Tables, graphs and charts

poses questions that could be investigated from a simple numerical or categorical data set (e.g. number of family members, types of pets, where people live)

displays and describes one variable data in lists or tables

communicates information through text, pictures-graphs and tables using numbers and symbols (e.g. creates picture graphs to display one-variable data)

responds to questions and interprets general observations made about data represented in simple one-to-one data displays (e.g. responds to questions about the information represented in a simple picture graph that uses a one-to-one representation)

collects, records and displays one variable data in variety of way such as tables, charts, plots and graphs using the appropriate technology (e.g. uses a spread sheet to record data collected in a simple survey and generates a column graph to display the results)

displays and interprets categorical data in one-to-many data displays

interprets categorical data in simple graphical displays such as bar and column graphs, pie charts and makes simple inferences

makes comparisons from categorical data displays using relative heights from a common baseline (e.g. compares the heights of the columns in a simple column graph to determine the tallest and recognises this as the most frequent response)

collects and records discrete numerical data using an appropriate method for recording (e.g. uses a frequency chart to record the experimental results for rolling a dice)

poses questions based on variations in continuous numerical data and chooses the appropriate method to record results (e.g. collects information on the heights of buildings or daily temperatures, tabulates the results and represents these graphically)

uses numerical and graphical representations relevant to the purpose of the collection of the data and explains their reasoning (e.g. ‘I can’t use a frequency histogram for categorical data because there is no numerical connection between the categories’; converts their data to percentages in order to compare the girls results to that of the boys, as the total number of boys and girls who participated in the survey was different)

summarises data using fractions, percentages and decimals (e.g. ⅔ of a class live in the same suburb)

explains that continuous variables depicting growth or change often vary over time (e.g. growth charts, temperature charts)

interprets graphs depicting motion such as distance–time graphs