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KS1.Y2.S – Statistics
Pupils should be taught to:
KS1.Y2.S.1 – Interpret and construct simple pictograms, tally charts, block diagrams and tables
Samples: Data - tally marks: Activity 1. Interpreting Column Graphs - 3. Data - tally marks: Activity 2.
Data representation and interpretation
ACMSP262 – Choose simple questions and gather responses
Samples: Data and subtraction. Interpreting Column Graphs - 3. Display data using a simple column graph. Data. Data. Data. Data.
Data representation and interpretation
ACMSP048 – Identify a question of interest based on one categorical variable. Gather data relevant to the question
Samples: Subtraction and data. Interpreting Column Graphs - 3. Display data using a simple column graph. Data. Data. Data. Data.
ACMSP050 – Create displays of data using lists, table and picture graphs and interpret them
Samples: Data and subtraction. Interpreting Column Graphs - 3. Display data using a simple column graph. Data. Data. Data. Data.
Data representation and interpretation
ACMSP070 – Interpret and compare data displays
Samples: Data - tally marks: Activity 1. Interpreting Column Graphs - 3. Subtraction and data.
Data representation and interpretation
ACMSP096 – Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values
Samples: Interpret a spreadsheet. Two way tables. Interpreting column graphs - 4. Interpret a dot plot. Subtraction and data.
Data representation and interpretation
ACMSP120 – Describe and interpret different data sets in context
Samples: Two way tables. Interpreting column graphs - 4. Interpret a dot plot. Interpreting Column Graphs - 3.
3.S.1 – Investigate questions by using the statistical enquiry cycle (with support):
3.S.1.a – Gather and display category and simple whole-number data
Samples: Answer simple questions to collect data. Using simple questions to gather data. Interpret data as drawings.
3.S.1.b – Interpret displays in context
Samples: Data - less or more. Answer simple questions to collect data. Using simple questions to gather data.
4.S.1 – Investigate questions by using the statistical enquiry cycle independently:
4.S.1.a – Gather and display category and simple whole-number data
Samples: Using simple questions to gather data. Interpret data as drawings. Problem solving: Graphs.
4.S.1.b – interpret displays in context
Samples: Using simple questions to gather data. Interpret data as drawings. Problem solving: Graphs.
5.S.1 – Investigate summary and comparison questions by using the statistical enquiry cycle:
5.S.1.a – Gather, display, and identify patterns in category and whole-number data
Samples: Problem solving: Graphs. Data - picture graphs: Activity 1. Interpreting Column Graphs - 3. Surveys to collect data.
5.S.1.b – Interpret results in context
Samples: Problem solving: Graphs. Data - picture graphs: Activity 1. Interpreting Column Graphs - 3. Surveys to collect data.
Mathematics
2.MD.10 – Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems (See Glossary, Table 1. http://www.corestandards.org/the-standards/mathematics/glossary/glossary/ ) using information presented in a bar graph.
Samples: Data - picture graphs: Activity 1. Interpreting Column Graphs - 3. Problem solving: Graphs.
Mathematics
3.MD.3 – Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
Samples: Data in tables: Activity 1. Data - tally marks: Activity 1. Interpret data in lists.