OUTCOME
A student:
MA1-17SP: gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results
Teaching Points | In Stage 1, students are introduced to the abstract notion of representing an object with a different object, picture or drawing. |
It is important that each object in a three-dimensional graph represents one object, except in the case where items are used in pairs, eg shoes. One object can also represent an idea, such as a person’s preference. | |
When collecting information to investigate a question, students can develop simple ways of recording. Some methods include placing blocks or counters in a line, colouring squares on grid paper, and using tally marks. | |
A single mark in a tally represents one observation. Tally marks are usually drawn in groups of five. The first four marks are vertical, with the fifth mark drawn diagonally through the first four to make counting more efficient, eg ![]() represents 3, ![]() represents 5, ![]() represents 9. |
Language | Students should be able to communicate using the following language: information, data, collect, gather, display, objects, symbol, tally mark, picture, row. |
Choose simple questions and gather responses (ACMSP262) | investigate a matter of interest by choosing suitable questions to obtain appropriate data |
gather data and track what has been counted by using concrete materials, tally marks, words or symbols |
Represent data with objects and drawings where one object or drawing represents one data value and describe the displays(ACMSP263) | use concrete materials or pictures of objects as symbols to create data displays where one object or picture represents one data value (one-to-one correspondence), eg use different-coloured blocks to represent different-coloured cars |
– record a data display created from concrete materials or pictures of objects (Communicating) | |
interpret information presented in data displays where one object, picture or drawing represents one data value, eg weather charts | |
– describe information presented in simple data displays using comparative language such as ‘more than’ and ‘less than’, eg ‘There were more black cars than red cars’ (Communicating, Reasoning) | |
– explain interpretations of information presented in data displays, eg ‘More children like dogs because there are more dog pictures than cat pictures’ (Communicating, Reasoning) | |
– write a simple sentence to describe data in a display, eg ‘The most popular fruit snack is an apple’ (Communicating) |
To be added
WE ARE CLOSED FOR THE HOLIDAYS – DECEMBER 21 – JANUARY 4 2021
NORMAL TIMES OF OPERATION
OFFICE OPENING TIMES
08:30AM – 4:00PM
SCHOOL DAY TIMES
09:00AM – 3:15PM
(02) 5632 1218
office@living.school
63-67 Conway Street,
Lismore, NSW 2480
Australia