# General Mathematics: two weeks of bivariate data

**Queensland General Mathematics 2025 v1.3, Unit 3 Topic 1 introductory practice.** [Ten scripts](LESSONS.md) use [learner data cards](student-materials.md), a [two-way table and scatterplot visual](../../../term-1/print/text-alternatives.md), [independent checks](student-assessment.md) and a [separate teacher key](teacher-key.md). Hold the [fresh numerical card](fresh-data-c.md) until Day 10.

The QCAA Topic 1 sub-topics are notionally **5 hours of categorical association** and **6 hours of numerical association**. These ten 25-minute sessions total 4 hours 10 minutes, so they sample rather than finish Topic 1. A school must add technology practice, varied datasets, discussion and its full work program. Topic 2 linear models and the school's IA1 are outside this authored fortnight. The invented data do not establish a real public preference or any causal effect.

**Prepare:** copies or accessible digital versions of the learner cards; calculator or spreadsheet with `CORREL` or approved graphing technology for Days 8–10; a display of the [visual/text pair](../../../term-1/print/text-alternatives.md). Keep the **completed table visual** covered until after the Day 2 and Day 3 first attempts. For Day 7, use each learner's Day 6 plot or the plain coordinate list; reveal the **annotated scatter visual** only after they have described the cloud. Its annotation includes *r*, so keep it covered during the Day 8 calculation attempt as well if you are checking independent use of technology. If technology fails, provide the keyed *r* value and assess interpretation separately, then complete the technology calculation later. Never record a technology outcome as demonstrated if it was supplied.

**Evidence note:** For each exit, record numerical work, labels/denominator, source of data, technology and help, response mode, and the next instructional move. Accept oral, typed, tactile, large-print or visual plotting when the same mathematical reasoning is observable.

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