# S2-2: Compare statements with the features of simple data displays from statistical investigations or probability activities undertaken by others.

This means students will critically consider comments made by others, usually their classmates, by referring to the features of displays on which the person is making claims. These displays will be showing either category data (pictographs, bar, strip, and pie graphs) or whole number data (dot plots or stem and leaf graphs). Students should also consider whether the chosen display/s best shows patterns in the data, for example strip and pie graphs show proportions well, pictographs and bar graphs show differences well.

Students will:

- gather and record category data and investigate features of the data
- interpret data displays and draw conclusions from graphs.

Students should discover that:

- there is only a weak relationship between volume, mass, or product type and how it is packaged.

Students will:

- gather data on how long it takes for various items to decompose
- represent data on a timeline
- draw conclusions from data.

Students should discover that:

- patterns can be found in data
- these patterns have meaning.

use mental strategies to add money amounts

discuss which graph shows the data most clearly

answer questions from graphs

pose a question to investigate

collect and sort data

construct a bar graph

use additive strategies to add numbers

Students will:

- read a linear scale on a thermometer and record temperatures
- plot 3 series on a time-series graph.

Students should discover that:

- the slope of the graph (which represents the rate of change) is different for each tin
- temperature change is proportional to volume (the larger a volume of300

use additive strategies to calculate costs

calculate costs by month and year/s

- Students will be able to create possible explanations for variance in data displays.
- Students will be able to compare and evaluate interpretations about the data within a simple display.

answer questions from graphs

pose a question and plan an investigation

collect data

display and analyse data

communicate findings from an investigation

use mental strategies to add costs

use multiplicative strategies to find yearly costs based on weekly costs

construct a stem and leaf graph

make a conclusion based on the data

compare two graphs

- Make statements about probabilities shown on a spinner.
- Evaluate statements classmates make about probabilities shown on a spinner.
- Provide reasons to support their evaluation of the statement.

Students will:

- gather, sort, and display data on weight, length, and period (the time it takes to swing forwards and backwards [1 swing])
- using that data, communicate findings and make predictions.

Students should discover that:

- the longer the length of the rope, the greater the period for each swing.

answer questions from a tally chart

compare two tally charts

answer questions from a chart

compare information from two graphs

make a conclusion based on data

- Make a statement about a data display.
- Decide if they agree or disagree with a statement about the data display.
- Give reasons to support their evaluation of the statement.

- Suggest an investigative question.
- Plan and carry out an investigation. (Collect, sort and display data, communicate findings based on data and draw conclusions.)
- Sort words by category and justify their classification.
- Create a pictograph and correctly name (word) categories.
- Present300