Question a statistical claim
Practise online with Next and Previous buttons, worked explanations and a report of the questions to review.
Log in to continueCheck methods, displays and conclusions before accepting an argument.
One-question preview
Choose one answer
Try this sample, or continue to the online quiz for a practice set with Next and Previous buttons.
A newsletter reports a survey of one Year 6 class about lunchtime activities. Which group was actually surveyed?
Invented practice scenario and data.
Show worked steps
Answer: The students who responded in that Year 6 class
- Read the source and the described respondents before considering the headline.
- The stated class is the evidence base; a larger population is not established.
This is a question from this topic’s quiz. Preview answers are not saved.
Scratchpad
Working out
Draw with a finger, pen or mouse, or type your working below.
Your working stays on this page. It is not submitted or saved, and clears when you leave or reload.
Curriculum reference
Victorian Curriculum F–10 Version 2.0
Pi Leo practice scope
Check methods, displays and conclusions before accepting an argument.
Read the official VCAA curriculum description (VC2M6ST02)
These quizzes practise concepts within this topic. Multiple-choice answers alone do not demonstrate drawing, conducting an investigation or using a digital tool.
Activities to practise beyond the quiz
- Supported by the guided activity; selecting an MCQ does not demonstrate this action.
- Supported by the guided activity; selecting an MCQ does not demonstrate this action.
- Supported by the guided activity; selecting an MCQ does not demonstrate this action.
- VC2M6ST02-C01Find the source, respondents, dates and exact variable. Ask what the whole group or denominator is. A claim about everyone is contradicted by valid exceptions. A club survey does not automatically describe the whole town.
- VC2M6ST02-C02Read the axis labels, units and baseline. Equal spaces should represent equal amounts on a linear scale. A bar axis starting above zero can exaggerate length ratios. Check what the whole pie represents and whether the full time period was shown.
- VC2M6ST02-C03Counts and proportions can lead to different comparisons when group sizes differ. An observed association alone does not establish cause. Explain the specific mismatch between the evidence and the claim, and describe what additional information would be needed.
- VC2M6ST02-C04Identifying and critiquing an actual traditional or digital-media statistical argument.
- VC2M6ST02-C05Actually collecting observations or survey responses and using spreadsheet software.
- VC2M6ST02-C06Creating and communicating an original statistical investigation, rather than selecting an MCQ response.
Learn with worked examples
Help with this topic
Skills in this topic
Traceable coverage
Subskills
These practice subskills map to the curriculum topic. Guided activities cover skills beyond multiple-choice questions.
Descriptor-derived subskills
- D01Read beyond the headlineFind the source, respondents, dates and exact variable. Ask what the whole group or denominator is. A claim about everyone is contradicted by valid exceptions. A club survey does not automatically describe the whole town.
- D02Check what a graph makes you seeRead the axis labels, units and baseline. Equal spaces should represent equal amounts on a linear scale. A bar axis starting above zero can exaggerate length ratios. Check what the whole pie represents and whether the full time period was shown.
- D03Match the claim to the evidenceCounts and proportions can lead to different comparisons when group sizes differ. An observed association alone does not establish cause. Explain the specific mismatch between the evidence and the claim, and describe what additional information would be needed.