Expected level of development
Australian Curriculum Mathematics V9: AC9M4ST01, AC9M4ST02
Numeracy Progression: Interpreting and representing data: P4
At this level, students build on their use of data displays (visualisations) and extend their interpretation of data displays. The focus is to compare different representations of a dataset and analyse the effectiveness of different displays. They read the values and interpret the visualisations, noting any patterns or trends.
Provide students with the opportunity to view data in a range of visualisations, such as picture graphs, dot plots, bar or column graphs, and line graphs. Provide examples of data that show a many-to-one correspondence, for example, when one person on a chart represents a larger number such as 1 million; 16 people on the chart is equivalent to 16 million. Discuss the effective use of approach and how to interpret these types of charts.
Provide opportunities for students to use digital tools to efficiently record data in tables and use that data to create charts and graphs. Model how to use a simple two-column table to record data in a spreadsheet and create a graph.
Teaching and learning summary:
- Provide students with the opportunity to view data in a range of visualisations.
- Model the use of digital tools to record and represent data efficiently.
- Model and use questioning to demonstrate how to analyse the effectiveness of different displays.
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.
Learning intention
- We are learning to use tally marks to record data.
Why are we learning about this?
- We use a variety of different ways to record data, some of which are more useful when working with larger numbers.
What to do
1. Answer the question: How does road traffic vary during a day?
2. Here are the results of a traffic survey, recording the number vehicles that pass by a home in a street close to the local school during a weekday.
3. Count the total for each row and record the frequency of cars for each time block.
4. Now that you have the data with totals, think of the best way to represent the data.
5. Choose a chart or graph that shows any patterns or trends.
6. What patterns do you notice? Describe your findings.
Success criteria
I can:
- interpret data in a table
- represent data into a useful form of graphical display.
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Teaching strategies
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.
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Explicit teaching
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.
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Questioning
A culture of questioning should be encouraged and students should be comfortable to ask for clarification when they do not understand.
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Feedback
It has been shown that good feedback can make a significant difference to a student’s future performance.
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Mathematics investigation
By giving students meaningful problems to solve they are engaged and can apply their learning, thereby deepening their understanding.
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Multiple exposures
Providing students with multiple opportunities within different contexts to practise skills and apply concepts allows them to consolidate and deepen their understanding.
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Teaching resources
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.
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Where’s the mankarr? Video observation data: Part 1
In this first of two lessons, students investigate data from animal observations recorded by a video camera.
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Where’s the mankarr? Recording and visualising data: Part 2
In this second of two lessons, students record and visualise data about the bilby (mankarr).
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Cool colours
This lesson focuses on interpreting data represented as a line graph to answer a scientific question related to colours and heat absorption.
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A changing world
In this lesson, students use data to compare people’s perceptions about the impact of technological discoveries. They interpret tables showing rankings and ratings.
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Holding a vote
In this lesson, students interpret a table. A similar survey could easily be replicated and results compared.
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Too much telly?
In this lesson, students interpret and compare three sets of data represented in different ways.
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