WRDSB Math LRP - G2 Data Literacy

Grade 2 - Tier 1

⭐ Connecting Data Literacy to Essential Key Concepts ⭐️

Exploring Data Literacy offers authentic opportunities to revisit the Essential Key Concepts of Number Sense:

B1.1 → Read, represent, compose, and decompose numbers to 200

Collecting data by counting objects or responses and representing the quantities in an organized format (e.g., two-way tally tables) allows students to revisit and strengthen their skills in reading and representing numbers.

B1.2 → Compare and order numbers to 200

Interpreting, analyzing, and ordering data values in charts or graphs allows students to revisit and solidify their ability to compare and order numbers (e.g., Books Read Over the Year Survey - students order the results from least to greatest using a line plot).

D1.1 sort sets of data about people or things according to two attributes, using tables and logic diagrams, including Venn and Carroll diagrams
D1.2 collect data through observations, experiments, and interviews to answer questions of interest that focus on two pieces of information, and organize the data in two-way tally tables
D1.3 display sets of data, using one-to-one correspondence, in concrete graphs, pictographs, line plots, and bar graphs with proper sources, titles, and labels
D1.4 identify the mode(s), if any, for various data sets presented in concrete graphs, pictographs, line plots, bar graphs, and tables, and explain what this measure indicates about the data
D1.5 analyse different sets of data presented in various ways, including in logic diagrams, line plots, and bar graphs, by asking and answering questions about the data and drawing conclusions, then make convincing arguments and informed decisions

Mathematical Modelling is a key process expectation that connects across multiple strands. Opportunities to engage students in modelling may arise naturally within rich, real-world contexts — for example, in financial literacy (e.g., creating a budget), measurement (e.g., designing a garden space), or data (e.g., interpreting results from a student survey).
We recommend using open-ended tasks where students define problems, make decisions, and justify their thinking — even in informal ways — as early steps toward developing modelling skills.
See our Mathematical Modelling page for more information.

⛭ Related Mathematical Processes

Problem Solving, Reasoning and Proving, Communicating, Representing

Organize your observations of student learning related to the key concepts and skills for this topic:

Explore a menu of possible MathUP lessons, Building Fluency lessons, problems, explorations and games.

During this topic, pay attention to the students' ability to develop self-awareness and sense of identity.

Do students perceive themselves as capable math learners?
Can students describe some of their mathematical strengths?
Do students demonstrate ownership of their learning? (e.g. using the resources and tools in the classroom, asking questions, using feedback to set a personal learning goal, taking risks in their learning)

Concrete Learning Resources Tools:

colour tiles
snap cubes
grid paper
two sided counters
paper clips
clothes pins
stickers
craft sticks
egg cartons, muffin tins, ice cube trays (to ensure predictable line organization)

Virtual Learning Resources and Tools:

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