NSW Syllabuses

Mathematics K–10 - Life Skills - Statistics and Probability Data

Data: Recognising Data

Outcomes

A student:

• MALS-1WM

responds to and uses mathematical language to demonstrate understanding

• MALS-35SP

recognises data displayed in a variety of formats

Related Stage 4/5 outcomes: MA4-19SP, MA5.1-12SP, MA5.2-15SP

Content

• Students:
• recognise that information can be presented in tables and graphs, eg a picture graph to show favourite foods, column graph to show classroom gender, sector graph to represent sports students play, table to record daily rainfall
• identify information in graphs using features such as the heading/title of the graph, labels on axes, scale and key
• recognise data displayed in different ways, eg a table and graph to show daily temperatures over a week
• recognise ways in which data about the environment can be displayed, eg data about climate and population growth

Data: Organising Data

Outcomes

A student:

• MALS-1WM

responds to and uses mathematical language to demonstrate understanding

• MALS-2WM

applies mathematical strategies to solve problems

• MALS-3WM

uses reasoning to recognise mathematical relationships

• MALS-36SP

gathers, organises and displays data

Related Stage 4/5 outcomes: MA4-19SP, MA5.1-12SP, MA5.2-15SP

Content

• Students:
• collect data about themselves and their environment
• pose a question to be answered using a survey, eg 'What is the cultural background of students in the class?' (Communicating, Understanding)
• record collected data using a variety of means, eg concrete materials, symbols, words, tally marks (Communicating, Understanding)
• sort collected data into groups
• display data using tables, column graphs, line graphs and/or sector graphs (pie charts)
• use appropriate strategies, including the use of digital technologies, to display data (Communicating, Fluency, Understanding)
• follow conventions for displaying data, including equal spacing, same-sized symbols, key for symbols, headings, labels for axes (Communicating, Understanding, Fluency)
• gather and display data for a specific purpose, eg to determine the range of eye colour represented in a class of students
• select an appropriate method and use this to collect data, eg survey, questionnaire (Communicating, Problem Solving, Fluency)
• sort collected data appropriately (Communicating, Understanding, Fluency)
• decide on the most appropriate way to display collected data, eg line graph, sector graph, table (Understanding, Fluency)
• display data using concrete materials, eg use different-coloured counters/blocks to create a column graph to represent the favourite colours of students in the class (Communicating)
• construct data displays (Communicating, Understanding, Fluency)
• use spreadsheet software to construct data displays (Communicating)
• communicate and interpret findings from collected data (Communicating, Reasoning)

Data: Interpreting Data

Outcomes

A student:

• MALS-1WM

responds to and uses mathematical language to demonstrate understanding

• MALS-2WM

applies mathematical strategies to solve problems

• MALS-3WM

uses reasoning to recognise mathematical relationships

• MALS-37SP

interprets information and draws conclusions from data displays

Related Stage 4/5 outcomes: MA4-19SP, MA5.1-12SP, MA5.2-15SP

Content

• Students:
• interpret information presented in tables and graphs to answer questions, eg 'The columns show that there are more boys than girls', 'Swimming is the most popular sport among students in our class'
• interpret tables and graphs from a variety of sources, eg newspapers, television, internet
• compare tables and graphs constructed from the same data to determine which is the most appropriate method of display
• use spreadsheet software to construct different graphical representations of the same data set and determine the most appropriate display (Communicating, Reasoning)
• draw conclusions on the basis of the information displayed in tables and graphs