Expected level of development
Australian Curriculum Mathematics V9: AC9M2ST01, AC9M2ST02
Numeracy Progression: Interpreting and representing data: P3
At this level, students review, consolidate and extend upon existing data understandings and skills. They collect data through surveys, observations and experiments. They explore and create different graphical representations of the data acquired. They interpret the data being represented.
Provide regular opportunities to read and make sense of existing visual data displays. Use everyday scenarios and 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 familiar contexts to develop students’ ability to formulate questions appropriate for data collection. Be explicit about the need to consider how the questions might be interpreted and whether the answers provide the data needed to answer the research question.
Provide opportunities to explore multiple methods of data collection. This could include tallying, using tables and using T-charts. Over time, support students to value the purpose of different collection tools and when to use each type.
Give opportunities for students to present data in various formats. Students work toward being able to read and interpret column graphs, and eventually represent the data they collect using this graphical format.
Teaching and learning summary:
- Provide opportunities to plan and prepare for data collection, including posing the questions to ask.
- Understand a range of ways to collect and record data including, where possible, digital tools.
- Provide opportunities to create, interpret and discuss various data displays, including column graphs, using categorical data.
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 collect and present data in different ways.
Why are we learning about this?
- Data is all around us! We use data to make everyday decisions.
What to do
1. Look at this graph.
2. Write down three statements about what the graph is showing.
3. Find out some information using a survey.
- Survey family and/or friends about what do they like to do in their spare time.
- Design a survey question and use the options used in the graph above.
- Collect and record the responses given.
- Use your survey data to compare to the graph above.
- Make statements about what you found out.
Success criteria
I can:
- Interpret data represented as a column graph
- pose questions that can be investigated
- collect and record survey data from friends and/or family using tally marks
- draw conclusions from surveys.
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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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Differentiated teaching
Differentiation involves teachers creating lessons that are accessible and challenging for all students.
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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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Favourites
Use these activities to collect simple data from questions asked and display simple data in a picture graph or column graph.
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Skill-building for Statistical Investigations
Use these activities to teach skills for formulating questions through to reading and interpreting various visual displays, and more.
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Today’s Traffic Tale
Use the context of passing traffic to collect, represent and interpret data about events.
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reSolve: What a Load of Rubbish
A series of inquiry-based lessons about data collection and representation, using the context of collecting rubbish in the playground.
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Schoolyard biodiversity detectives
In this lesson, students collect data on the biodiversity (plants and animals) in garden beds around the school.
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Match ups
Use this unit to build familiarity with data displays by reading and describing a range of column graphs.
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Planning a statistical investigation
Use this unit to guide students through the steps of planning and carrying out a statistical investigation, using facts about their class as a context.
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Playing Favourites
Use preferences as a meaningful context for carrying out a statistical investigation that involves sorting data into categories.
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Assessment
By the end of Year 2, students are using a range of methods to collect, record, represent and interpret categorical data in response to questions.
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Assessment: pictograph
Use this task to gauge student understanding of pictographs.
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Assessment: column graph
Use this task to gauge student understanding of column graphs.
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Assessment: Planning for Collecting and Organising Data
Use this task to find out what students know about, and how they would approach, collecting and organising data.
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Mathematics Year 2: ACARA
Use work sample 5, Statistics: Graph audit to gauge how students make sense of data collection.
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