Acquire data for categorical and discrete numerical variables to address a question of interest or purpose by observing, collecting and accessing data sets; record the data using appropriate methods, including frequency tables and spreadsheets
<ul>
<li>using efficient ways to collect and record data (for example, written surveys, online surveys, polling the class using interactive digital mediums) and representing and reporting the results of investigations</li>
<li>developing questions of interest and using surveys, observations or experiments to collect categorical, discrete numerical or qualitative data sets and discussing what kind of data can be used to help inform or answer the question in a statistical investigation</li>
<li>using lists, tallies, symbols and digital data tables to record and display data collected during a chance experiment, for interpretation</li>
<li>using different online sources to access data; for example, using online query interfaces to select and retrieve data from an online database such as weather records, data frequency mapping software such as Google Trends, or the World Health Organization</li>
<li>using software to sort and calculate data when solving problems; for example, sorting discrete numerical and categorical data in ascending or descending order and automating simple arithmetic calculations using nearby cells and the summation (‘sum’) function in spreadsheets to calculate total frequencies of collected data</li>
</ul>
Create and compare different graphical representations of data sets, including using software where appropriate; interpret the data in terms of the context
<ul>
<li>comparing various student-generated data representations and describing their similarities and differences</li>
<li>using digital tools and graphing software to construct graphs of data acquired through experiments or observation and interpreting the data and making inferences; for example, graphing data from a science experiment and interpreting the results</li>
<li>selecting appropriate formats or layout styles to present data as information, depending on the type of data and the audience; for example, lists, tables, graphs and infographics</li>
<li>using newspapers or magazines to find examples of different displays of data, interpreting and describing the information they present</li>
</ul>
Acquire data for categorical and discrete numerical variables to address a question of interest or purpose using digital tools; represent data using many-to-one pictographs, column graphs and other displays or visualisations; interpret and discuss the information that has been created
<ul>
<li>investigating many-to-one data displays using digital tools and graphical software, interpreting and discussing key features</li>
<li>understanding that data can be represented with one symbol representing more than one piece of data, and that it is important to read all information about a representation before making judgements</li>
<li>constructing graphs of data collected through observation during science experiments, recording, interpreting and discussing the results in terms of the scientific study</li>
<li>acquiring samples of data using practical activities, observations or repeated chance experiments; recording data using tally charts, digital tables or spreadsheets; and graphing, discussing and comparing the results using a column graph</li>
<li>using secondary data of fire burns to construct data displays that assist Aboriginal and/or Torres Strait Islander ranger groups and other groups to care for Country/Place</li>
</ul>
Analyse the effectiveness of different displays or visualisations in illustrating and comparing data distributions, then discuss the shape of distributions and the variation in the data
<ul>
<li>suggesting questions that can be answered by a given data display and using the display to answer these questions</li>
<li>interpreting data representations in the media and other forums where symbols represent one-to-many relationships and how this can be challenging when the representations use part-whole representations</li>
<li>comparing different student-generated diagrams, tables and graphs, describing their similarities and differences and commenting on the usefulness of each representation for interpreting the data</li>
</ul>
Acquire, validate and represent data for nominal and ordinal categorical and discrete numerical variables to address a question of interest or purpose using software including spreadsheets; discuss and report on data distributions in terms of highest frequency (mode) and shape, in the context of the data
<ul>
<li>recognising that ordinal data is a form of categorical data even though the data being collected might be numbers, for example, a rating scale using numbers 1–5 to represent the categories people can choose from when asked, ‘What rating would you give this film out of 5?’</li>
<li>determining the mode for a set of data and discussing that there may be more than one mode</li>
<li>identifying the best methods of presenting data to illustrate the results of investigations and justifying the choice of representations</li>
<li>acquiring data through chance experiments, discussing and reporting on the distribution of outcomes and how this relates to equal and unequal outcomes</li>
<li>using digital systems to validate data; for example, recognising the difference between numerical, text and date formats in spreadsheets, and setting data types in a spreadsheet to make sure a date is input correctly</li>
<li>investigating data relating to the reconciliation process between Aboriginal and Torres Strait Islander Peoples and non-Indigenous Australians, posing questions, discussing and reporting on findings</li>
</ul>
Plan and conduct statistical investigations by posing questions or identifying a problem and collecting relevant data; choose appropriate displays and interpret the data; communicate findings within the context of the investigation
<ul>
<li>posing questions about insect diversity in the playground, and collecting data by taping a one-metre-square piece of paper to the playground and observing the type and number of insects on it over time</li>
<li>posing a question or identifying a problem of interest; collecting, interpreting and analysing the data; and discussing if the data generated provides the information necessary to answer the question</li>
<li>developing survey questions that are objective, without opinion, and have a balanced set of answer choices without bias</li>
<li>exploring Aboriginal and/or Torres Strait Islander ranger groups’ and other groups’ biodiversity detection techniques to care for Country/Place, posing investigative questions, and collecting and interpreting related data to represent and communicate findings</li>
</ul>
Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies
Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values
Acquire data for categorical and discrete numerical variables to address a question of interest or purpose by observing, collecting and accessing data sets; record the data using appropriate methods including frequency tables and spreadsheets
Acquire data for categorical and discrete numerical variables to address a question of interest or purpose using digital tools; represent data using many-to-one pictographs, column graphs and other displays or visualisations; interpret and discuss the information that has been created
Analyse the effectiveness of different displays or visualisations in illustrating and comparing data distributions, then discuss the shape of distributions and the variation in the data
Acquire, validate and represent data for nominal and ordinal categorical and discrete numerical variables to address a question of interest or purpose using software including spreadsheets; discuss and report on data distributions in terms of highest frequency (mode) and shape, in the context of th
A collection of posters displaying the different types of graphs along with matching worksheets to assist students with laying out graphs on the page.
A set of worksheets and corresponding posters to help students remember the key features of graphs:
the y-axis is the vertical axis
the x-axis is the horizontal axis
Origin is the point where both the x-axis and y-axis are zero and intersect
Title – relating to the information being displayed on the graph.
There are two versions of worksheets, a set with written reminders of the key features of a graph and a set with visual reminders. The worksheets can be used in conjunction with these survey data collection worksheets.
Acquire data for categorical and discrete numerical variables to address a question of interest or purpose by observing, collecting and accessing data sets; record the data using appropriate methods, including frequency tables and spreadsheets
<ul>
<li>using efficient ways to collect and record data (for example, written surveys, online surveys, polling the class using interactive digital mediums) and representing and reporting the results of investigations</li>
<li>developing questions of interest and using surveys, observations or experiments to collect categorical, discrete numerical or qualitative data sets and discussing what kind of data can be used to help inform or answer the question in a statistical investigation</li>
<li>using lists, tallies, symbols and digital data tables to record and display data collected during a chance experiment, for interpretation</li>
<li>using different online sources to access data; for example, using online query interfaces to select and retrieve data from an online database such as weather records, data frequency mapping software such as Google Trends, or the World Health Organization</li>
<li>using software to sort and calculate data when solving problems; for example, sorting discrete numerical and categorical data in ascending or descending order and automating simple arithmetic calculations using nearby cells and the summation (‘sum’) function in spreadsheets to calculate total frequencies of collected data</li>
</ul>
Create and compare different graphical representations of data sets, including using software where appropriate; interpret the data in terms of the context
<ul>
<li>comparing various student-generated data representations and describing their similarities and differences</li>
<li>using digital tools and graphing software to construct graphs of data acquired through experiments or observation and interpreting the data and making inferences; for example, graphing data from a science experiment and interpreting the results</li>
<li>selecting appropriate formats or layout styles to present data as information, depending on the type of data and the audience; for example, lists, tables, graphs and infographics</li>
<li>using newspapers or magazines to find examples of different displays of data, interpreting and describing the information they present</li>
</ul>
Acquire data for categorical and discrete numerical variables to address a question of interest or purpose using digital tools; represent data using many-to-one pictographs, column graphs and other displays or visualisations; interpret and discuss the information that has been created
<ul>
<li>investigating many-to-one data displays using digital tools and graphical software, interpreting and discussing key features</li>
<li>understanding that data can be represented with one symbol representing more than one piece of data, and that it is important to read all information about a representation before making judgements</li>
<li>constructing graphs of data collected through observation during science experiments, recording, interpreting and discussing the results in terms of the scientific study</li>
<li>acquiring samples of data using practical activities, observations or repeated chance experiments; recording data using tally charts, digital tables or spreadsheets; and graphing, discussing and comparing the results using a column graph</li>
<li>using secondary data of fire burns to construct data displays that assist Aboriginal and/or Torres Strait Islander ranger groups and other groups to care for Country/Place</li>
</ul>
Analyse the effectiveness of different displays or visualisations in illustrating and comparing data distributions, then discuss the shape of distributions and the variation in the data
<ul>
<li>suggesting questions that can be answered by a given data display and using the display to answer these questions</li>
<li>interpreting data representations in the media and other forums where symbols represent one-to-many relationships and how this can be challenging when the representations use part-whole representations</li>
<li>comparing different student-generated diagrams, tables and graphs, describing their similarities and differences and commenting on the usefulness of each representation for interpreting the data</li>
</ul>
Acquire, validate and represent data for nominal and ordinal categorical and discrete numerical variables to address a question of interest or purpose using software including spreadsheets; discuss and report on data distributions in terms of highest frequency (mode) and shape, in the context of the data
<ul>
<li>recognising that ordinal data is a form of categorical data even though the data being collected might be numbers, for example, a rating scale using numbers 1–5 to represent the categories people can choose from when asked, ‘What rating would you give this film out of 5?’</li>
<li>determining the mode for a set of data and discussing that there may be more than one mode</li>
<li>identifying the best methods of presenting data to illustrate the results of investigations and justifying the choice of representations</li>
<li>acquiring data through chance experiments, discussing and reporting on the distribution of outcomes and how this relates to equal and unequal outcomes</li>
<li>using digital systems to validate data; for example, recognising the difference between numerical, text and date formats in spreadsheets, and setting data types in a spreadsheet to make sure a date is input correctly</li>
<li>investigating data relating to the reconciliation process between Aboriginal and Torres Strait Islander Peoples and non-Indigenous Australians, posing questions, discussing and reporting on findings</li>
</ul>
Plan and conduct statistical investigations by posing questions or identifying a problem and collecting relevant data; choose appropriate displays and interpret the data; communicate findings within the context of the investigation
<ul>
<li>posing questions about insect diversity in the playground, and collecting data by taping a one-metre-square piece of paper to the playground and observing the type and number of insects on it over time</li>
<li>posing a question or identifying a problem of interest; collecting, interpreting and analysing the data; and discussing if the data generated provides the information necessary to answer the question</li>
<li>developing survey questions that are objective, without opinion, and have a balanced set of answer choices without bias</li>
<li>exploring Aboriginal and/or Torres Strait Islander ranger groups’ and other groups’ biodiversity detection techniques to care for Country/Place, posing investigative questions, and collecting and interpreting related data to represent and communicate findings</li>
</ul>
Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies
Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values
Acquire data for categorical and discrete numerical variables to address a question of interest or purpose by observing, collecting and accessing data sets; record the data using appropriate methods including frequency tables and spreadsheets
Acquire data for categorical and discrete numerical variables to address a question of interest or purpose using digital tools; represent data using many-to-one pictographs, column graphs and other displays or visualisations; interpret and discuss the information that has been created
Analyse the effectiveness of different displays or visualisations in illustrating and comparing data distributions, then discuss the shape of distributions and the variation in the data
Acquire, validate and represent data for nominal and ordinal categorical and discrete numerical variables to address a question of interest or purpose using software including spreadsheets; discuss and report on data distributions in terms of highest frequency (mode) and shape, in the context of th
Plan and conduct statistical investigations by posing questions or identifying a problem and collecting relevant data
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Hi Jenny,
Thank you for your message and for your suggestion.
Can you please submit a change request to this resource using the Changes & Updates tab on the resource page? This tab can be found near the comments section.
If you have any questions along the way, please let me know. I am happy to help!
Kind regards
Kristian
Tanya Murphy
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Could Dot Plots be added to this.
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Hi Jenny, Thank you for your message and for your suggestion. Can you please submit a change request to this resource using the Changes & Updates tab on the resource page? This tab can be found near the comments section. If you have any questions along the way, please let me know. I am happy to help! Kind regards Kristian
Could Dot Plots be added to this.