skip to main content
NSW Syllabuses

Mathematics K–10 - Early Stage 1 - Statistics and Probability Data


A student:

  • MAe-1WM

    describes mathematical situations using everyday language, actions, materials and informal recordings

  • MAe-3WM

    uses concrete materials and/or pictorial representations to support conclusions

  • MAe-17SP

    represents data and interprets data displays made from objects


  • Students:
  • Answer yes/no questions to collect information (ACMSP011)
  • collect information about themselves and their environment, including by asking and answering yes/no questions SE
  • pose and answer questions about situations using everyday language, eg 'Do you have any brothers or sisters?', 'What is the favourite colour of most people in our class?' (Communicating) L
  • Organise objects into simple data displays and interpret the displays
  • group objects according to characteristics to form a simple data display, eg sort blocks or counters according to colour
  • compare the sizes of groups of objects by counting (Reasoning)
  • arrange objects in rows or columns according to characteristics to form a data display, eg arrange lunchboxes in columns according to colour
  • give reasons why a row of three objects may look bigger than a row of five objects, eg 'The three green lunchboxes are spaced out more than the five blue lunchboxes' (Communicating, Reasoning) CCT
  • interpret information presented in a display of objects to answer questions, eg 'How many children in our class have red pencil cases?' LCCT

Background Information

In Early Stage 1, students collect information about themselves and their environment with teacher assistance. They use actual objects as data and group these objects into a data display.


Students should be able to communicate using the following language: information, collect, group, display, objects.

National Numeracy Learning Progression links to this Mathematics outcome

When working towards the outcome MAe‑17SP the sub-elements (and levels) of Quantifying numbers (QuN1) and Interpreting and representing data (IRD1-IRD2), describe observable behaviours that can aid teachers in making evidence-based decisions about student development and future learning.

The progression sub-elements and indicators can be viewed by accessing the National Numeracy Learning Progression.