WRDSB Math LRP - G3 Data Literacy

Grade 3 - 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 1000

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

B1.2 → Compare and order numbers to 1000

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., Steps Taken Over the Week Survey - students order the results from least to greatest using a bar graph).

D1.1 sort sets of data about people or things according to two and three attributes, using tables and logic diagrams, including Venn, Carroll, and tree diagrams, as appropriate
D1.2 collect data through observations, experiments, and interviews to answer questions of interest that focus on qualitative and quantitative data, and organize the data using frequency tables
D1.3 display sets of data, using many-to-one correspondence, in pictographs and bar graphs with proper sources, titles, and labels, and appropriate scales
D1.4 determine the mean and identify the mode(s), if any, for various data sets involving whole numbers, and explain what each of these measures indicates about the data
D1.5 analyse different sets of data presented in various ways, including in frequency tables and in graphs with different scales, 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:

Virtual Learning Resources and Tools:

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