The Sydney Metro rail project – Stage 5

Secondary KLA:
Educational levels:
Year 9, Year 10


Sydney Metro Inquiry-based Learning Resources. Students and teacher wearing safety hat.

© State of New South Wales, Department of Education.

This inquiry-based unit of work was created, trialled and peer reviewed as part of a professional learning program in inquiry-based learning for school teachers. The professional learning courses were part of a pilot partnership between the NSW Government’s Sydney Metro transport agency and Western Sydney University. The unit has been designed to model how to question and analyse real world data through structured inquiry. Key inquiry question: What impact do you think the Sydney Metro rail project will have on the people you know (yourself, your family and the community)?

NSW syllabus outcomes

(MA4-1WM ) communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols

(MA4-2WM ) applies appropriate mathematical techniques to solve problems

(MA4-3WM ) recognises and explains mathematical relationships using reasoning

(MA4-19SP) collects, represents and interprets single sets of data, using appropriate statistical displays

(MA4-20SP) analyses single sets of data using measures of location, and range

(MA5.1-1WM ) uses appropriate terminology, diagrams and symbols in mathematical contexts

(MA5.1-3WM ) provides reasoning to support conclusions that are appropriate to the context

(MA5.2-1WM ) selects appropriate notations and conventions to communicate mathematical ideas and solutions

(MA5.1-12SP) uses statistical displays to compare sets of data, and evaluates statistical claims made in the media

(MA5.2-3WM ) constructs arguments to prove and justify results

Australian curriculum content descriptions

(ACMSP228) Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect data directly and from secondary sources

(ACMSP282) Construct back-to-back stem-and-leaf plots and histograms and describe data, using terms including ‘skewed’, ‘symmetric’ and ‘bi modal’

(ACMSP283) Compare data displays using mean, median and range to describe and interpret numerical data sets in terms of location (centre) and spread

(ACMSP253) Evaluate statistical reports in the media and other places by linking claims to displays, statistics and representative data

More information

Resource type:
Teacher guide
ScOT topics:
Data representation, Inquiry-based learning, Rail transport
Communication activity, Critical thinking activity, Problem solving, Research project
State of NSW, Department of Education
State of NSW, Department of Education
Date created:
Monday, 9 December 2019

Resource ID: 2bf43ddf-95ff-4f82-9008-aabf10f1773a