Gr ade 8 Mathemat ics
Statistics and Probability
Statistics and Probability (Data Analysis)—[Link].1
Enduring Understanding:
Data are gathered and organized in different ways, which may have an impact
on what the data display.
General Learning Outcome:
Collect, display, and analyze data to solve problems.
Specific Learning Outcome(s): Achievement Indicators:
[Link].1 Critique ways in which data are Compare the information that is provided
presented. for the same data set by a set of graphs,
[C, R, T, V] such as circle graphs, line graphs, bar
graphs, double bar graphs, or pictographs,
to determine the strengths and limitations
of each graph.
Identify the advantages and
disadvantages of different graphs, such
as circle graphs, line graphs, bar graphs,
double bar graphs, or pictographs, in
representing a specific set of data.
Justify the choice of a graphical
representation for a situation and its
corresponding data set.
Explain how a formatting choice, such as
the size of the intervals, the width of bars,
or the visual representation, may lead to
misinterpretation of the data.
Identify conclusions that are inconsistent
with a data set or graph, and explain the
misinterpretation.
Statistics and Probability 3
Prior Knowledge
Students may have had experience with the following:
QQ Constructing and interpreting concrete graphs and pictographs to solve problems
QQ Constructing, labelling, and interpreting bar graphs to solve problems
QQ Constructing and interpreting pictographs and bar graphs involving many-to-one
correspondence to draw conclusions
QQ Constructing and interpreting double bar graphs to draw conclusions
QQ Creating, labelling, and interpreting line graphs to draw conclusions
QQ Graphing collected data and analyzing the graph to solve problems
QQ Demonstrating an understanding of central tendency and range by
QQ determining the measures of central tendency (mean, median, mode) and range
QQ determining the most appropriate measures of central tendency to report
findings
QQ Determining the effect on the mean, median, and mode when an outlier is included
in a data set
QQ Constructing, labelling, and interpreting circle graphs to solve problems
Background Information
The way data are organized and represented may have an impact on what one might
interpret from the data. Graphs are a common way of organizing, representing, and
communicating information. Different graphs are used, depending on what information
is being represented and communicated.
Types of Graphs
Graphs are used to provide visual displays of data. It is important to know what type
of data have been collected and the information that is to be communicated before
deciding on what type of graph to use. Middle Years students need to have a good
understanding of the advantages and disadvantages of each type of graph. This
understanding will enable them to determine the appropriate graph for their data and to
defend their choices.
4 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
A description of the various types of graphs is provided below, followed by a chart
outlining the advantages and disadvantages of different graphs.
QQ Bar Graphs
Bar graphs usually compare frequency of discrete data. Therefore, there are spaces
between bars. Bars can be drawn either vertically or horizontally.
Example:
Note: If part of the scale is omitted, then a squiggle in the vertical axis is used.
However, this tends to give a misleading visual picture.
QQ Double Bar Graphs
These types of graphs use pairs of bars to make comparisons between and among
sets of data. Bars can be vertical or horizontal.
Example:
Favourite Pets of Grade 8 Students
Dog
Favourite Pet
Girls
Cat Boys
Fish
0 5 10 15 20 25 30
Number of Students
Statistics and Probability 5
QQ Line Graphs (Broken Line Graphs)
These types of graphs are appropriate for indicating trends or relationships and are
used primarily to show a quantity changing over time (e.g., temperature change over
24 hours, average monthly rainfall, yearly school enrolments). For example, a survey
of the favourite seasons of a Grade 8 class could not be put on a line graph, as the
data do not involve change over time.
Example:
QQ Circle Graphs (Pie Graphs)
In circle graphs, the data are represented by sectors (parts) of a circle (whole);
the total of all the sectors should be 100% of the data. Each section of the circle
represents a part or percentage of the whole.
Circle graphs
QQ show the ratio of each part to the whole, not quantities
QQ are almost always made from data converted to percentages of the total
QQ show ratios—therefore, comparisons can be made between different-sized
quantities (e.g., results from the class survey can be compared to results from a
whole school survey)
Example:
6 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Advantages and Disadvantages of Graphs
Graphs Purpose(s) Advantage(s) Disadvantage(s)
Bar graphs n compare n are easy to read n can be
frequency of and interpret misleading if
data (usually n can be used to part of the scale
discrete) compare two or along one axis is
more related sets compressed
of data
Line graphs n show changes n can be used to n can be used only
in a single observe changes if data change
variable over over time over time
time n can be used to n can be
find individual misleading if
pieces of data part of the scale
along one axis is
compressed
Circle graphs n compare n can be used to n cannot retrieve
groups of data see the ratio of individual pieces
to the whole each part to the of data because
set of data whole group data are grouped
Mathematical Language
bar graph
circle graph
distort
double bar graph
double line graph
interval
line graph
pictograph
trend
Statistics and Probability 7
Learning Experiences
Assessing Prior Knowledge
Materials: BLM [Link].1.1: Data Analysis Pre-Assessment
Organization: Individual
Procedure:
1. Tell students that they will be extending their understanding of data
analysis over the next few lessons; however, you first need to find out
what they already know about graphs.
2. Provide students with copies of BLM [Link].1.1: Data Analysis
Pre‑Assessment.
3. Have students complete the sheet individually.
4. Students will complete BLM [Link].1.1 at the end of the unit as a post-
assessment.
Observation Checklist
Observe students’ responses to determine whether they can do the
following:
r Recognize and explain why a broken line graph will not be the best
way to represent which search engines students prefer.
r Understand that a circle graph must be filled completely.
r Recognize and explain why 25% of a circle graph is not 60º.
r Recognize and explain that the intervals on the sample bar graph are
not properly spaced (spaces are unequal, graph does not start at zero).
r Correctly interpret a circle graph.
Note: Students will be creating and reading graphs in social studies and
science. Linking graphs to those subject areas would be beneficial.
Suggestions for Instruction
QQ Compare the information that is provided for the same data set by a
set of graphs, such as circle graphs, line graphs, bar graphs, double
bar graphs, or pictographs, to determine the strengths and limitations
of each graph.
QQ Identify the advantages and disadvantages of different graphs,
such as circle graphs, line graphs, bar graphs, double bar graphs, or
pictographs, in representing a specific set of data.
QQ Justify the choice of a graphical representation for a situation and its
corresponding data set.
8 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Materials: Graphing software or white paper, graph paper, rulers,
BLM 5–8.23: Understanding Words Chart, BLM [Link].1.2: Data, math journals,
BLM [Link].1.1: Data Analysis Pre-Assessment
Organization: Small group/whole class/individual
Procedure:
1. Tell students that, through exploration, they will be able to determine the strengths
and limitations of different graphs, identify advantages and disadvantages of
graphs, and justify their choice of graphical representation for a given situation.
2. Use BLM 5–8.23: Understanding Words Chart to address the key vocabulary for this
unit.
3. Divide the class into small groups, and provide each group with a copy of
BLM [Link].1.2: Data. Ask each group to create a bar graph, a line graph, and a circle
graph for each set of data presented.
4. Each group will discuss the following questions in relation to the data and present
their findings to the class:
QQ Based on your data, what are the strengths and limitations of each of the graphs
you made?
QQ What are the advantages and disadvantages of each type of graph?
QQ Which graph do you feel is best for representing each set of data provided?
Why?
5. As the groups present their information, record responses to each question in
a chart such as the following. By the end, you will have generated a variety of
strengths and limitations, advantages and disadvantages, and best choice of graph
per set of data.
Strengths and Advantages and
Best Choice of Graph
Limitations Disadvantages
6. Ask students to give an example, in their math journals, of the type of data that
could be collected that would best be portrayed in a bar graph, a broken line graph,
and a circle graph.
7. Have students complete BLM [Link].1.1: Data Analysis Pre-Assessment as a post-
assessment.
Observation Checklist
Observe students’ responses to determine whether they can do the
following:
r Demonstrate an understanding of strengths and weakness of each
type of graph.
r Complete BLM [Link].1.1 as a post-assessment.
Statistics and Probability 9
Suggestions for Instruction
QQ Explain how a formatting choice, such as the size of the intervals,
the width of bars, or the visual representation, may lead to
misinterpretation of the data.
QQ Identify conclusions that are inconsistent with a data set or graph,
and explain the misinterpretation.
Materials: BLM [Link].1.3: Graph Samples, math journals
Organization: Small group/individual
Procedure:
1. Tell students that they will be analyzing different sets of graphs to determine
which graph best represents the given data and explaining why one graph leads to
a misinterpretation of the data represented.
2. Hand out graph Sample 1, Sample 2, and Sample 3 from BLM [Link].1.3: Graph
Samples, one at a time.
3. For each sample, have students, working in groups, discuss the following:
QQ What can be said about these graphs?
QQ What scenario do the data display?
QQ Is there something that can be done to each graph to make it clearer? Explain.
QQ Do the graphs display the same or different data? Explain.
QQ What are the advantages and disadvantages of each graph?
QQ Which graph is more accurate? Explain.
QQ Can either of the graphs be misinterpreted? Explain.
4. Have students explain, in their math journals, how the format of graphs (how the
graphs are made) can lead to a misinterpretation of the data. Ask them to use words
and diagrams to explain their thoughts.
Observation Checklist
Observe students’ responses to determine whether they can do the
following:
r Explain how the format of graphs can lead to a misinterpretation
of the data.
10 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Statistics and Probability (Chance and Uncertainty)—[Link].2
Enduring Understandings:
The principles of probability of a single event also apply to independent events.
Probability can be expressed as a fraction or decimal between 0 and 1, where 0
indicates an impossible event and 1 indicates a certain event.
Probabilities can be expressed as ratios, fractions, percents, and decimals.
General Learning Outcome:
Use experimental or theoretical probabilities to represent and solve problems
involving uncertainty.
Specific Learning Outcome(s): Achievement Indicators:
[Link].2 Solve problems involving the Determine the probability of two
probability of independent events. independent events and verify the
[C, CN, PS, T] probability using a different strategy.
Generalize and apply a rule for
determining the probability of
independent events.
Solve a problem that involves determining
the probability of independent events.
Prior Knowledge
Students may have had experience with the following:
QQ Describing the likelihood of a single outcome occurring, using words such as
QQ impossible
QQ possible
QQ certain
QQ Comparing the likelihood of two possible outcomes occurring, using words
such as
QQ less likely
QQ equally likely
QQ more likely
Statistics and Probability 11
QQ Demonstrating an understanding of probability by
QQ identifying all possible outcomes of a probability experiment
QQ differentiating between experimental and theoretical probability
QQ determining the theoretical probability of outcomes in a probability experiment
QQ determining the experimental probability of outcomes in a probability
experiment
QQ comparing experimental results with the theoretical probability for an
experiment
QQ Expressing probabilities as ratios, fractions, and percents
QQ Identifying the sample space (where the combined sample space has 36 or fewer
elements) for a probability experiment involving two independent events
QQ Conducting a probability experiment to compare the theoretical probability
(determined using a tree diagram, table, or another graphic organizer) and
experimental probability of two independent events
Background Information
Probability
Probability refers to the chance of an event occurring. The probability of an event must be
greater than or equal to 0 and less than or equal to 1.
Note: Students in Grade 8 will be working only with the probabilities of independent
events.
Definitions
independent events
Events in which the theoretical probability of an event occurring does not depend on
the results of another event.
Example:
Rolling a number cube and then selecting a card from a deck.
What is the probability of rolling a 6 on a number cube and then pulling a 6 from a
deck of cards?
1 1 1
P(6 cube) = P(6 card) = so P(6 cube and 6 card) =
6 13 78
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dependent events
Events in which the theoretical probability of an event occurring does depend on the
results of another event.
Example:
Selecting a red card from a deck and then selecting the Queen of Clubs without
putting the first card back.
1 1 1
P(red) = P(Queen of Clubs) = so P(red, then Queen of Clubs) =
2 51 102
Organizing Outcomes/Results
There are different strategies for organizing favourable outcomes, such as tables and tree
diagrams.
Example:
If Joe has six cards numbered 1 to 6 and a regular six-sided number cube, what is the
probability of turning a 1 and rolling a 1 at the same time?
This scenario can be written as follows: What is P(1,1)?
Table
Number Cube
1 2 3 4 5 6
1 1,1 1,2 1,3 1,4 1,5 1,6
2 2,1 2,2 2,3 2,4 2,5 2,6
Card
3 3,1 3,2 3,3 3,4 3,5 3,6
4 4,1 4,2 4,3 4,4 4,5 4,6
5 5,1 5,2 5,3 5,4 5,5 5,6
6 6,1 6,2 6,3 6,4 6,5 6,6
favourable outcome
P(event) =
total number of outcomes
1
P(1,1) =
36
Statistics and Probability 13
Tree Diagram
Card Cube Outcome
1 1,1
2 1,2
3 1,3
1
4 1,4
5 1,5
6 1,6
1 2,1
2 2,2
3 2,3
2
4 2,4
5 2,5
6 2,6
1 3,1
2 3,2
3 3,3
3
4 3,4
5 3,5
6 3,6
1 4,1
2 4,2
3 4,3
4
4 4,4
5 4,5
6 4,6
1 5,1
2 5,2
3 5,3
5
4 5,4
5 5,5
6 5,6
1 6,1
2 6,2
3 6,3
6
4 6,4
5 6,5
6 6,6
1
P(1,1) = This can also be expressed as 1:36, ≈3% or ≈ 0.03.
36
14 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Mathematical Language
certain
experimental probability
impossible
independent events
less likely
likely
more likely
outcome
probability
probable
simulation
theoretical probability
Learning Experiences
Assessing Prior Knowledge
Materials: BLM [Link].2.1: Probability Pre-Assessment
Organization: Individual
Procedure:
1. Tell students that they will be extending their understanding of
probability over the next few lessons; however, you first need to find
out what they already know about probability.
2. Hand out copies of BLM [Link].2.1: Probability Pre-Assessment.
3. Have students complete the pre-assessment individually.
Observation Checklist
Observe students’ responses to determine whether they can do the
following:
r Determine all possible outcomes of a specified event.
r Use an organization method to organize the outcomes.
r Determine the probability of a specified event.
r Represent probability as a ratio, fraction, decimal, and percent.
Statistics and Probability 15
Suggestions for Instruction
QQ Determine the probability of two independent events and verify the
probabilities using a different strategy.
Materials: 1 six-sided number cube and 1 coin per group, BLM 5–8.23: Understanding
Words Chart, BLM [Link].2.2: Tree Diagram
Organization: Individual/small group/whole class
Procedure:
1. Provide each student with a copy of BLM 5–8.23: Understanding Words Chart, and
have students explore their understanding of key mathematical terms.
2. Divide the class into small groups, and present students with the following
scenario:
John rolls a six-sided number cube at the same time that Sue flips a coin. Determine
all possible outcomes if they complete the task at the exact same time. (Provide each
group with a number cube and a coin in case they need to manipulate the items to
help them determine the outcomes.)
3. Allow groups to organize their work as they see fit. When it is time to review their
work, write their outcomes on the whiteboard using a tree diagram.
4. When all possible outcomes are recorded, explain to students how a tree diagram
allows favourable outcomes to be determined in an organized manner.
5. Ask students to state P(3, H), P(odd, T), P(1 or 2, H).
6. Have students complete BLM [Link].2.2: Tree Diagram.
Observation Checklist
Observe students’ responses to determine whether they can do the
following:
r Successfully use a tree diagram to determine probabilities.
16 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Suggestions for Instruction
QQ Determine the probability of two independent events and verify the
probabilities using a different strategy.
Materials: A King, Queen, and Jack of Spades, and a 1, 2, and 3 of Hearts of a deck of
cards per group, BLM [Link].2.3: Table
Organization: Small group/whole class
Procedure:
1. Divide the class into small groups, and present students with the following
scenario:
Rita has the Jack, Queen, and King of Spades from a deck of cards, and Jessica has
the 1, 2, and 3 of Hearts from the deck of cards. If they both flip a card at the same
time, what are all the possible outcomes? (Provide each group with the Jack, Queen,
and King of Spades and the 1, 2, and 3 of Hearts from a deck of cards in case they
need to manipulate items to help them determine the outcomes.)
2. Tell students that their task is to determine all possible outcomes using a strategy
for organizing the outcomes other than a tree diagram.
3. Have each group present their method to the class. If no one demonstrates how a
table could be used, you will need to demonstrate it.
4. Ask students to state P(J, 1), P(face card, odd), P(Q, 1).
5. Have students complete BLM [Link].2.3: Table.
Observation Checklist
Observe students’ responses to determine whether they can do the
following:
r Successfully use a table to determine probabilities.
Statistics and Probability 17
Suggestions for Instruction
QQ Generalize and apply a rule for determining the probability of
independent events.
QQ Solve a problem that involves determining the probability of
independent events.
Materials: BLM [Link].2.4: Probability Problems, BLM [Link].2.5: Probability Problem
Practice, chart paper
Organization: Small group/whole class
Procedure:
1. Divide students into small groups, and provide each group with one problem from
BLM [Link].2.4: Probability Problems, as well as chart paper. Ask groups to solve their
respective problems and be prepared to present their solutions.
2. As each group presents its problem and solution strategy to the class, allow other
groups to ask questions and add to the solution.
3. Have students identify the various strategies that the groups used to solve the
problems.
4. BLM [Link].2.5: Probability Problem Practice provides additional problems for
practice. Discuss rules for finding the probability of independent events. (Students
should generalize that multiplication can be used to find solutions to the probability
questions.)
Observation Checklist
Observe students’ responses to determine whether they can do the
following:
r Generalize a rule to determine the number of outcomes for two
independent events.
r Apply a generalized rule and knowledge about probability in
order to reason mathematically.
r Determine the possible outcomes of a probability experiment
involving two independent events.
r Determine the probabilities of favourable outcomes.
18 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
