction (positive/negative) separately when describing a scatterplot.
• Caution that correlation, however strong, does not by itself prove one variable CAUSES the other.

Do the first few questions of the practice worksheet together, one child explaining each step. Check for understanding before releasing the class to work alone.

Students complete the practice worksheet independently while you circulate and support.

Circulate and look for these, they are the usual sticking points:

• Describing a scatterplot's direction (positive/negative) but ignoring its strength (how closely the points follow the pattern).
• Assuming a strong correlation between two variables means one causes the other.
• Forgetting to check that a two-way table's cell counts add up to the stated total.
• Confusing a two-way table (categorical data, counts) with a scatterplot (numerical data, points).

Pull the class back together. Ask one child to explain statistics in their own words, pose a single check question everyone answers on a mini whiteboard, and name what you will build on next lesson.

Use the independent worksheet as the evidence. A child who can complete it accurately and explain one answer has met the objective; anyone who cannot needs the easier level and a short reteach next session.