NSW Syllabuses

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

## Outcomes

#### 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

## Content

• Students:
• Answer yes/no questions to collect information (ACMSP011)
• collect information about themselves and their environment, including by asking and answering yes/no questions
• 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)
• 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)
• interpret information presented in a display of objects to answer questions, eg 'How many children in our class have red pencil cases?'

### 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.

### Language

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.