Lesson 13 — Part B of the folio | Year 6 Statistics and Probability

Lesson 13 · Part B of the folio

The second half of the assessment. Six items, one lesson, all on paper. Everything a student needs is printed in the booklet, so nothing depends on a file opening or on what their team managed to collect on Games Day.

Minutes	What happens
0–5	Settle. Booklets out, names on, read the front page together.
5–10	Walk through the data pages aloud. No hints about the items.
10–50	Students work. B1 to B5 on the data, B6 on the poster.
50–55	Checklist on the last page, then hand up.

This is new data. Two stalls they have never analysed — the Ring Toss and the Bean Bag Throw. The shape of the task is familiar from Lessons 9 to 12; the numbers and the findings are not, so nothing can be recalled rather than worked out.

What changed, and why

Part B used to run on each team’s own collected data, which meant a student’s mark depended on whether their spreadsheet opened and whether their team had collected anything usable. Seven items became six, the interval-grouping item became a dot plot, and the critique shrank from two items to one. The achievement standard coverage is unchanged — see the Resources tab.

Reading the data pages aloud

Worth five minutes. Read the two stall descriptions, the three tables and the poster, and check nobody is stuck on what a Ring Toss is. Reading the task is not part of what is being assessed; comparing distributions is.

The trap in B3, and it is deliberate

The two ratings sets have the same range (3) and different modes (3 and 4). A student who writes “the ranges are different” has looked at the shape of the numbers rather than worked them out. It is the Lesson 9 trap on new data, and it is the single most useful thing this assessment tells you.

B4 has two findings, and the item says so

The Bean Bag Throw was quicker (mode 28 against 33) and much less consistent (range 14 against 8). Most students will find the first and stop. The booklet says “there are TWO things to say here” in the answer box label, which is as much prompting as an assessment should give.

Conditions

Time	One lesson, about 45 minutes of working time.
Grouping	Individual.
Allowed	Ruler, calculator, conversion mat, the printed booklet.
Not allowed	Worksheets from Lessons 9 to 12, classmates, the Compare Two Sets tool unless you are using the optional check below.
Adjusted version	Same six items, same marking. Extra recording structure and sentence starters. Record who used it on the last page.

Adjustments. The adjusted booklet supplies structure, not answers: the data-type options listed in B1, a reminder of what mode and range mean, a “check all three features” prompt in B3, and sentence starters for B3, B5 and B6. Enlarged print, a reader, extra time and a separate space are all available and none of them change what is marked. NCCD evidence: note the adjustment on the last page and keep the booklet.

What is being assessed

Comparing distributions of ordinal categorical, discrete numerical and continuous numerical data.
Comparing them in terms of mode, range and shape.
Constructing a display that is titled, labelled, and starts at zero.
Critiquing a data representation and the conclusion drawn from it.

What students are told

There are six items. B1 to B5 are about the data; B6 is the poster.
All the data is printed in the booklet.
Leave about ten minutes for B6.
The checklist on the last page is part of the task.

Before you open the booklet

One thing you are going to be careful about today. Not what you hope to get — what you are going to watch yourself for.

Today I am going to be careful to…

Stuck? “Check the axis before I say a chart is fine.” Or: “Say what the picture makes you believe, not just what is wrong with it.”

The checklist is not decoration. Four of its eight lines catch the errors that cost marks every year — a missing axis label, a dot plot with the wrong number of dots, a comparison naming two features instead of one, and a B6 answer that says what is wrong without saying what it does to a reader.

How hard is each item?

SF — B1

Name the data type, read mode and range off a tally.

CF — B2, B3, B4

Build a display. Compare two distributions and say what it means.

CU — B5, B6

Test a claim across three data sets. Critique a poster.

In Queensland the achievement standard is the C standard. The SF and CF items are where C is demonstrated; B5 and B6 are where B and A are distinguished.

Before you start

Five minutes. Settling, not teaching.

“Booklets face down. Name, class and date on the front when I say.

This is new data. Two stalls you have not seen — the Ring Toss and the Bean Bag Throw. Twenty Prep buddies at each, same as before. Everything you need is printed in the booklet; you do not need anything from your folder.

Six items. The first five are about the data. The last one is a poster, and it is the one to leave ten minutes for.

Turn over. I am going to read the data pages to you, and then you are on your own.”

What to read, and what not to

Read the two stall descriptions, the three data tables and the poster, including the line underneath it. Do not read the items, do not paraphrase them, and do not answer “does this mean…” questions about what an item is asking for — that is part of what is being assessed.

Questions about what a word means are fine to answer. Questions about what to do are not.

The data in the booklet

For your reference while supervising. Students have all of this printed.

How much they liked it — scores 1 to 4

Score	Ring Toss	Bean Bag Throw
1	2	1
2	4	3
3	8	6
4	6	10
Preps altogether	20	20

Prizes won, out of four turns

Prizes won	Ring Toss	Bean Bag Throw
0	1	6
1	4	7
2	7	4
3	5	2
4	3	1
Preps altogether	20	20

Seconds per turn

Ring Toss	30 31 31 32 32 33 33 33 33 34 34 34 35 35 36 36 37 37 38 38
Bean Bag Throw	24 25 25 26 26 27 27 28 28 28 28 29 29 30 31 33 35 36 37 38

Both dot-plot lines in the booklet run from 24 to 38, and the Ring Toss one is already plotted as a model. Students plot the Bean Bag Throw underneath it.

The poster in B6

9 TIMES MORE PREPS WON BIG AT OURS!

The Ring Toss · Riverbend Buddy Games Day

Its chart shows “Preps who won 2 or more prizes” on an axis starting at 6. The real counts are 15 and 7 — about 2.1 times, not 9. Underneath it says: “We asked the Preps standing in our queue and nearly all of them said we were the best stall at Games Day.”

Two faults, one item. The axis is the one nearly everyone finds. The queue line is the discriminator between B and A.

The six items

This is the assessment

Your teacher will enter the release code to show the items. Everything you write goes in your paper booklet.

Released on the board once students have their booklets. They write in the booklet, not here.

The adjusted booklet has the same six items and is marked the same way. It lists the three data types in B1, reminds students what mode and range mean, prompts them to check all three features in B3, and gives sentence starters for B3, B5 and B6. Record its use on the last page.

B1SF

The Preps gave each stall a score from 1 to 4. Write what type of data this is, then give the mode and the range for each stall.

B2CF

Each Prep had four turns. Choose one stall and build a display of its prizes. Give it a title and label both axes. Then write its mode.

B3CF

Compare the two stalls using the B1 data. Name the feature that is different, give its value for both stalls, and say what that tells you about the Preps.

B4CF

The Ring Toss times are plotted for you. Plot the Bean Bag Throw times on the line underneath, then compare the two sets. There are two things to say.

B5CU

A Year 6 student says: “The Ring Toss was better than the Bean Bag Throw in every way.” Use the data to decide whether that is supported. Use evidence from at least two of the three sets of data.

B6CU

The Ring Toss team made a poster. Critique it: what is wrong with it, what it makes a reader believe, and what the data really shows. Then write an honest headline.

For your reference while supervising — not to be shown to students during the assessment.

B1. Ordinal categorical, both stalls. Ring Toss mode 3, range 3. Bean Bag Throw mode 4, range 3.

B2. Ring Toss bars 1 4 7 5 3, mode 2. Bean Bag Throw bars 6 7 4 2 1, mode 1. Marked on title, axis labels, axis from zero, gaps between bars.

B3. The mode differs (3 against 4); the range is the same (3). Interpretation: more Preps gave the Bean Bag Throw top marks — 16 of 20 gave it a 3 or a 4, against 14 of 20.

B4. Bean Bag Throw mode 28, range 14. Ring Toss mode 33, range 8. Two findings: the Bean Bag Throw was quicker, and it was far less consistent. Both sets reach 38 seconds, which proves nothing about either.

B5. Not supported. Bean Bag Throw wins on liking (mode 4 v 3) and on speed (mode 28 v 33); Ring Toss wins on prizes (mode 2 v 1) and on consistency (range 8 v 14). Each was better at different things.

B6. The axis starts at 6, so bars of 9 and 1 read as 9 times when the real counts are 15 and 7 — about 2.1 times. Second fault: they asked only the Preps in their own queue. Honest headline: “Twice as many Preps won 2 or more prizes at the Ring Toss.”

Finished with time to spare? Go back to B4 and work out how many Bean Bag turns were quicker than the quickest Ring Toss turn. Then check your B2 display against Compare Two Sets. Do not start writing more in B5 or B6 — longer is not better.

While they work

What you may say

“Read it again.” “What does mode mean?” “Check your checklist.” Nothing about which feature differs, nothing about how many findings B4 wants beyond what the booklet already says, and nothing about where the poster’s axis starts.

If a student freezes on B5

Point at the three-row table above the answer box. It is already the scaffold — one row per data set, decide who wins each. That is allowed; it is printed in both booklets.

The optional digital check

If you want per-student evidence against the words using digital tools in the achievement standard, give students five minutes at the end with Compare Two Sets to check their B4 dot plot. Tick it on the last page. Otherwise the digital-tools evidence comes from Lessons 9 and 10, where the tool was used on the board, which also satisfies the standard at class level.

Collecting it in

“Last page. Work down the checklist and tick what you can. If you cannot tick one, go back now — that is what the last five minutes are for.

Name on the front. Booklets face down when you are finished.”

Before you file them

1	Every booklet has a name on it.
2	Adjusted booklets have the adjustment noted on the last page.
3	Part B is stapled to that student’s Part A before marking — the folio is judged as one piece of work.
4	Lesson 11 redraws and Lesson 12 honest rewrites are in the same folder.

Why point 4 matters. Those two pieces are the same tasks as B6 on different material. If a student’s B6 is weak but their Lesson 11 and 12 work was sound, you are looking at a bad morning rather than a gap, and the folio judgement should say so.

Marking

The full guide is l13-03-part-b-marking-guide.pdf in the teacher folder. Every model answer in it is computed from the booklet data, so the two cannot drift apart.

Item	The thing to look for
B1	Ordinal categorical for both. Mode 3 and 4, range 3 for both.
B2	Title, both axes labelled, axis from zero, gaps between bars. Mode 2 (Ring Toss) or 1 (Bean Bag).
B3	The MODE differs. The RANGE is the same. Both values given, and an interpretation about the Preps.
B4	Twenty dots. Two findings — quicker and more spread out.
B5	Not supported. Each stall was better at different things. Evidence from at least two data sets.
B6	The axis starts at 6. Says what the poster makes a reader believe, not just what is wrong.

The most common wrong answer in B5 is “the claim is wrong because the Ring Toss was worse”. It was not — it genuinely won on prizes and on consistency. The right answer is that each stall was better at different things, so “better in every way” cannot stand.

Making the judgement

	Understanding and Fluency	Problem-solving and Reasoning
A	All three kinds of distribution compared accurately, including where a feature is the same.	Explains that each stall was better at different things. Finds both faults in B6.
C	Compares the three kinds using mode and range. Display titled, labelled, from zero.	Decides the B5 claim is not supported, with some evidence. Names the axis fault in B6.
E	Does not yet read mode or range reliably.	No critique, or an opinion about the stalls.

B and D sit between, and the full five-band table is in the marking guide. Judge on the folio as a whole, on the balance of evidence rather than by counting items.

What to print

File	Who gets it
l13-01-part-b-booklet.pdf	One per student. Eight pages — print double-sided and staple.
l13-02-part-b-booklet-adjusted.pdf	For students with a recording-structure adjustment. Same six items, same marking.
l13-03-part-b-marking-guide.pdf	Teacher only. Model answers, the A–E table, and what changed from version 1 (teacher folder — not on the website)

Print the booklets the day before. Eight pages each, and the dot plot on page 5 must be legible — check one copy before you run the class set.

Where this sits in the achievement standard

“They compare distributions of discrete and continuous numerical and ordinal categorical data sets.” B1 and B3 cover ordinal categorical, B2 covers discrete numerical, B4 covers continuous numerical, and B5 works across all three.

AC9M6ST02 — discuss and critique methods, data representations and conclusions. B6 carries a faulty representation and a faulty method, and asks what conclusion a reader would draw.

On the phrase “using digital tools”

The achievement standard sentence ends “as part of their statistical investigations, using digital tools”. Games Day is the investigation and it already happened. The digital tool is Compare Two Sets, used on the board in Lessons 9 and 10 and available as an optional per-student check here. If you want individual evidence rather than class evidence, take the five-minute option on the Explore tab.

What this task no longer claims to assess

Planning an investigation, writing a statistical question, and identifying limitations of a collection method are not assessed in Part B any more. They are taught and observed during Games Day and in Part A. If you need written evidence of ST03 specifically, that is a conversation about Part A, not about this booklet.

Australian Curriculum content descriptions and achievement standard extracts © ACARA 2010–present, licensed under CC BY 4.0. ACARA does not endorse this material.