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# What the teacher knows about Pupil C's attainment in handling data

Given a set of data, such as information about smoking habits in Scotland and Wales, Pupil C processes and represents the data, interprets the graphs and charts that she creates and comments on what they show. She poses questions and represents the data in different ways to find answers. She groups discrete data and represents it using a bar graph. She understands that pie charts show the proportion of the sample in each category and that when comparing two pie charts, the sample size may be relevant. She is beginning to recognise when data is represented in a misleading way.

Pupil C uses the mode, median and range to compare data sets. For example, when pupils gave a score out of 5 to indicate the extent to which they agreed with a statement, she understood that a low range signified general consensus amongst the pupils, a high median signified that the class agreed with the statement and a low median showed that they disagreed.

In her work on probability, Pupil C understands that in situations where a number of events are equally likely, a probability can be calculated. She calculates probabilities related to a range of situations such as throwing a dice, flipping a coin or drawing a particular card from a set. She expresses probabilities as fractions and orders the fractions on a scale from 0 to 1. Pupil C understands that when flipping a coin, even though each outcome is equally likely, the number of heads and tails achieved may not be the same. She understands that if she repeats the experiment a large number of times, then the proportions of heads and tails are likely to be nearer to one half.

Pupil C can compare and order fractions within the context of probability. She has understood the probability number line and was able to link this theoretical exercise to the outcomes of an experiment.