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OUTCOME
A student:
MA3-18SP:
uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables
| TEACHING POINTS | Data selected for interpretation can include census data, environmental audits of resources such as water and energy, and sports statistics. Also see Year 5 |
| LANGUAGE | Students should be able to communicate using the following language: data, collect, category, display, table, column graph, scale, axes, two-way table, side-by-side column graph, misleading, bias. |
Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147) | interpret data presented in two-way tables {Literacy, Civics and citizenship} |
| create a two-way table to organise data involving two categorical variables | |
| interpret side-by-side column graphs for two categorical variables, eg favourite television show of students in Year 1 compared to that of students in Year 6 {Literacy} | |
| interpret and compare different displays of the same data set to determine the most appropriate display for the data set | |
| – compare the effectiveness of different student-created data displays {Communicating} | |
| – discuss the advantages and disadvantages of different representations of the same data {Communicating, Critical and creative thinking, Ethical understanding} | |
| – explain which display is the most appropriate for interpretation of a particular data set {Communicating, Reasoning, Literacy, Critical and creative thinking} | |
| – compare representations of the same data set in a side-by-side column graph and in a two-way table {Reasoning, Critical and creative thinking} |
Interpret secondary data presented in digital media and elsewhere (ACMSP148) | interpret data representations found in digital media and in factual texts {Literacy, Information and communication technology capability} |
| – interpret tables and graphs from the media and online sources, eg data about different sports teams {Reasoning, Information and communication technology capability, Critical and creative thinking} | |
| – identify and describe conclusions that can be drawn from a particular representation of data {Communicating, Reasoning, Literacy} | |
| critically evaluate data representations found in digital media and related claims {Literacy, Information and communication technology capability. Critical and creative thinking, Personal and social capability, Ethical understanding} | |
| – discuss the messages that those who created a particular data representation might have wanted to convey {Communicating, Literacy, Critical and creative thinking, Personal and social capability, Ethical understanding, Civics and citizenship} | |
| – identify sources of possible bias in representations of data in the media by discussing various influences on data collection and representation, eg who created or paid for the data collection, whether the representation is part of an advertisement {Communicating, Reasoning, Literacy, Critical and creative thinking, Personal and social capability, Ethical understanding} | |
| – identify misleading representations of data in the media, eg broken axes, graphics that are not drawn to scale {Reasoning, Literacy, Information and communication technology capability, Critical and creative thinking, Personal and social capability, Ethical understanding} |
Describe and interpret different data sets in context (ACMSP120) | interpret line graphs using the scales on the axes {Literacy} |
| describe and interpret data presented in tables, dot plots, column graphs and line graphs, eg ‘The graph shows that the heights of all children in the class are between 125 cm and 154 cm’ {Literacy} | |
| – determine the total number of data values represented in dot plots and column graphs, eg find the number of students in the class from a display representing the heights of all children in the class {Problem Solving, Reasoning} | |
| – identify and describe relationships that can be observed in data displays, eg ‘There are four times as many children in Year 5 whose favourite food is noodles compared to children whose favourite food is chicken’ {Communicating, Reasoning, Literacy} | |
| – use information presented in data displays to aid decision making, eg decide how many of each soft drink to buy for a school fundraising activity by collecting and graphing data about favourite soft drinks for the year group or school {Reasoning, Critical and creative thinking} |
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