MATHS 1 Young Dragons

Mathematics Summary
KS3 Cycle Curriculum Pack

Project one – Young Dragons
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Young Dragons
summary
‘Some people regard private enterprise as a predatory tiger to be shot.
Others look on it as a cow they can milk. Not enough people see it as
a healthy horse, pulling a sturdy wagon.’
Winston Churchill
Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009
‘Enterprise learning requires pupils to have opportunities to interact with

each other, make decisions, take risks, realise that there is not one right
answer to a problem and evaluate outcomes. The most effective schools
saw the promotion of enterprise learning as a way of bringing about a
general improvement in teaching and learning across the curriculum.’
OFSTED
‘I thought of that while riding my bike.’

Albert Einstein, on the theory of relativity
Young Dragons is a project that combines a number of highly relevant

educational issues and Key Stage 3 (KS3) mathematical content:
• Enterprise education
• Mathematical conclusions about the urban transport issues facing cities
today, particularly focused on London
• A wide range of mathematical skills and KS3 coverage of investigative
work and processes, as well as use of communication and
interpretative skills
• A practical and real use of mathematics within the context of today’s
society and environmental issues
• A wide range of whole-school and cross-curricular coverage, shown by
the teaching delivery map, School Travel Plan (STP), Sustainable Schools
(SS) and all five objectives of Every Child Matters (ECM)
Mathematics Summary
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Young Dragons
summary
Young Dragons challenges students to think and act enterprisingly within a
cycling context. The project is based on a comprehensive set of up-to-date
data based on cycling in London. The data are flexible enough for students
to be able to follow their own ideas and test their own hypotheses. It
also gives students a grounding in manipulating statistics to prove their

arguments in today’s communication-rich society. A key outcome of this
project is for students to contact an external body to tell them of their
concerns, backed up with mathematical conclusions.
The Young Dragons project is flexible and consists of many parts, which are
composed of a number of lessons. Each section can be taught within one
day, over consecutive days, or over a number of weeks. The approximate
time for this to be delivered is three to five hours, depending on the route
taken through the project.
This dynamic and active project will combine enterprise education
with cycling in an entrepreneurial activity that will develop students’
understanding of key mathematical and communication concepts
and ideas.
The project is structured to allow flexibility for teachers. Young Dragons
might form part of an enterprise week that includes cross-curricular work
for the students, or might be taught in a series of lessons over a two- or
three-week period.
Mathematics Teaching delivery map
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Young Dragons
teaching delivery map
Mathematical context
The following sections have been taken from the National Curriculum for Mathematics on
the Qualifications and Curriculum Authority’s (QCA’s) website.
New focus on aims and skills; the curriculum should enable all young people to become:
• Successful learners who enjoy learning, make progress and achieve
• Confident individuals who are able to live safe, healthy and fulfilling lives
• Responsible citizens who make a positive contribution to society
These aims, which incorporate the five outcomes of Every Child Matters (ECM), have been the
starting point for all the changes to the secondary curriculum. The new curriculum continues
to recognise the importance of subjects while at the same time placing emphasis on the
development of skills for life and work.
1. Key concepts of mathematics
There are a number of key concepts that underpin the study of mathematics. Students need
to understand these concepts in order to deepen and broaden their knowledge, skills
and understanding.
Unit no. Key concepts Project summary
1.1 Competence • Applying suitable mathematics accurately
within the classroom and beyond
• Communicating mathematics effectively
• Selecting appropriate mathematical tools
and methods, including information and
communication technology (ICT)
1.2 Creativity • Combining understanding, experiences,
imagination and reasoning to construct
new knowledge
• Using existing mathematical knowledge to
create solutions to unfamiliar problems
• Posing questions and developing
convincing arguments
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Key concepts of mathematics (continued)
Unit no. Key concepts Project summary
1.3 Applications and implications • Knowing that mathematics is a rigorous,
of mathematics coherent discipline

• Understanding that mathematics is used as
a tool in a wide range of contexts
• Recognising the rich historical and cultural
roots of mathematics
• Engaging in mathematics as an interesting
and worthwhile activity
1.4 Critical understanding • Knowing that mathematics is essentially
abstract and can be used to model,
interpret or represent situations
• Recognising the limitations and scope of
a model or representation
2. Key processes
These are the essential skills and processes in mathematics that students need to learn
to make progress.
Unit no. Key processes Project summary
2.1 Representing Students should be able to:
• Identify the mathematical aspects of a
situation or problem
• Choose between representations
• Simplify the situation or problem in order to
represent it mathematically, using appropriate
variables, symbols, diagrams and models
• Select mathematical information, methods
and tools to use
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Key processes (continued)
2.2 Analysing Students should be able to:
Make connections within mathematics
•
• Use knowledge of related problems
• Visualise and work with dynamic images
• Identify and classify patterns
• Make and begin to justify conjectures and
generalisations, considering special cases
and counter-examples
• Explore the effects of varying values and
look for invariance and co-variance
• Take account of feedback and learn
from mistakes
• Work logically towards results and
solutions, recognising the impact of
constraints and assumptions
• Appreciate that there are a number of
different techniques that can be used to
analyse a situation
• Reason inductively and deduce
• Make accurate mathematical diagrams,
graphs and constructions on paper and
on screen
• Calculate accurately, selecting mental
methods or calculating devices,
as appropriate
• Manipulate numbers, algebraic expressions
and equations and apply routine algorithms
• Use accurate notation, including correct
syntax, when using ICT
• Record methods, solutions and conclusions
• Estimate, approximate and check working
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Key processes (continued)
2.3 Interpreting and evaluating Students should be able to:
Form convincing arguments based on

•
findings and make general statements
• Consider the assumptions made and the
appropriateness and accuracy of results
and conclusions
• Be aware of the strength of empirical
evidence and appreciate the difference
between evidence and proof
• Look at data to find patterns and exceptions
• Relate findings to the original context,
identifying whether they support or
refute conjectures
• Engage with someone else’s mathematical
reasoning in the context of a problem or
particular situation
• Consider the effectiveness of
alternative strategies
2.4 Communicating and reflecting Students should be able to:
• Communicate findings effectively
• Engage in mathematical discussion of results
• Consider the elegance and efficiency of
alternative solutions
• Look for equivalence in relation to both the
different approaches to the problem and
different problems with similar structures
• Make connections between the current
situation and outcomes, and situations and
outcomes they have already encountered
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3. Range and content
This section outlines the breadth of the subject on which teachers should draw when teaching
the key concepts and key processes. The study of mathematics should enable students to
apply their knowledge, skills and understanding to relevant real-world situations.
The study of mathematics should include:

Unit no. Range and content Project summary
3.1 Number and algebra (not relevant in this section)
3.2 Geometry and measures (not relevant in this section)
3.3 Statistics • The data-handling cycle
• Presentation and analysis of grouped and
ungrouped data, including time series and
lines of best fit
• Measures of central tendency and spread
4. Curriculum opportunities
During the key stage students should be offered the following opportunities that are integral
to their learning and enhance their engagement with the concepts, processes and content of
the subject.
The curriculum should provide opportunities for students to:
• Develop confidence in an increasing range of methods and techniques
• Work on sequences of tasks that involve using the same mathematics in increasingly
difficult or unfamiliar contexts, or increasingly demanding mathematics in similar contexts
• Work on open and closed tasks in a variety of real and abstract contexts that allow them
to select the mathematics to use
• Work on problems that arise in other subjects and in contexts beyond the school
• Work on tasks that bring together different aspects of concepts, processes and
mathematical content
• Work collaboratively as well as independently in a range of contexts
• Become familiar with a range of resources, including ICT, so that they can
select appropriately
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Assessment criteria
Attainment target 4: Handling data
Level 4 Students collect discrete data and record them using a frequency
table. They understand and use the mode and range to describe

sets of data. They group data in equal class intervals where
appropriate, represent collected data in frequency diagrams and
interpret such diagrams. They construct and interpret simple
line graphs.
Level 5 Students understand and use the mean of discrete data. They
compare two simple distributions using the range and one
of the mode, median or mean. They interpret graphs and
diagrams, including pie charts, and draw conclusions.
Level 6 Students collect and record continuous data, choosing
appropriate equal class intervals over a sensible range to create
frequency tables. They construct and interpret frequency
diagrams. They construct pie charts. They draw conclusions from
scatter diagrams, and have a basic understanding of correlation.
Level 7 Students specify hypotheses and test them by designing and
using appropriate methods that take account of variability or bias.
They determine the modal class and estimate the mean, median
and range of sets of grouped data, selecting the statistic most
appropriate to their line of enquiry. They use measures of average
and range, with associated frequency polygons, as appropriate,
to compare distributions and make inferences.
Level 8 Students interpret and construct cumulative frequency tables
and diagrams. They estimate the median and interquartile range
and use these to compare distributions and make inferences.
Exceptional performance Students interpret and construct histograms. They understand
how different methods of sampling and different sample sizes
may affect the reliability of conclusions drawn. They select and
justify a sample and method to investigate a population.
Source: www.dcsf.gov.uk/
© Crown copyright 2007
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Areas within a School Travel Plan (STP)
This project addresses all five aims of the STP
• Significantly reduce the number of car trips on journeys to and from school
Remove the barriers, both perceived and actual, to walking, cycling and using public
•
transport for school journeys
• Increase the number of young people and adults choosing ‘active’ travel options over that
of the car
• Increase understanding among whole-school communities of the travel options that are
open to them
• Provide information to allow school communities to understand the benefits of active,
sustainable transport and to use this information to inform how they choose to travel
Areas within Every Child Matters

The aims of ECM
• Be healthy
• Stay safe
• Enjoy and achieve
• Make a positive contribution
• Achieve economic well-being
It could easily be argued that this project covers all aims of the ECM agenda but specifically
addresses the elements of a healthy lifestyle and making a positive contribution to society
as well as the economics of sustainable travel.
Areas within other central government initiatives/programmes

Initiative/programme Explain the project’s link to this initiative/programme
Social and Emotional Although SEAL is aimed at KS1 and 2, the Young Dragons
Aspects of Learning (SEAL) project links in well through its emphasis on group work
and self-awareness as well as increased motivation towards
learning in mathematics.
Mathematics Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
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Young Dragons
lesson plans – introduction
Specify the
problem
and plan

Interpret and Collect data
discuss data – from a variety
evaluate results of sources
Process and
represent data
Handling data is illustrated by the cycle shown in the diagram.1

Data handling is best taught in a coherent way in the context of real
statistical enquiries so that teaching objectives arise naturally from the
whole cycle. As an enquiry develops, you will need to reinforce and develop
certain skills by direct teaching of particular objectives. This project enables
you to address both the statistical enquiry and the specific skill objectives.2
Young Dragons, Local Community, Local Discovery, The Big Debate and
Looking Beyond the UK all address the four key elements in the cycle
above and outlined below:
Specify the problem and plan – Students need to be specific about how
they intend to address the data to substantiate their arguments to a wider
audience. This is best learnt when students have choices and control over
their choice of data. All these projects need discussion either in controlled
small-group work or in general class discussion led by the teacher to
formulate the purpose and process of data collection.
Collecting data from primary sources is the main technique used in the
Young Dragons project, along with the many issues that this raises.
1, 2
Source: www.dcsf.gov.uk/
© Crown copyright 2007
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Process and represent data – Students need to consider carefully the
best way to present their data rather than simply answer a question in a
textbook. To this end, a series of student handouts are available either
for teaching purposes or as reminder prompts when completing the
bigger projects.
Interpret and discuss data – This is a key element of handling data and
conclusions must be drawn in response to the initial specification of
the problem. If teachers are using up-to-date relevant data, then these
conclusions should have a wider audience than the students in the
classroom or the teacher. This could be in the form of a letter or
electronic presentation to a specific group (governors, press, Sustrans,
etc), which will make the whole process real for the students.
As students move through Key Stage 3, the cross-curricular aspects of data
handling become more important. It is usually best for a cross-curricular
enquiry to be defined in the other subject, but good preparation is needed
to check that the mathematical skills, techniques and representations
that students need to learn next are likely to arise. In Year 7, much of the
work may take place in mathematics lessons, with small sets of data that
students can generate readily from simple experiments and easily accessible
secondary sources. In Year 9, students should engage with large sets of real
data from a much wider range of sources and contexts. After all, their
GCSE coursework in Key Stage 4 may require them to undertake a major
statistical investigation, with supporting information and communication
technology (ICT). The experience of working with real data in Key Stage 3
is an important preparation.
Primary and secondary sources
Give students experience of collecting and using primary data from, for
example, questionnaires or results of an experiment, and secondary data
from published sources, including reference materials, ICT databases and
the internet. Plan carefully how to balance and use the various sources
across the key stage.
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Real data present problems that ‘textbook’ or contrived data can skirt
around, such as the accuracy of recording, or how to deal with data that are
ambiguous. The sizes of numbers can be problematic, either because they
are large or, in the case of a pie chart, because they are not factors of 360.
The time needed to process and represent real data is likely to be greater

than with textbook examples, but by using it students will have gained
useful skills that can be transferred to other investigations.
Features of handling data in Key Stage 3
To summarise, the distinctive features of handling data in Key Stage 3 are:
• Basing work on purposeful enquiry, using situations of interest and
relevance to students and making appropriate links to other subjects
• Placing an emphasis on making inferences from data, drawing on a range
of secondary sources to ensure that samples are sufficiently large
• Using ICT as a powerful source of data, and as a means of processing
data and simulating situations
Lesson plans
Enclosed are a variety of lesson plans, but the best way of using this
resource is for students to use the data for their own enquiry in the form
best suited to you (the teacher), them (the students) and the current
educational situation you are in.
Write a report to your governors outlining how students
currently travel to school and what the issues are that stop
more students cycling.
This process is important for the school in monitoring its School Travel
Plan (STP). You may also be able to use the data already collected by the
school when it formulated its travel plan.
This project can use some of the existing data (either provided in this
project or within the school already) but it is designed for students to
start with a blank sheet and locate the data themselves by designing a
data-collection sheet and actively collecting the data.
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lesson 1 – structure
Collecting data
Lesson 1 of 4/5 (40 minutes. This timing allows the teacher to complete a
starter and plenary in a standard lesson of 60 minutes.)
Starter: Start with a class discussion about the task. There might be
circumstantial evidence from individuals. Why should we encourage more
people to cycle?
Main task: Specify the problem and plan (handling data cycle). Discuss
whom the sample should represent – the class, the year group, the school.
This has an effect on where the sample data are collected from. Discuss
the number of pieces of data needed to represent the group against the
time needed to collect it. A balance is needed. Bring into the discussion
some key words such as:
• Random
• Representative
• Selection
• Biased
• Sampling
Some groups of students may wish to write to the local councillor or
MP instead of the governors. This takes it outside the control of the
school, but there may be some interesting responses that bring alive
the mathematics in the classroom.
Collecting data (handling data cycle)

This will need the planning of a data-collection sheet (see handout). It is
good practice to get students working in small groups, who then feed back
to the class their ideas.
Is it better asking ‘Why don’t you cycle to school?’, or giving a list of
reasons why students do not cycle and asking them to select? The first
way is simple to ask but has many and varied answers. The second has
limited answers but may not totally reflect the opinions of the students.
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lesson 1 – structure
Collecting data (continued)

After discussion, students will write out their data-collection sheets
(or staff may photocopy them) and be ready to collect data next lesson.
General questions may include:

• What year group are you in?
• Approximately how far do you travel to school? One to 2 miles, 3 to 4,
5 to 6, 7 to 8, 9 to 10, over 10 miles? (see sample handout).
Plenary: Students should share in class some of the questions they want
to ask. The rest of the class can suggest ways of improving the question.
For example, if you ask how far they travel to school some students may
not know, so you could prepare some key places that students pass on
their way to school and how far away they are.
Resources:
Worksheet 1 Data collection sheet
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lesson1 – worksheet 1
These questions are designed for use with

whole classes.
• Doing a show of hands is quick but some students might ‘copy’ friends
or be too embarrassed to give an honest answer. You might want to give
a sheet to each student

• On the last question you might want to list the ‘other’ reasons
• You might consider boys and girls separately, but you would have to
collect this data individually
• When you ask the group, give them all the options before you ask for
their responses
Mathematics
Young
Dragons...
Handouts and worksheets for photocopying
Lesson 1
Mathematics Lesson 1
KS3 Cycle Curriculum Pack Worksheet 1
Project one – Young Dragons Page 1 of 1
Page 1.19
Name Date
Class
Data collection sheet
Date Year group Total number in class
Q1. How did you travel to school this morning?

Car Cycle Walk Bus Train/Underground

Other:
Q2. Do you think the school should do more to support walking and
cycling to school?
Yes No Don’t know
Q3. What stops you walking or cycling to school?

I don’t have a bike Too far
Too dangerous My bike is broken
Too lazy Nowhere safe to leave bike
Too dark and wet Other:
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lesson 2/3 – structure
Process and represent data

Lesson 2/3 of 4/5 (80 minutes)
Starter: Students need a quick reminder of the task and processes involved
in collecting the data.
Main task: Students go to other classes and collect data. This will need
permission but should not take more than 10 minutes by a showing of
hands. On return, they need to collate their information.
Process and represent data (handling data cycle)
Students may represent this in bar charts, pie charts or both (see student
handouts). They may do year groups separately as well as doing the whole
school, depending on which data they have collected.
Plenary: Students need to discuss issues arising from the data collection
and also their experiences.
Resources:
Handout 1 Bar charts
Handout 2 Pictograms
Handout 3 Line graphs
Handout 4 Two-way tables
Handout 5 Pie charts
Mathematics
Young
Dragons...
Lesson 2/3
Mathematics Lesson 2/3
KS3 Cycle Curriculum Pack Handout 1
Page 1.25
Bar charts
Data collection for use in producing bar charts

Total amount
Age of bike (in years) Tally Frequency of bikes
0-2 15 per category
3-5 26
6-8 13
9-11 Keep tallies
9
neat and aligned
12-14 3
15-19 1
20+ 7
In the example below you are reminded of some of the key

features that make a good bar chart.
Even scale for Title for
the frequency Age of bicycles the graph
30
25
20
Frequency
15
10
0
0-2 3-5 6-8 9-11 12-14 15-19 20+
Lables for
Age Simple shading Equally
the axes or colouring spaced bars
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Pictograms
Pictograms are a special type of bar chart where, instead of simple bars,
a series of basic pictures is used.
There are some differences, which are noted below in the example.

Pictogram showing people’s favourite fruit
A key is vital. The picture
can represent any number
= 2 people
No scale on
vertical axis
All pictures
must be
same size
and aligned
Labels are not needed if Parts of pictures

the pictures are obvious are allowed
Pictograms are used for simple data showing a quick overview.

They should not be overcomplicated.
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Line graphs
Line graphs can be used when the data you are using are a measure.
This means they have two characteristics:
• They are numbers
They are continuous. (They can take any value between a range
•
of numbers.)
Examples – age, height, weight, time, price, etc.
Examples you cannot use – favourite colour, type of transport, etc.
To draw a line chart, set it out like a bar chart but put a small point instead
of a bar and then join up the points.
Example
These data show the age that people first learnt to ride a bicycle:
Age 5 6 7 8 9 10 >10
Frequency 3 9 12 20 34 17 4
Line graph plotted from the above data

40
30
Frequency
20
10
0
5 6 7 8 9 10 >10
Age
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Two-way tables
This is a good way to compare the relationship between two sets of data.
Example 1
In this case you are looking at whether left- or right-handed people kick
with their left or right foot:
L/R handed R R R L R L R R L R R R R R L R R L R

L/R footed R R Both L R R R R R L R R R R L R R L R
The two-way table looks like this:

Right-footed Left-footed Both
Right-handed 12 1 1
Left-handed 2 3 0
Example 2
This example looks at whether more boys or girls play tennis:
Gender B B G B G G G B G B G B B G G B B B G
Tennis or not N N Y Y N N N Y N Y Y N Y Y N Y N N Y
The two-way table looks like this:

Tennis Not tennis
Boy 5 5
Girl 4 5
Example 3
This shows sports played in different years of school:
Cricket Athletics Tennis Swimming Total
Year 7 14 35 52 18 119
Year 8 26 26 48 21 121
Year 9 34 22 25 32 113
Year 10 19 18 19 24 80
Year 11 21 15 34 17 87
Total 114 116 178 112 520
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Pie charts
Before drawing your circle for the pie chart you must draw out the frequency
chart. The key elements here are the total frequency and the multiplier column.
Type of cycle Tally Frequency Multiplier Angle(o)

Racing 17
Mountain 13
BMX 11
Touring 17
Child’s 7
Folding 2
Total 67 360
To calculate the multiplier you divide 360 by the total frequency.

In this case, 360 ÷ 67 = 5.373134 = 5.4 (to one decimal place).

Racing 17 5.4
Mountain 13 5.4
BMX 11 5.4
Touring 17 5.4
Child’s 7 5.4
Folding 2 5.4
Total 67 360
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Pie charts
17 x 5.4 = 91.8 = approx 92 (rounded to nearest whole number).

Do the same for all other values.

Racing 17 5.4 92
Mountain 13 5.4 70
BMX 11 5.4 59
Touring 17 5.4 92
Child’s 7 5.4 38
Folding 2 5.4 11
Total 67 362
Note that the total comes to 362 (not 360) due to rounding, but it is
customary to shave off 1 from each of the two biggest sectors.
Draw your circle and start with a straight line from the centre to the edge.
This is where you start measuring from.
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Pie charts
91º
Racing cycle 17
Start measuring the next sector from the end of the previous one.
Child’s cycle 7
Folding cycle 2
Racing cycle 17
Touring cycle 17
Mountain cycle 13
BMX cycle 11
Fully labelled pie chart

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Young Dragons
lesson 4/5 – structure
Interpret and discuss data (handling data cycle)

Lesson 4/5 of 4/5 (40 minutes)
Starter: Put a simple, badly drawn bar chart on the board with lots of errors.
Ask students to come up and mark corrections on it along the lines of:
equal-width bars, straight lines, axes labelled, gap between bars, suitable
scales on axes, chart title, clear labels, colour, etc.
Main task: Students need to put their information into a report to the
governors. They need to be specific about what they have found out, but
in the students’ conclusion they can state what the governors could do to
support more cycling. Whether this is spending more money on improved
cycle sheds in school or putting pressure on local government to improve
cycle paths.
An outline might be as follows:
• Data collection – how the data were collected and a copy of the raw data
• Presentation of data – bar chart, pie chart, etc
• Calculations of averages and spread that are applicable
• Conclusions from each chart or calculation
• Summary and recommendations
Plenary: A sample of students should present their findings to the class

for general constructive criticism and evaluation. The teacher should select
two or three of the best letters to send off to the governors.
Resources:
Handout 1 Mode, median and mean
Handout 2 Scatter diagrams
Handout 3 Cumulative frequency
Handout 4 Box and whisker plot
Handout 5 Random sampling
Mathematics
Young
Dragons...
Lesson 4/5
Page 1.37
Mode, median and mean
These are three types of average. An average is a way of giving a single

value that represents a whole set of data.
The mode is the value that occurs most often in a set of data.
The median is the middle number when the data are in order.
The mean is all the data added together and divided by the number
of pieces of data.
Example 1
A survey of the number of pieces of homework completed last night gave
this data:
0 0 1 1 1 1 1 2 2 2 2 3 3 3 4
There are more 1s than anything else, so mode = 1

The middle number in the list is 2, so median = 2
Mean = 0 + 0 + 1 + 1 + 1 + 1 + 1 + 2 + 2 + 2 + 2 + 3 + 3 + 3 + 4 = 26
26 ÷ 15 = 1.73
Example 2
The number of vehicles in each family is surveyed, giving this data:
1 2 2 2 3 3 3 4
Here there are equal number of 2s and 3s so we say the mode = 2 and 3
For the median there is no exact middle as it lies between 2 and 3
We say the median = 21⁄2 or 2.5
Mean = 1 + 2 + 2 + 2 + 3 + 3 + 3 + 4 = 20
20 ÷ 8 = 2.5
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Which average do you use?
The mean uses good mathematics but sometimes gives a value that
does not make real sense (in the example above, what does 1.73 pieces
of homework look like?). It can also be influenced by one extreme piece
of data.

The mode is very simplistic and just gives you the number written down
the most. It can be useful for non-numerical data.
The median can be good if you have extreme values at the top or bottom
of your data list.
The best average to use will always depend on your data and what you are
trying to show. If you calculate all three you should say which is the best
average and why.
Page 1.39
Mean, median and mode from

grouped data
This frequency table looks at how much pocket money children get
each week.
Money (£) £≤1 1≤ £<2 2≤ £<3 3≤ £<4 4≤ £<5 5≤ £

Frequency 4 3 5 7 4 2
Mode = £3 to £4 (this is often described as the modal group) as it has the

highest frequency.
There are 4 + 3 + 5 + 7 + 4 + 2 = 25 pieces of data so the middle piece of
data is the 13th. If you count along the median then the 13th piece of data
is the first one in the 3 ≤ £ < 4 group.
Median group = 3 ≤ £ < 4
The mean is difficult as there are no exact values to add up. Here we have
to assume that each amount will be, on average, near the central value of
the group. We now need a new table.
Money (£) £≤1 1≤ £<2 2≤ £<3 3≤ £<4 4≤ £<5 5≤ £

Central value £0.50 £1.50 £2.50 £3.50 £4.50 £6.00
Frequency 4 3 5 7 4 2
Total (Cv x F) £2.00 £4.50 £12.50 £24.50 £18.00 £12.00
Total = 2 + 4.5 + 12.5 + 24.5 + 18 + 12 = £73.50

Number of pieces of data = 25
Mean = £73.50 ÷ 25 = £2.94
Note – The central value in the last group (over £5) is a best guess as there
is no way of knowing what the values are. We could easily have taken
£5.50 or higher.
Page 1.40
Range
The range is a measure of how spread out the data are. It is often used
alongside one of the three averages to describe a set of data.
To calculate the range, subtract the lowest value from the highest.

Example 1
These data are about the number of millimetres of rain falling in a
period of 10 days:
1 3 1 0 0 1 5 0 0 1
Range = 5 – 0 = 5
Example 2
These data are about the price of second-hand cars:
Price (£) 500≤ £<1000 1000 ≤ £<2000 2000≤ £<3000 3000≤ £<4000
Frequency 3 4 3 1
Highest possible price = £4000

Lowest possible price = £500
Range = 4000 – 500 = 3500
Page 1.41
Range
Why range is useful

Maths Group 1 results:
67 72 71 65 74 72 69
Mean = 70
Range = 74 – 65 = 9
Maths Group 2 results:
50 53 90 85 63 79
Mean = 70
Range = 90 – 50 = 40
Both maths groups have the same mean, so it could be said they are
equal. But Group 2 has a much bigger range, so is spread out more, as the
data show. There are also some very high and very low marks. Group 1 is
much more grouped together, as can be seen from its low range.
Therefore, we can say that the students in maths Group 1 are all of a
similar standard, whereas maths Group 2 has some higher and lower ability
students, but on average they are the same.
Page 1.42
Scatter diagrams
For a scatter diagram you need two sets of numerical data.

For example:
Height (cm) 12 15 12 13 17 9 11 13 14 12 15 17 16 13 12 11 10 11
Weight (g) 67 65 62 69 68 59 62 68 67 63 63 72 68 63 60 64 65 64

Choose the scales for your axes so that the values are spread out evenly.
Choose Height from 0 to 20 and Weight from 40 to 80 – Note: you do not have to start at 0,
if you go from 0 to 80 then the values will be too bunched up.
Scatter diagram plotted from the above data

80
70
Weight (g)
60
50
40
0 5 10 15 20
Height (cm)
Mark each pair of values with a small x using a sharp pencil.
Page 1.43
Scatter diagrams
Outcomes
Diagram 1. Shows strong positive correlation Diagram 2. Shows strong negative correlation
Diagram 3. Shows weak positive correlation Diagram 4. Shows weak negative correlation
Diagram 5. Shows no correlation

Page 1.44
Scatter diagrams
Line of best fit

80
70

Weight (g)
60
50
40
0 5 10 15 20
Height (cm)
If your scatter diagram shows correlation then draw a straight line through
your data which best fits the data.
You can now calculate the gradient (m) and Y-intercept (c) to calculate a
formula linking weight with height.
In the case above the Y-intercept is approximately 45 (where the line of
best fit crosses the Y axis).
The gradient is found from the triangle on the line of best fit. This could
be any size but the bigger the better. The gradient is the vertical divided
by the horizontal distances.
In this case Gradient = (68-52) ÷ (15-5) = 16 ÷ 10 = 1.6
So (using Y = mx + c):
Weight = 1.6 x Height + 45
This formula can now calculate the weight if you know the height
(approximately, as the line of best fit is only approximate).
For example, if height is 18, we can substitute this in the formula:
W = (1.6 x 18) + 45 = 28.8 + 45 = 73.8
Page 1.45
Cumulative frequency
This is used to calculate the median and interquartile range for a set of
grouped data.
Length (l) 0≤ l<10 11≤ l<20 21≤ l<30 31≤ l<40 41≤ l<50 51≤ l<60
Frequency 3 6 12 15 13 6
A new table needs to be drawn. The groups of continuous data are called
class intervals.
Class interval width 0 10 20 30 40 50 60

Cumulative frequency 0 3 9 21 36 49 55 This means
there are
9 values less
than 20
Points are plotted at the end of each class interval.
Cumulative frequency graph plotted from the above data

55
50
45
Cumulative frequency
Upper
40 quartile
35
30
Median
25
20
15 Lower
quartile
10
5
0
0 10 20 30 40 50 60
Width
Total frequency = 55 so median value is at 27.5 ( 1⁄2 of 55)
Lower quartile = 13.75 ( 1⁄4 of 55). Upper quartile = 41.25 ( 3⁄4 of 55)
Page 1.46
Box and whisker plot
To show this you need to calculate the median and upper and lower
quartiles (see separate sheet).
If your values are:
Median = 32

Lower quartile = 26
Upper quartile = 42
Lowest value = 0
Highest value = 60
The box and whisker plot would look like this:

10
20 Interquartile range
30
40
50
LQ M UQ
0 10 20 30 40 50 60
This is a pictorial way of showing the median as well as the range and
interquartile range. It does not matter how high the middle rectangle is.
The interquartile range contains half of the values.
A box and whisker plot is a good way of comparing two different
distributions using the same single-number scale.
Page 1.47
Random sampling
When working with a large amount of data you need a balance between
not using everything (as this would take too long) and using enough data
to represent the whole group (or population).
This is called a sample.
Examples:
• If you have 100 people your sample size should be about 20, but you
could use all 100
• If your group size is 1,000 then your sample size should be at least 50
• If your group size is 1,000 from two different types then you would
have to take at least 25 from each to avoid bias
• If your group size is 1,000 (700 from one group and 300 from another)
then your sample of 50 would have to be 35 from Group 1 and 15 from
Group 2 – keeping the sample in the same proportion as the group
Remember: the bigger your sample, the more accurate your results.
You need to pick this sample carefully to avoid bias, and we try to use
a random sample.
Closing your eyes and waving your pencil around before selecting is not
a good mathematical method.
Scientific calculators normally carry a random button (see calculator
instructions), which gives a decimal number to three decimal places
between 0 and 1.
Multiply this decimal by the number of pieces of data and round to the
nearest whole number to get the piece of data required.
Page 1.48
Random sampling
Example – You have 1,156 pieces of data
Random (RND) number x 1156 Data number

0.638 737.528 738

0.123 142.818 143
0.003 3.468 3
0.943 1090.109 1090
0.124 143.344 143
Discard the last selection, as it has already been used. Continue until you
have the required sample size.

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Mathematics Summary

KS3 Cycle Curriculum Pack

‘Enterprise learning requires pupils to have opportunities to interact with

‘I thought of that while riding my bike.’

Young Dragons is a project that combines a number of highly relevant

Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009

Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009

Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009

The study of mathematics should include:

Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009

Areas within Every Child Matters

Areas within other central government initiatives/programmes

Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009

Handling data is illustrated by the cycle shown in the diagram.1

Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009

Collecting data (handling data cycle)

Collecting data (continued)

Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009

These questions are designed for use with

a sheet to each student

Data collection sheet

Date Year group Total number in class

Q1. How did you travel to school this morning?

Car Cycle Walk Bus Train/Underground

Q3. What stops you walking or cycling to school?

Process and represent data

in collecting the data.

Data collection for use in producing bar charts

In the example below you are reminded of some of the key

Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009

Labels are not needed if Parts of pictures

Pictograms are used for simple data showing a quick overview.

Line graph plotted from the above data

Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009

The two-way table looks like this:

The two-way table looks like this:

Type of cycle Tally Frequency Multiplier Angle(o)

To calculate the multiplier you divide 360 by the total frequency.

Type of cycle Tally Frequency Multiplier Angle(o)

17 x 5.4 = 91.8 = approx 92 (rounded to nearest whole number).

Type of cycle Tally Frequency Multiplier Angle(o)

Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009

Fully labelled pie chart

Interpret and discuss data (handling data cycle)

Plenary: A sample of students should present their findings to the class

Mode, median and mean

These are three types of average. An average is a way of giving a single

There are more 1s than anything else, so mode = 1

Which average do you use?

Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009

Mean, median and mode from

Money (£) £≤1 1≤ £<2 2≤ £<3 3≤ £<4 4≤ £<5 5≤ £

Mode = £3 to £4 (this is often described as the modal group) as it has the

Money (£) £≤1 1≤ £<2 2≤ £<3 3≤ £<4 4≤ £<5 5≤ £

Total = 2 + 4.5 + 12.5 + 24.5 + 18 + 12 = £73.50

Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009

Highest possible price = £4000

Why range is useful

For a scatter diagram you need two sets of numerical data.

Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009

Scatter diagram plotted from the above data

Diagram 5. Shows no correlation

Line of best fit

Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009