represent collected data for a categorical variable using one-to-one displays and digital tools where appropriate; compare the data using frequencies and discuss the findings
Elaborations
creating a pictograph with objects or drawings; discussing the possible categories for the pictograph, arranging the objects or drawings into the categories; and then reflecting on the chosen categories and deciding whether they were helpful
translating data from a list or pictorial display into a tally chart to make counting easier; describing what the tally chart is showing, by referring to the categories; using skip counting by fives to compare the numbers within each category; and explaining how the tally chart answers the question
recognising that when there is no data for a particular category you may choose whether or not to include it in your data display, and you may use a zero or blank for that category depending on the purpose of the data collection or presentation; for example, creating a birthday calendar for the class and discussing that there are no students born in May and therefore there are no names listed
representing data with objects and drawings where one object or drawing represents one data value, and describing the displays and explaining patterns that have been created using counting strategies to determine the frequency of responses
exploring Aboriginal and/or Torres Strait Islander children’s instructive games, for example, Kolap from Mer Island in the Torres Strait region, recording the outcomes, and representing and discussing the results
Code
VC2M1ST02
Curriculum resources and support
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