This Starter Pack is intended to be the first unit of the course and serves as a bridge between GCSE and Core Maths. Most of the topics covered in this first Pathway are from the Higher GCSE syllabus and so will be vaguely familiar to most of your students. The big difference being that throughout this course we will be trying to make the activities more “thought provoking” by setting them in
Step Zero  Before the Beginning
In this
Most stories (real or made up) start with "Once upon a time”, or "In the beginning" but when we come to data handling this is already too late!
In data analysis:
Step one is usually one variable statistics  extracting information from a single variable like population, size or growth rate.
Step two is usually two variable statistics (the relation between two variables).
But before any of
So in Core Maths:
you need to establish: Who, What, Where, Why, When, and How?
Which means, establish the context.
So before you get involved with the detail, ask questions:
You don't need to use a checklist – just ask questions.Think of this as Step Zero. The thing you do before you do anything else!
Just remember  always ask: Who, What, Where, Why, When, and How?
Real data tends to be messy
Unlike textbook questions and exam questions, real data tends to be messy and there is often a lot of it. Consequently, summary statistics rarely work out to be “nice” numbers and calculations can be difficult. So before long your students will need to understand the whys and wherefores of sampling.
Simple random sampling is the basic sampling technique a group of subjects (a sample) for study from a larger group (a population). Each individual is chosen entirely by chance and each member of the population has an equal chance of being included in the sample. Every possible sample of a given size has the same chance of selection; i.e. each member of the population is equally likely to be chosen at any stage in the sampling process.
Curiously, a carefully drawn sample of a population can give more accurate results than an attempt to look at the entire population. The reason is a matter of cost and realism because generating data is time consuming and costly.
In activity 2, students will be given a gentle introduction to simple random sampling and for this they will be asked to use random numbers. Consequently each student will need a set of random numbers and a basic understanding of how these tables are used in practice. There are, of course, other ways of generating random numbers but, at least in part, this activity is about using random number tables. An explanation of how random number tables are used together with a random number table can be downloaded at http://www.nist.gov/pml/wmd/pubs/upload/AppenBHB13305Z.pdf
For each
Activity 1
Documents included 
Description 
Shockwheat_LS.doc Shockwheat_LS.pdf 
The story of the lesson 
Monster collection.docx Monster collection.pdf 
A set of monsters for making the “Free Gift” cards. 
Monster2.docx Monster2.pdf 
Poster for the box 

A Notebook file 
Shockwheat.ppt 
A 
Activity 2 Jelly Blubbers
Documents included 
Description 
JellyBlubbers_LS.doc JellyBlubbers_LS.pdf 
The story of the lesson 
Jellyblubbers.notebook 
A notebook file 
Jellyblubbers.ppt 

Jellyblubbers_data.docx Jellyblubbers_data.pdf 
Page 1 is for the teacher Page 2 is the student handout 
Activity 3 Throwing a Six
Documents included 
Description 
Throwing a six_LS.doc Throwing a six _LS.pdf 
The story of the lesson 
Throwing a six. 
Notebook file (Smartboard) 
Throwing a six.ppt 

Matching histograms and boxplots.docx Matching histograms and boxplots.pdf 
A student worksheet 
Activity 4 How do you know you are really unwell?
Documents included 
Description 
Bodytemperature_LS.doc Bodytemperature_LS.pdf 
The story of the lesson 


Bodytemperature.ppt 

Body temperature_data2.docx Body temperature_data2.pdf 
Student handout 
Activity 5 Practice Time
Documents included 
Description 
Practice_time.notebook Practice_time 1.ppxt 
Practice questions (Smartboard) PowerPoint file 
Practice time.docx 
Student handout 