These are formative tasks for planning your next lesson. They are not QCAA's IA1 or an external-exam rehearsal. Show your denominator, units, technology method and reasoning. Your teacher may provide your usual access support; it will be recorded with your work.
Check 1: a new two-way table, after Day 5
An invented pop-up room sent invitations by two channels. The table records 30 invitations, not all residents. An invitee was counted as attending or not attending once. No random allocation is claimed.
| Invitation channel | Attended | Did not attend | Total |
|---|---|---|---|
| Direct message | 9 | 6 | ? |
| Printed poster | 4 | 11 | ? |
| Total | ? | ? | ? |
- Complete every total and cross-check the grand total using rows and columns.
- Work out the percentage that attended within each invitation channel. Show the two denominators.
- Compare the percentages using category names and percentage points.
- Explain why this table does not prove that the channel itself caused attendance. Give one piece of information about how people were invited that you would need.
Check 2: new numerical pairs, after Day 10
Use fresh Card C, supplied by your teacher today.
- Identify x and y, including units, and sketch or tactile-place the six points. Name direction, form and strength separately.
- Use an approved spreadsheet/calculator to find Pearson's r. Record the range or steps used and the result to three decimal places. If technology is unavailable, your teacher may supply r; state that it was supplied.
- Find R² to three decimal places. Explain what it describes for these six pairs.
- Write one sentence a careful fictional report could use and one claim the data cannot justify.
Hand-in reminder
“Six invented weekends” is a sample description. It is not a measure of a real town. A relationship between two variables is not automatically a causal effect.
Rights: Original tasks and data © NeuroForgeIO Pty Ltd 2026, CC BY 4.0.