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With access to weather station data, what interesting questions can you investigate?

Six samples were taken from two distributions but they got muddled up. Can you work out which list is which?

Take a look at these data collected by children in 1986 as part of the Domesday Project. What do they tell you? What do you think about the way they are presented?

10 graphs of experimental data are given. Can you use a spreadsheet to find algebraic graphs which match them closely, and thus discover the formulae most likely to govern the underlying processes?

Use your skill and judgement to match the sets of random data.

In this short problem, can you deduce the likely location of the odd ones out in six sets of random numbers?

Decide which charts and graphs represent the number of goals two football teams scored in fifteen matches.

Have a look at this table of how children travel to school. How does it compare with children in your class?

Graphs are a crucial tool in dealing with the data that science generates.

This collection of activities covers the areas of probability and collecting and analysing data.

This activity is based on data in the book 'If the World Were a Village'. How will you represent your chosen data for maximum effect?

Can you suggest a curve to fit some experimental data? Can you work out where the data might have come from?

This collection of activities covers the areas of probability and collecting and analysing data.

When Charlie retires, he's looking forward to the quiet life, whereas Alison wants a busy and exciting retirement. Can you advise them on where they should go?

These problems are designed to help Stage 3, 4 and 5 students to handle data and work with statistics.

Infographics are a powerful way of communicating statistical information. Can you come up with your own?

How well can you estimate 10 seconds? Investigate with our timing tool.

Where do people fly to from London? What is good and bad about these representations?

Statistics problems for inquiring primary learners.

What stories do complicated data sets tell us? How can we present the information clearly?

Match the cumulative frequency curves with their corresponding box plots.

Displaying one-variable and two-variable data can be straightforward; what about three or more?

Carry out some time trials and gather some data to help you decide on the best training regime for your rowing crew.

One of the articles supporting STEM teaching in the classroom.

If you know the output, how can you work out the input?

Looking at the graph - when was the person moving fastest? Slowest?

Do Presidents of the USA live longer now than in the past?

Your data is a set of positive numbers. What is the maximum value that the standard deviation can take?

Sara and Will were sorting some pictures of shapes on cards. "I'll collect the circles," said Sara. "I'll take the red ones," answered Will. Can you see any cards they would both want?

These resources are designed to get you thinking about data handling.

This article for teachers describes an activity which encourages meaningful data collection, display and interpretation.

Two students collected some data on the wingspan of bats, but each lost a measurement. Can you find the missing information?

Looking at the 2012 Olympic Medal table, can you see how the data is organised? Could the results be presented differently to give another nation the top place?

This short activity encourages students to consider the risks associated with insecure data collection, including how identities can be reconstructed from partial data.

Data is sent in chunks of two different sizes - a yellow chunk has 5 characters and a blue chunk has 9 characters. A data slot of size 31 cannot be exactly filled with a combination of yellow and. . . .

Use the computer to model an epidemic. Try out public health policies to control the spread of the epidemic, to minimise the number of sick days and deaths.

Which countries have the most naturally athletic populations?

When five dice are rolled together which do you expect to see more often, no sixes or all sixes ?

Are these statistical statements sometimes, always or never true? Or it is impossible to say?

You'll need to work in a group on this problem. Use your sticky notes to show the answer to questions such as 'how many girls are there in your group?'.