Expected level of development
Australian Curriculum Mathematics V9: AC9M1ST01, AC9M1ST02
Numeracy Progression: Interpreting and representing data: P2
At this level, students consolidate and extend upon their knowledge of data. They collect and record categorical data in various ways including using tally marks, objects and drawings. They represent data using one-to-one displays and refer to these displays when comparing and interpreting the data collected.
Provide regular opportunities to read and make sense of existing one-to-one visual data displays. Use picture storybooks to spark statistical discussions. Also, include a focus on what, and how, data from the environment is collected and used by First Nations Australians.
Use meaningful contexts to spark student interest about collecting data. Guide students to pose questions that could be investigated and provide opportunities to collect survey data from their peers using simple tables and tally marks.
Give opportunities for students to present data they have collected in pictograph form. Invite them to make observations using their visual data summary and pose specific questions about the data for them to respond to and demonstrate their understanding.
Teaching and learning summary:
- Use familiar contexts to practise planning data collection, including posing questions to ask about.
- Ensure a range of ways to collect and record data is offered, including tally marks, objects, images, drawings and (where possible) digital tools.
- Provide opportunities to create, interpret and discuss one-to-one data displays (for example, pictographs) using categorical data.
- pose survey questions that could be investigated by collecting data
- know how to collect and record data using a simple table and tally marks
- create pictographs to summarise and communicate data collected
- can make observations, and respond to questions, about one-to-one visual data representations.
Some students may:
- pose vague questions and need teacher assistance to pose questions that will generate suitable data for analysis.
- not have established one-to-one correspondence, therefore are not able to use counting accurately in data contexts. Use data activities as playful contexts to re-emphasise strategies such as ‘point and count’ to support the development of counting.
- focus on the overall size of objects in a group when asked ‘how many’ in each category, for example, they count 3 horses and 6 cats, and say there are more horses. To address this, regularly present two groups of vastly different-sized objects (e.g. 3 trucks and 5 cars) and be explicit about the focus on number rather than size.
- say that one group has more than another but be unable to say how many more. To address this, provide repeated opportunities for students to compare small quantities using physical objects.
The Learning from home activities are designed to be used flexibly by teachers, parents and carers, as well as the students themselves. They can be used in a number of ways including to consolidate and extend learning done at school or for home schooling.
- We are learning to collect data and make simple conclusions about the information (data) collected.
Why are we learning about this?
- Data is all around us! We use data to make everyday decisions.
What to do
Have fun with surveys. For instance:
1. Pose a ‘yes/no’ question you’d like to ask family and/or friends. Examples might include:
- Do you like reading funny books?
- Do you like broccoli?
- Have you ever tried doing a handstand?
2. Collect responses by getting respondents to form a line depending upon their answer.
3. Use the survey data to make observations, for example, three people in our family like dogs and one person does not.
- pose survey questions that can be investigated
- collect and record survey data from friends and/or family using tally marks
- draw conclusions from surveys
- make decisions based on data collected.
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A collection of evidence-based teaching strategies applicable to this topic. Note we have not included an exhaustive list and acknowledge that some strategies such as differentiation apply to all topics. The selected teaching strategies are suggested as particularly relevant, however you may decide to include other strategies as well.
Explicit teaching is about making the learning intentions and success criteria clear, with the teacher using examples and working though problems, setting relevant learning tasks and checking student understanding and providing feedback.Go to resource
A culture of questioning should be encouraged and students should be comfortable to ask for clarification when they do not understand.Go to resource
Classroom talks enable students to develop language, build mathematical thinking skills and create mathematical meaning through collaborative conversations.Go to resource
Providing students with multiple opportunities within different contexts to practise skills and apply concepts allows them to consolidate and deepen their understanding.Go to resource
A range of resources to support you to build your student's understanding of these concepts, their skills and procedures. The resources incorporate a variety of teaching strategies.
Data is all around us
Use this unit to explore everyday data through familiar contexts.Go to resource
Use these tasks to explore the use of tally marks, pictographs and block diagrams when collecting, presenting and interpreting data.Go to resource
Asking about shoes
Use this lesson to explore how to pose a suitable question and suggest possible responses for a particular data investigation.Go to resource
Explore how to select suitable questions for gathering data; collect and record simple data; and use graphs to analyse and interpret collected data.Go to resource
Use this lesson to collect, organise and present data about pet ownership.Go to resource
Use this unit as a meaningful context for posing simple questions, gathering responses, graphing data, interpreting data and using data to make decisions.Go to resource
Chapter 6: Data and Probability
Use Chapter 6 Student Lesson Activity (LAB) pages 99 to 110 to explore data using familiar contexts.Go to resource
By the end of Year 1, students are collecting and recording categorical data, create one-to-one displays, and comparing and discussing the data using frequencies.