Extended Mathematics 11 Unit 7: Statistics
(Foundations of Mathematics 11: Chapter 5)
Extended Mathematics 11: Outcomes At-A-Glance Curriculum Document Pacing Guide
(Foundations of Mathematics 11: Chapter 5)
Extended Mathematics 11: Outcomes At-A-Glance Curriculum Document Pacing Guide
S02 - Students should be exposed to calculating standard deviation manually to provide an understanding of how standard deviation is determined. Importantly, this should be done using an example with a small amount of data to keep calculations simple. Students are expected to calculate standard deviation using technology such as scientific calculators, graphing calculators, or computer software programs (e.g.: Google Sheets).
S03 - It is intended that the focus of this outcome be on the interpretation of data rather than on mathematical calculations.
S01 Analyze, interpret, and draw conclusions from one-variable data using numerical and graphical summaries. (NEW)
S01.01 Recognize that the analysis of one-variable data involves the frequencies associated with one attribute.
S01.02 Determine, using technology, the relevant numerical summaries.
S01.03 Generate, using technology, the relevant graphical summaries of one-variable data based on the type of data provided.
S01.04 Interpret statistical summaries to describe the characteristics of a one-variable data set and to compare two or more related one-variable data sets.
S01.05 Make inferences, and make and justify conclusions, from statistical summaries of one-variable data orally and in writing, using convincing arguments.
S02 Demonstrate an understanding of normal distribution, including: standard deviation, z-scores.
S01.01 Explain, using examples, the meaning of standard deviation.
S01.02 Calculate, using technology, the population standard deviation of a data set.
S01.03 Explain, using examples, the properties of a normal curve, including the mean, median, mode, standard deviation, symmetry, and area under the curve.
S01.04 Determine if a data set approximates a normal distribution and explain the reasoning.
S01.05 Compare the properties of two or more normally distributed data sets.
S01.06 Explain, using examples that represent multiple perspectives, the application of standard deviation for making decisions in situations such as warranties, insurance, or opinion polls.
S01.07 Solve a contextual problem that involves the interpretation of standard deviation. S
01.08 Determine, with or without technology, and explain the z-score for a given value in a normally distributed data set.
S01.09 Solve a contextual problem that involves normal distribution.
S03 Students will be expected to interpret statistical data, using confidence intervals, confidence levels, and margin of error.
(It is intended that the focus of this outcome be on interpretation of data rather than on statistical calculations.)
S02.01 Explain, using examples, how confidence levels, margin of error, and confidence intervals may vary depending on the size of the random sample.
S02.02 Explain, using examples, the significance of a confidence interval, margin of error, or confidence level.
S02.03 Make inferences about a population from sample data, using given confidence intervals, and explain the reasoning.
S02.04 Provide examples from print or electronic media in which confidence intervals and confidence levels are used to support a particular position.
S02.05 Interpret and explain confidence intervals and margin of error, using examples found in print or electronic media.
S02.06 Support a position by analyzing statistical data presented in the media.
Additional Resources and Activities for Extended Mathematics 11 S01 (one-variable data):
Skittles Analysis Activity: Counting Skittles- Students estimate then access their fraction/decimal/percent prior knowledge to create a pie chart showing the distribution of colors in a bag of skittles.
Sharing Numbers - The teacher selects a number from 1 to 9 and tells 3 students. Each student has to either add 1 or double the number they've been told to get their number. Then each of them tell 3 other people their number, etc. until everyone in the room had a number. Each student estimates the mean and median of the of numbers in the room then writes their number on the board (or submits it electronically) so that the actual mean and median can be calculated. This is a good problem to get folks thinking like data scientists!
Paper Airplane Stats - Students create paper airplanes and fly them to collect data and record it with a Google Form. They then use this data to calculate a variety of measures and create several different types of graphs.
Desmos Activity: Histograms - This is meant to be a consolidation task to be done after the class has been introduced to histograms and the distinction between continuous and discrete data. It starts with two card sorts then there are a few slides to get some idea of the connection of average (This is part of a bigger activity from Engaging Math).
Which One Doesn't Belong - Statistics
Create a histogram with your students - Use Post-it notes to work with your students to create a fun histogram that will help them understand how continuous data can be collected, arranged, and displayed. Once the histogram has been created, you can use that graph to create a box-and-whisker plot.
EECD 18 Paper Airplane Boxplots Activity - An activity shared by EECD to support students in deepening their understanding of outcome S01.
Desmos Activity: Boxplot Polygraph - Students use statistics vocabulary (mean, quartiles and the 5-number summary) to identify a specific boxplot.
Height Boxplot - Use sidewalk chalk to draw a number line from 57" to 74". Students stand on their height on the number line. Take a class photo to show how clustered data affects the way a boxplot looks!
EECD 19 Skittles Data Collection and Visualization Activity - An activity shared by EECD to support students in deepening their understanding of outcome S01. (Data visualization Fundamentals with Skittles)
Analyzing the Ages of Academy Award Winners - Students create a back-to-back stem-and-leaf plot to display the ages of best actor winners from the Academy Awards. Here is the handout.
Additional Resources and Activities for Extended Mathematics 11 S02 (normal distribution, standard deviation and z-scores):
Mean and Range Game - Give each group of students 10 cards numbered 1 to 10. Students take turns shuffling and dealing 5 of the cards. Flip over the first 4 cards. Students predict the range and the median of the five numbers before the final card is turned over. After each student has had a turn, determine who the winner is based on who was closest.
Target Statistics Game - Shuffle a set of cards with numbers from 1-10. Each team of students gets a recording sheet as shown below. Turn over the first 3 cards to determine targets. Cards are revealed one at a time. Each team determines where to record the number on the card. The goal is to make your statistic as close as possible to the target. (Recording Sheet)
Data and Standard Deviation from Bryan Anderson - Directions: Using the numbers 1 to 9, using each only once, create a data set of 4 numbers that fit the following criteria: The four numbers have the smallest possible standard deviation: ___ , ___ , ___ , ___. The four numbers have the largest possible standard deviation:___ , ___ , ___ , ___
Create a histogram with your students - Use Post-it notes to work with your students to create a fun histogram that will help them understand how continuous data can be collected, arranged, and displayed.
Desmos Activity: Histogram Polygraph - This Custom Polygraph is designed to spark vocabulary-rich conversations about histograms. Key vocabulary that may appear in student questions includes: shape, center, spread, roughly symmetric, skew right, skew left, mean, median, range, peak, unimodal, and bimodal. In the early rounds of the game, students may notice graph features from the list above, even though they may not use those words to describe them. That’s where you can step in. After most students have played 2-3 games, consider taking a short break to discuss strategy, highlight effective questions, and encourage students in their use of increasingly precise academic language.
Histogram Desmos Activity - This is meant to be a consolidation task to be done after the class has been introduced to histograms and the distinction between continuous and discrete data. It starts with two card sorts then there are a few slides to get some idea of the connection of average (This is part of a bigger activity from Engaging Math).
What Does The Normal Distribution Sound Like? Popcorn! - A youtube video that shows popcorn popping alongside a bar graph. You can also use a video showing popcorn popping in a Stir Crazy popcorn popper.
Cuincunx (Galton Board) - UpdatedMay26 A virtual way to introduce students to the shape of the normal curve
Understanding the Normal Curve Activity - Look at 10 cm on a ruler and then take a ball of string and try to cut 20 lengths of 10 cm each by guessing. Measure the lengths of all the pieces in mm. Combine your measures with others so that you have a minimum of 100 lengths in total. Organize your combined data. Now combine your groups data with at least one other groups data organize that on another grid. What do you notice? An alternate to this activity could be: The Game of Bowls - Make a line with a piece of rope on the grass about 20 metres away from a location. Let everyone in the class have several tries to land a tennis ball on the line. Measure how far each ball is from the line.
Data and Standard Deviation Open Middle Problem - Directions: Using the numbers 1 to 9, using each only once, create a data set of 4 numbers that fit the following criteria: The four numbers have the smallest possible standard deviation: ___ , ___ , ___ , ___. The four numbers have the largest possible standard deviation:___ ,
Additional Resources and Activities for Extended Mathematics 11 S03 (confidence intervals):
Cumulative Review:
Project Z-Master - *Updated Jan 2026* A shadowy organization known as "The Outliers" has locked the math department's grade book in a digital vault. To open it, you must generate the MASTER CODE by solving three levels of statistical puzzles.