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Learning objective overview
Master Teaching Guide coverage for this objective.
Current NZC (2007)
S6-1
New NZC (2026)
NZC26-P4-STA-DKD-K-Y10-03NZC26-P4-STA-DKD-K-Y10-02NZC26-P4-PRO-ETP-K-Y9-02NZC26-P4-STA-DKD-K-Y10-01
Resources
- CensusAtSchool NZ - Sampling variation: developing big ideas for sample-to-population inferencesQuestions PDF · Answers
Terminology
- Sample
- Population
- Sampling variation
- Sample size
- Random sample
- Estimate
- Sampling distribution
Task goals
- Explain what sampling variation is: repeated random samples from the same population give different (but not wildly different) estimates.
- Compare the expected amount of sampling variation for sample sizes of 30, 100, and 1000, and explain why larger samples give more stable estimates.
- Judge whether a difference between two sample results is consistent with ordinary sampling variation, or suggests a problem with the sampling process.
- Explain why a single sample result should not be treated as the exact population value.
- Distinguish sampling variation (natural spread between random samples) from bias (a systematic error in how a sample is selected).
- Reason about a set of repeated sample results to judge the underlying sample size or the reliability of an estimate.
Where this fits
What leads into this objective, and where it goes next.
Before
No prerequisite objective linked yet.
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Sampling variation
Know
Results from sets of repeated trials for the same experiment may vary.
Statement▸
Year 9 · Probability · Experimental and theoretical probability
NZC26-P4-PRO-ETP-K-Y9-02
Next
The official curriculum has no separate Year 10 statements for Probability — Year 9 Probability spans the phase. Try the Statistics strand’s Year 10 statements.
Also under S6-1:
For teachers
Need the fuller teaching notes for this objective? Open the Teacher guidance PDF.