Australian Curriculum Mathematics: Statistics and Probability - Book 1 (Lower Primary)

n Curriculum Australia

Mathematics

BOOK 1

Foundation, Year 1 and Year 2

Written for Australian curriculum Mathematics

RIC-6112 4.8/789

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2) Published by R.I.C. Publications® 2014 Copyright© Clare Way 2014 ISBN 978-1-922116-34-5 RIC– 6112

Titles in this series: Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2) Australian Curriculum Mathematics resource book: Statistics and Probability (Years 3 & 4) Australian Curriculum Mathematics resource book: Statistics and Probability (Years 5 & 6) All material identified by is material subject to copyright under the Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority 2014.

For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum.

Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors.

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information.

In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.

Copyright Notice A number of pages in this book are worksheets.

The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes.

Except as allowed under the Copyright Act 1968, any other use (including digital and online uses and the creation of overhead transparencies or posters) or any use by or for other people (including by or for other teachers, students or institutions) is prohibited. If you want a licence to do anything outside the scope of the BLM licence above, please contact the Publisher.

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AUSTRALIAN CURRICULUM MATHEMATICS RESOURCE BOOK: STATISTICS AND PROBABILITY (FOUNDATION/YEARS 1 & 2) Foreword Australian curriculum mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2) is one in a series of three teacher resource books that support teaching and learning activities in Australian Curriculum Mathematics. The books focus on the Statistics and Probability content strands of the Australian mathematics curriculum. The resource books include theoretical background information, resource sheets, hands-on activities and assessment activities, along with links to other curriculum areas.

Titles in this series are:

Australian Curriculum Mathematics resource book: Statistics & Probability (Foundation/Years 1 & 2) Australian Curriculum Mathematics resource book: Statistics & Probability (Years 3 & 4) Australian Curriculum Mathematics resource book: Statistics & Probability (Years 5 & 6)

Contents Format of this book...................... iv – v

Foundation

– – – –

Links to other curriculum areas ........................ 26 Resource sheets ..........................................27–32 Assessment ................................................33–34 Checklist ........................................................... 35

Answer yes/no questions to collect information (ACMSP011)

• DR&I – 1 – – – – – –

Teacher information ........................................... 2 Hands-on activities ............................................ 3 Links to other curriculum areas .......................... 4 Resource sheets ............................................. 5–8 Assessment .................................................9–10 Checklist ........................................................... 11

Year 1 Chance .......................................12–23 • Chance – 1 Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024) – – – – – –

Teacher information ......................................... 12 Hands-on activities .......................................... 13 Links to other curriculum areas ........................ 14 Resource sheets ..........................................15–19 Assessment .............................................. 20-–22 Checklist ........................................................... 23

Data representation and interpretation ............................24–47 • DR&I – 1 Choose simple questions and gather responses (ACMSP262) – Teacher information ......................................... 24 – Hands-on activities .......................................... 25

Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263) – – – – – –

Teacher information ......................................... 36 Hands-on activities .......................................... 37 Links to other curriculum areas ........................ 38 Resource sheets ..........................................39–43 Assessment ................................................44–46 Checklist ........................................................... 47

Year 2 Chance .......................................48–59 • Chance – 1 Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (ACMSP047) – – – – – –

• DR&I – 2 Collect, check and classify data (ACMSP049)

• DR&I – 2 Data representation and interpretation ............................2– 11

– Assessment ................................................66–68 – Checklist ........................................................... 69

– – – – – –

Teacher information ......................................... 70 Hands-on activities .......................................... 71 Links to other curriculum areas ........................ 72 Resource sheets ..........................................73–76 Assessment ................................................77–78 Checklist ........................................................... 79

• DR&I – 3 Create displays of data using lists, table and picture graphs and interpret them (ACMSP050) – – – – – –

Teacher information ......................................... 80 Hands-on activities .......................................... 81 Links to other curriculum areas ........................ 82 Resource sheets ..........................................83–88 Assessment ................................................89–91 Checklist ........................................................... 92

Answers ...........................................93

Teacher information ......................................... 48 Hands-on activities .......................................... 49 Links to other curriculum areas ........................ 50 Resource sheets ..........................................51–56 Assessment ................................................57–58 Checklist ........................................................... 59

Data representation and interpretation ............................60–92 • DR&I – 1 Identify a question of interest based on one categorical variable. Gather data relevant to the question (ACMSP048) – – – –

Teacher information ......................................... 60 Hands-on activities .......................................... 61 Links to other curriculum areas ........................ 62 Resource sheets ..........................................63–65

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

iii

FORMAT OF THIS BOOK This teacher resource book includes supporting materials for teaching and learning in all sections of the Statistics and Probability content strand of Australian Curriculum Mathematics. It includes activities relating to sub-strands: Chance and Data representation and interpretation. All content descriptions have been included, as well as teaching points based on the Curriculum’s elaborations. Links to the proficiency strands have also been included.

Each section supports a specific content description and follows a consistent format, containing the following information over several pages: • teacher information with related terms, student vocabulary, what the content description means, teaching points and problems to watch for • hands-on activities • links to other curriculum areas

• resource sheets • assessment sheets.

• a checklist

Answers relating to the resource and assessment pages are included on the final page of the book.

The length of each content description section varies.

Teacher information includes background information relating to the content description, as well as related terms, desirable student vocabulary and other useful details which may assist the teacher.

Related terms includes vocabulary associated with the content description. Many of these relate to the glossary in the back of the official Australian Curriculum Mathematics document; additional related terms may also have been added.

Student vocabulary includes words which the teacher would use—and expect the students to learn, understand and use—during mathematics lessons.

The proficiency strand(s) (Understanding, Fluency, Problem solving Solving or Reasoning) relevant to each content description are shown listed. in bold.

What this means provides a general explanation of the content description.

Teaching points provides a list of the main teaching points relating to the content description.

What to look watchforforsuggests suggestsany any difficulties and misconceptions the students might encounter or develop.

Hands-on activities includes descriptions or instructions for games or activities relating to the content descriptions or elaborations. Some of the hands-on activities are supported by resource sheets. Where applicable, these will be stated for easy reference.

iv

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

FORMAT OF THIS BOOK Links to other curriculum areas includes activities in other curriculum areas which support the content description. These are English, Information and Communication Technology, Health and Physical Education, Science, the Arts and Languages). This section may list many links or only a few. It may also provide links to relevant interactive websites appropriate for the age group.

Cross-curricular links reinforce the knowledge that mathematics can be found within, and relate to, many other aspects of student learning and everyday life.

Year 1—Sub-strand: Statistics and Probability—Chance – 1

Resource sheets are provided to support teaching and learning activities for each content description. The resource sheets could be cards for games, charts, additional worksheets for class use or other materials which the teacher might find useful to use or display in the classroom. For each resource sheet, the content description to which it relates is given.

You can play all day!

SCHOOL

1

4 7

2

5 8

3

6 9

CONTENT DESCRIPTION: Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)

RESOURCE SHEET – Will, won’t or might

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

15

Assessment pages are included. These support activities included in the hands-on activities or resource sheets.

Each section has a checklist which teachers may find useful as a place to keep a record of the results of assessment activities, or their observations of hands-on activities.

Answers for resource pages (where appropriate) and assessment pages are provided on the final page of the book.

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

v

Foundation—Sub-strand: Data representation and interpretation—DR&I – 1

Answer yes/no questions to collect information (ACMSP011)

TEACHER INFORMATION

RELATED TERMS Question

What this means

• A sentence which asks something.

It can require a yes or no answer, or a response.

• Students can ask questions about themselves or others in order to collect information. They may ask questions that they are familiar with and can relate to, such as how many members they have in their family or what colour hair they or their classmates have.

Students are then expected to represent the answers to their questions in simple displays such as a list, a group or a picture graph. They should also be able to interpret and answer simple questions from their gathered information.

Data

• A term used to describe a collection of numbers or information.

Teaching points • Lead students to ask and answer questions about themselves, things and events that are familiar to them.

• Help students recognise that different types of questions get different responses.

• Model to students how to represent the responses to the questions using simple displays that show grouping students according to their answers.

• Assist students in answering simple questions about the information gathered and displayed. For example: how many students in our class have brown hair?

What to look for • Students who have difficulty answering questions, or need questions clarified.

• Students who have difficulty with colours.

• Students who have difficulty counting up to 20.

Student vocabulary question display information collect or gather

2

Proficiency strand(s): Understanding Fluency Problem solving Reasoning

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

Foundation—Sub-strand: Data representation and interpretation—DR&I – 1

HANDS–ON ACTIVITIES Yes or no game (page 5) • Place a YES card on the right side of the classroom and a NO card on the left side. Students move to the side of the room in answer to questions they can relate to; for example: I am a boy, I am a girl, I go to school, I have a pet, I like to draw, I like to watch TV, I like to ride a bike.

• Teachers may also wish to give each student a yes and no card which they hold up one in response to the question. The teacher may also ask a student or students to count the responses. Alternatively students can stand for a yes response or squat for a no response.

Action game • Call out an action to a group of students according to a classification, such as gender, hair colour, eye colour or age. For example: all those with blonde hair stamp your feet 10 times; those with brown eyes turn around 3 times; boys do 5 star jumps; girls clap your hands 4 times; if you are 6 years old touch your toes; if you are 5 years old grab your ears.

‘Simon says’ yes or no • Play a game of ‘Simon says’ except when you say ‘yes’ students copy the action, and when you say ‘no’, they do not copy the action. If they do they are out. Start the game with all students standing, then complete actions while saying yes or no. For example; say ‘yes’ while putting your hands on your head, say ‘yes’ while putting hands on knees but say ‘no’ while putting hands on hips. Those who follow the ‘no’ action sit down. The last student standing is the winner and may become the leader.

Yes or no board game (page 7) • Using the ‘yes’ or ‘no’ board game place a marker or game piece in the first square and answer the first question with a yes or no response. The student’s answer then tells them how many spaces they are to move. In some cases they may have to move backwards. The game is finished when they reach the last space.

Line up • Ask students to line up according to different classifications. For example: gender, age, hair colour, eye colour, pets they may have, number of people they have in their family etc. Compare the line lengths in each case. The teacher may select one student from each line to count how many are in their line and report the number back to the class.

Eye colour picture graph (page 8) • Hand out an eye outline to each student and ask them to colour the eye in according to their eye colour. Place the completed eyes underneath a heading titled ‘eye colour’. Look at the finished display and ask students questions such as: Which eye colour has the most? Which eye colour has the least? How many students have hazel eyes? Is this an easy way to see student’s eye colour?

Family members • Represent how many family members each student has by drawing up a simple picture graph that has a horizontal line with numbers at the bottom: 2, 3, 4, 5, 6, 7, 8. Ask students to put up their hand when you call out the number that corresponds to their family members. Represent their responses using ticks. Look at the finished graph and ask the students questions such as: Which family size is the most common in our class? Which is the least common? Is this a good way to represent the number of members in our families? How else could we represent this information?

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

3

Foundation—Sub-strand: Data representation and interpretation—DR&I – 1

LINKS TO OTHER CURRICULUM AREAS English • Ask students to create a list of questions they can use to find out information about a classmate. For example: How old are you? Where do you live? What colour eyes do you have? What colour hair do you have? What is your favourite thing to do at school? What is your favourite thing to do at home? Do you have any pets? Students can ask these questions to a classmate, record their answers and report them back to the class.

• Ask students to suggest questions that only have a yes or no answer. For example: Do you have blue eyes? Do you have brown hair? Do you like Vegemite™? Do you have a pet? Are you 5 years old? Ask students to answer yes or no to the questions by raising their hand or writing the answer on paper.

• Ask students to choose one question that needs a yes or no answer. They then write this question down and underneath have two boxes, one with the heading YES and the other with the heading NO. Students ask classmates their question and record their response with a tick. Add up the yes and no answers and report the information to the class.

• Make a list of subjects students learn at school, or hobbies or sports they enjoy. Ask students to volunteer to talk about their favourite subject, hobby or sport to the class. Other students may wish to ask questions about their information.

Information and Communication Technology • Type a list of questions using a word processing program on the class computer.

• Play question games on the computer. For example: <www.bbc.co.uk/schools/magickey/adventures/dragon-games. html> • Complete a probability game on the computer, such as <www.primarygames.com/math/moreorless/>

Health and Physical Education • Call out an action to a group of students according to a classification, such as gender, hair colour, eye colour or age. For example: all those with blonde hair stamp your feet 10 times, those with brown eyes turn around 3 times, all the boys do 5 star jumps, and girls clap your hands 4 times. If you are 6 years old touch your toes, if you are 5 years old grab your ears.

• Teepee and Indians game: In an outdoor area, arrange students in two circles, one inside the other. Students are grouped in pairs—the inner circle are ‘Indians’ (sitting cross-legged) and the outer circle stand with their feet apart and arms above their heads like ‘teepees’. When the teacher calls ‘Indians’, students must crawl through the ‘teepees’ legs, run clockwise around the circle and back to their spot. ‘Teepees’ must do the same when they are called (without having to crawl). The last pair back can be asked to sit out.

Languages • Learn how to say yes and no in other languages. For example: Italian – si (yes) no (no); French – oui (yes) non (no); Japanese – hai (yes) iie (no); German – ja (yes) nein (no).

4

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

Foundation—Sub-strand: Data representation and interpretation—DR&I – 1

RESOURCE SHEET – Yes or no game

CONTENT DESCRIPTION: Answer yes/no questions to collect information (ACMSP011)

YES Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

5

Foundation—Sub-strand: Data representation and interpretation—DR&I – 1

NO 6

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION: Answer yes/no questions to collect information (ACMSP011)

RESOURCE SHEET – Yes or no game

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

I have blonde hair. If YES, go forward 1 space.

If NO, go back 1 space.

CIAO!

I can speak 2 languages.

If YES, go forward 2 spaces. If NO, go back 1 space.

I like fruit. If YES, go forward 3 spaces. If NO, go back 2 spaces.

I am 6 years old.

If YES, move forward 3 spaces.

If NO, move forward one space.

START

I like counting. If YES, go forward 3 spaces. If NO, go back 1 space.

I like vegetables.

If YES, go forward 5 spaces. If NO, go back 5 spaces.

I am a boy.

If YES or NO move forward 1 space.

I am a girl. If YES, go forward 1 space. If NO, go forward 2 spaces.

I like to play outside. e.

If YES, go forward 2 spaces. s. If NO, go back 3 spaces.

I have brown hair. If YES, move forward 4 spaces. If NO, go forward 1 space.

CONTENT DESCRIPTION: Answer yes/no questions to collect information (ACMSP011)

I have blue eyes. If YES, move forward 2 spaces.

If NO, move forward 1 space.

I have a brother or sister. If YES, go forward 2 spaces.

If NO, go forward 1 space.

NEARLY THERE!

have a pet. If I ha YES, go forward 3 YES spaces. If NO, go spa forward forw 1 space.

I like writing.

If YES, go forward 1 space. If NO, go back 1 space.

I have brown eyes. If YES, go forward 1 space. If NO, go back 2 spaces.

board game

I like school.

If YES, move forward 5 spaces. If NO, go back 1 space.

FINISH

I like to ride my bike. If YES, go forward 2 spaces.

If NO, go back 1 space.

My favourite colour is blue.

If YES, move forward 1 space.

If NO, go back 1 space.

I like to read books. If YES, move forward 2 spaces. If NO, go back 2 spaces.

Foundation—Sub-strand: Data representation and interpretation—DR&I – 1

RESOURCE SHEET – Yes or no board game

R.I.C. Publications® www.ricpublications.com.au

7

Foundation—Sub-strand: Data representation and interpretation—DR&I – 1

CONTENT DESCRIPTION: Answer yes/no questions to collect information (ACMSP011)

RESOURCE SHEET – Eye colour picture graph

8

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

Assessment 1

Foundation—Sub-strand: Data representation and interpretation—DR&I – 1

NAME:

DATE:

1. Answer these questions about yourself with Yes or No. (a) I am tall.

(b) I have dark hair.

(c) I like school.

(d) I like sport.

(e) I like summer.

(f) I like vegetables.

2. Write a question you could ask a friend to find out their favourite ice-cream flavour.

3. Write a question to find out how many people are in a family.

CONTENT DESCRIPTION: Answer yes/no questions to collect information (ACMSP011)

4. Circle Yes or No to answer these questions about holidays. a) I like going on holidays to the beach.

Yes

No

b) I have been on a holiday to the snow.

Yes

No

c) I have been on a holiday to New Zealand.

Yes

No

d) I have been on a holiday overseas.

Yes

No

e) I never go away on the school holidays.

Yes

No

f) Christmas is my favourite holiday.

Yes

No

5. Write a question you could ask a friend about a holiday.

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

9

Assessment 2

Foundation—Sub-strand: Data representation and interpretation—DR&I – 1

NAME:

DATE:

1. Answer Yes or No to these questions about yourself. (a) I have blue eyes.

(b) I have brown eyes.

(c) I have green eyes.

(d) I have hazel eyes.

2. Colour the eye below the same as your eye colour.

3. Choose 10 classmates and record their eye colour on the chart below.

10 9 8 7

5 4 3 2 1 Green eyes

Blue eyes

Brown eyes

Hazel eyes

4. Answer these questions about your eye chart. (a) Which eye colour was there the most of? (b) Which eye colour was there the least of?

5. Do you think your chart clearly shows your classmates eye colour?

Yes or No 10

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION: Answer yes/no questions to collect information (ACMSP011)

6

Checklist

Foundation—Sub-strand: Data representation and interpretation—DR&I – 1

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

Can display information

Can ask questions

STUDENT NAME

Can answer yes/no questions

Answer yes/no questions to collect information (ACMSP011)

R.I.C. Publications® www.ricpublications.com.au

11

Year 1—Sub-strand: Chance – 1

Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)

TEACHER INFORMATION

RELATED TERMS What this means

Chance

• A random event Outcome

• The result of an event or experiment

• Students will come to understand and recognise that many events involve various degrees of chance. Familiar events such as what they do on the weekend, what they learn at school, what they eat for dinner and what time they go to bed all involve chance. Some events may be more likely to occur than others, which students will come to realise. Some events they will have more control over than others; for example they may be able to choose what filling they have in a sandwich but may not be able to choose what time they go to bed on a school night. Chance can involve a number of outside factors such as parent’s decisions, the weather, family events, school rules etc.

Teaching points • Help students to recognise and suggest familiar events that will, won’t or might occur and show an understanding of these terms.

• Model to students how to group events under the above categories.

• Lead students to realise how some events are a certainty while others may be impossible.

• Expose students to a variety of situations they can place into the categories will, won’t or might happen.

What to look for • Students who have difficulty understanding the difference between will and won’t or possible and impossible.

• Students who have difficulty verbalising and justifying the chance of events.

Student vocabulary chance will, won’t or might happen certain/uncertain possible/impossible

Proficiency strand(s): Understanding Fluency Problem solving Reasoning

likely/unlikely

12

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

Year 1—Sub-strand: Chance – 1

HANDS–ON ACTIVITIES Will, won’t or might (page 15) • Show students a variety of everyday situations and ask them to raise their hand if it will happen to them, won’t happen to them or might happen to them. For example: eating a sandwich for lunch—most students would raise their hand for ‘will’.

• Use the cards in small groups and ask students to group them into categories of will, won’t or might. If their answers differ; encourage students to discuss these differences.

• As a whole class decide which category cards should best be placed, then display them on a poster or a board under the headings will, won’t or might.

• Ask students to suggest new situations that could also be placed under these headings.

Match-ups (page 15) Note: Uses the will, won’t or might picture cards with the chance word cards above.

• Students work in small groups of 3 to 5 to play this game. They spread the picture cards facedown on one side and the chance word cards facedown on the other. Students then take it in turns to pick up a chance word then a chance picture and see if the picture matches the word. To do this they may need to justify the situation. If the group agrees that it matches then that student keeps the cards. The student with the most matches at the end of the game wins.

Complete the sentences (page 16) • Students complete the sentences relating to chance situations using the words will, won’t or might.

Chance line (page 17) • Give students three situations involving chance events at school or at home, or use those provided on the resource sheet. Ask them to place the events on a line that shows will happen at one end, won’t happen at the other end and might happen in the middle.

Charades: chance events (page 18) • Ask students to select a chance event from the given list to perform a charade. The first classmate to guess correctly then performs the next charade.

Possible/Impossible • Define the words possible and impossible. Discuss how they are also chance words which have a similar meaning to will and won’t.

• Ask students to draw and write about something at school that would be possible and something at school that would be impossible. Share these with the class.

Weather (page 19) • Look at the weather pictures and colour the words to best describe what the weather may be for that particular day.

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

13

Year 1—Sub-strand: Chance – 1

LINKS TO OTHER CURRICULUM AREAS English • Writing: As a whole class, small group or individual activity, ask students to suggest and make a list of things that will happen, things that might happen and things that won’t happen today. Discuss and compare the responses.

• Writing: Practise writing about something that might happen this weekend. Then ask students to write their own version of something they might do on the weekend. Discuss what factors go into the decision of whether or not these events will happen on the weekend, such as parent’s choice, weather, family commitments etc.

• Reading: Read a story that requires students to discuss what might happen to the character in the end. For example, Mutt dog by Stephen Michael King or Refugees by David Miller. Read part of the story then stop, asking students what might happen to Mutt dog or what might happen to the birds. Allow students to make predictions about chance events before continuing to read.

• Spelling: Look at contractions such as won’t (would not), wouldn’t, shouldn’t, can’t etc.

Information and Communication Technology • Type a list of chance words on the class computer.

• Write about something you would like to happen on the next school holidays, but is unlikely.

• Play a game of chance on the computer. See <http://au.ixl.com/math/year-1/more-less-and-equally-likely> and <www.kidsmathgamesonline.com/numbers/probability/html>

Health and Physical Education • Make a list of foods that you will, might or won’t eat each day. Discuss reasons for this in terms of healthy eating; for example, we will have fruit and vegetables each day because they are good for us, but we probably won’t have sweets each day because they are not good for us.

• Play a game of chance such as ‘Scarecrow tiggy’, ‘Octopus and shark’ (see below), ‘Musical chairs’, ‘Poison ball’, running races and tunnel ball. What are the chances of winning these games? How can you increase your chance?

• The ‘Octopus and shark’ game requires 2 sharks (students standing in the middle of an open area who are the taggers).

Other students run through the ‘ocean’, and if they are tagged they sit down and become an octopus. They too can now tag students. The last person standing is the winner.

Science • Look at weather patterns within seasons and use chance words to describe likely events. For example, in winter it is most likely to be cold and unlikely to be hot. In summer it is certain to be warm.

14

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

Year 1—Sub-strand: Chance – 1

You can play all day!

SCHOOL

1

4 7

2

5 8

3

6 9

CONTENT DESCRIPTION: Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)

RESOURCE SHEET – Will, won’t or might

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

15

Year 1—Sub-strand: Chance – 1

RESOURCE SHEET – Complete the sentences

I

have vegetables on my dinner plate tonight.

I

have an ice-cream today.

I

visit a friend after school today.

On the weekend I

This Saturday I

Tonight I

go shopping.

watch my favourite show on television.

be in bed by 8 pm tonight.

I

My family and I

celebrate a birthday this month.

play with my friends at lunchtime today.

I

On the weekend it

16

go on a bike ride.

snow.

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION: Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)

Complete the sentences using the words will, won’t or might.

go out for dinner tonight.

dinner at home tonight.

takeway for dinner tonight.

play a ball game at lunchtime.

play on the playground at lunchtime.

use a skipping rope at lunchtime.

watch TV after school.

play with friends after school.

draw after school.

I

I

I

I

I

I

I

I

might

I

will

won’t

CONTENT DESCRIPTION: Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024) Year 1—Sub-strand: Chance – 1

RESOURCE SHEET – Chance line

Fill in the missing word.

Cut out the shape and paste it where you think it fits on the line.

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

17

Year 1—Sub-strand: Chance – 1

18

Brush my hair

Read a book

Eat breakfast

Go to bed

Go swimming

Have a shower

Watch TV

Write a story

Win a raffle

Play on a computer

Skydive

Drive a car

Visit the library

Go waterskiing

Visit the beach

Win a running race

Play basketball or netball

Kick the winning goal at football

Play on a playground

Dance the ballet on stage

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION: Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)

RESOURCE SHEET – Charades: chance events

Year 1—Sub-strand: Chance – 1

CONTENT DESCRIPTION: Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)

RESOURCE SHEET – Weather

will

won’t

might

will

won’t

might

will

won’t

might

will

won’t

might

will

won’t

might

will

won’t

might

will

won’t

might

will

won’t

might

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

19

Assessment 1

Year 1—Sub-strand: Chance – 1

NAME:

DATE:

At the Ball the lovely dance floor holding princess was on the the handsom prince.

At the last dance the prince held her tightly and whispered goodnight.

Then the coach then went out into the night, taking with them a strange passenger who went

I

write a story.

I monkey bars.

play on the

I

eat an apple.

I

sing a song.

llo ma Herand G

I dinner.

have pasta for

I

use the computer. I

20

I

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

visit a relative.

go for a boat ride.

R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION: Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)

Look at the pictures and complete the sentence with will, won’t or might to describe what may happen today.

Assessment 2

Year 1—Sub-strand: Chance – 1

NAME:

DATE:

CONTENT DESCRIPTION: Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)

Cut and match these event/s with the chance word.

Eat a sandwich for lunch.

will

Go to the beach on the weekend.

won’t

Play outside after school.

might

Visit my cousins this week.

possible

Take a train ride this weekend.

impossible

Make cupcakes after school.

will

Go swimming after school.

won’t

Travel home from school on a horse.

might

Draw a picture at school today.

possible

Win a competition today.

impossible

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

21

Assessment 3

NAME:

Year 1—Sub-strand: Chance – 1

DATE:

Write and draw something you will, won’t and might do at school today.

CONTENT DESCRIPTION: Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)

will

won’t

might

22

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

Checklist

Year 1—Sub-strand: Chance – 1

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

Students can match or group events under chance headings

Students understand that some events are more likely to happen than others

STUDENT NAME

Students can describe events as ‘will’, ‘won’t’ or ‘might’ happen

Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)

R.I.C. Publications® www.ricpublications.com.au

23

Year 1—Sub-strand: Data representation and interpretation—DR&I – 1

Choose simple questions and gather responses (ACMSP262)

TEACHER INFORMATION

RELATED TERMS Question

What this means

• A sentence which asks something.

It can require a yes or no answer, or a response.

• In order to gather information about themselves and others, students will come to realise that they need to ask the right questions. They will discover that gathering information starts with a question. For example, if a student wants to know about another’s favourite ice-cream flavour, then the question must directly ask about ice-cream flavours only. Students will determine which questions will gather appropriate responses for a simple investigation. They will use simple tables, ticks and tally marks to record and display gathered information.

Gather

• To group or bring together information.

Investigate

• To examine or search for facts and information.

Teaching points • Encourage students to choose and ask questions of themselves and their classmates on topics they can relate to.

• Assist students to understand the importance of correct questioning.

• Model to students the correct techniques of gathering and displaying information obtained through questioning.

What to look for • Students who have difficulty structuring a verbal or written question.

• Students who have difficulty understanding which question will gather the appropriate response in a simple investigation.

• Students who have difficulty recording responses into a table.

Student vocabulary question gather responses investigate

24

Proficiency strand(s): Understanding Fluency Problem solving Reasoning

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

Year 1—Sub-strand: Data representation and interpretation—DR&I – 1

HANDS–ON ACTIVITIES What is a question?

• Discuss with students what a question is. (A sentence that starts with a capital letter and ends with a question mark).

Focus on the fact that questions help us gain information. Why do we use questions? Ask students to draw a large question mark that takes up a whole page. Write along the question mark what a question is.

Questions about me (page 27) • Discuss what questions we could ask to find out information about ourselves. For example: How old am I? What is my middle name? Where do I live? What grade am I in? How many people are in my family? Students trace their hand or use the hand template and think of questions they could ask to find out information about themselves which they then write along each finger and thumb. Share their hand questions with the class.

Teacher interview • If you had to interview your teacher to find out information about them, what questions would you ask? Make a list of good interview questions. What are good questions? Would you ask your teacher ‘Do you like working in a bank?’ Why not?

Question categories (page 28) • Look at the list of questions and place them under the category headings of favourite foods, favourite clothes and favourite hobbies.

• Answer the questions.

• Use the questions to interview a classmate.

• Discuss why it is important to ask the correct question if wanting information about one topic only.

Favourite ice-cream flavour (page 29) • Ask students to suggest what question they might ask if they wanted to find out their fellow classmates favourite ice- cream flavours.

• Copy the table for students to list and record responses to their question.

Class birthdays (pages 30–31) • What question would you need to ask to find out what month your classmates have their birthday? Suggest or write your question.

• Draw up a simple table and ask your question to the class. Record the responses of each student using ticks or tally marks.

• Use the smiley faces and graph provided to create your own picture graph by gluing the faces below the months to represent each student.

Playtime activities survey (page 32) • If you wanted a yes or no response about playtime activities at school, what questions would you ask? For example: Do you like playing football at lunchtime?

• Copy or model the survey for students to use to gather yes and no responses about playtime activities. It may be useful for students to suggest and list some of these activities first; e.g. chasey games, football, monkey bars, netball, playing in the sandpit, cricket, basketball, skipping etc.

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

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25

Year 1—Sub-strand: Data representation and interpretation—DR&I – 1

LINKS TO OTHER CURRICULUM AREAS English • What is a question? How do you know when you see a question? Discuss the use of question marks. Write a list of sentences and see if students can suggest and write the matching question. For example: I have brown hair—What colour hair do you have?

• Students imagine they are able to meet Santa Claus and interview him. What questions could or would you like to ask him?

• Ask students to suggest questions that only have a yes or no answer; e.g. Do you have blue eyes? Do you have brown hair? Do you like Vegemite™? Ask students to answer yes or no to the suggested questions by raising their hand or writing the answer.

• If you had to interview the Prime Minister, the Queen, your favourite TV star or favourite singer, what questions would you ask them? Write at least 3 questions.

Information and Communication Technology • Using the computer, type a list of questions you would use to interview an alien.

• Investigate questions using the computer; go to <www.mathsisfun.com/activity/questions-asking.html>

Health and Physical Education • Play ‘What’s the time, Mr Wolf?’: In this game you choose one student to be the wolf; they stand away from the group with a ball or beanbag on the ground between their legs. The rest of the group call out ‘What’s the time, Mr Wolf?’ and the wolf answers a time; e.g. 4 o’clock. The time he gives determines the number of steps the students take towards the wolf. When they get close enough, the wolf can call out ‘dinner time’, which is when all the students must try and grab the ball/beanbag and run away before they are tagged. The student who is successful at getting the ball/beanbag without being caught is the new wolf.

Science • Scientists constantly use questions to investigate things. What questions might a scientist ask to find out information about trees? Or animals? Or bugs? Choose a category and make a list of questions you would need to ask to find out information.

26

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

Year 1—Sub-strand: Data representation and interpretation—DR&I – 1

CONTENT DESCRIPTION: Choose simple questions and gather responses (ACMSP262)

RESOURCE SHEET – Hand outline

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

27

Year 1—Sub-strand: Data representation and interpretation—DR&I – 1

Hobbies

RESOURCE SHEET - Question categories

What is your favourite colour to wear?

What is your favourite breakfast cereal?

Do you like wearing jeans?

Clothes

What is your favourite after school activity?

Do you like pizza?

What is your favourite thing to do on the weekend?

Food

What is your favourite fruit?

What do you like to wear to a party or outing?

What is your favourite food for dinner?

28

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION: Choose simple questions and gather responses (ACMSP262)

Do you like watching movies?

Year 1—Sub-strand: Data representation and interpretation—DR&I – 1

RESOURCE SHEET – Favourite ice-cream flavour Use ticks or tally marks to record responses.

Favourite ice-cream flavour survey

Vanilla

Chocolate

Strawberry

CONTENT DESCRIPTION: Choose simple questions and gather responses (ACMSP262)

Choc-chip

Mint

Rainbow

Lemon

Other

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

29

Year 1—Sub-strand: Data representation and interpretation—DR&I – 1

RESOURCE SHEET – Class birthdays

Jan.

Feb.

Mar.

April

May

CONTENT DESCRIPTION: Choose simple questions and gather responses (ACMSP262)

June

July

Aug.

Sep.

Oct.

Nov.

Dec.

Class birthdays: 1 smiley face = 1 student

30

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

Year 1—Sub-strand: Data representation and interpretation—DR&I – 1

CONTENT DESCRIPTION: Choose simple questions and gather responses (ACMSP262)

RESOURCE SHEET – Class birthdays (cont.)

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

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31

Year 1—Sub-strand: Data representation and interpretation—DR&I – 1

RESOURCE SHEET – Playtime activities survey Tick yes or no.

Playtime activities Questions

Yes

No

1. Do you like playing on the monkey bars?

2. Do you like playing ball games?

3. Do you like playing hide and seek?

4. Do you like playing with a skipping rope?

5. Do you like playing on the playground?

CONTENT DESCRIPTION: Choose simple questions and gather responses (ACMSP262)

6. Do you like playing chasey games?

7. Do you like visiting the library?

8. Do you like playing in the sandpit?

9. Do you like drawing?

10. Do you like playing make-believe games?

32

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

Assessment 1

Year 1—Sub-strand: Data representation and interpretation—DR&I – 1

NAME:

DATE:

1. Tick the best question to ask if you wanted to find out where your friend likes to go on holidays. (a) Do you like holidays? (b) Where is your favourite place to go for a holiday? (c) Where is your favourite place to go on the weekend?

2. Tick the best question to ask if you wanted to find out your teacher’s favourite TV show? (a) What do you like to do on the weekend? (b) Do you like watching TV?

CONTENT DESCRIPTION: Choose simple questions and gather responses (ACMSP262)

(c) What is your favourite TV show?

3. If you wanted to find out your friend’s favourite after-school activity, what question would you ask?

4. Write a question you might ask if you wanted to know your friend’s birthday?

5. What question would you ask if you met your favourite singer, movie TV star or sports hero?

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

33

Assessment 2

NAME:

Year 1—Sub-strand: Data representation and interpretation—DR&I – 1

DATE:

1. If you wanted to collect information about your classmates’ favourite fruit, what question would you need to ask?

2. Use the table below to ask your classmates your question and record their response using ticks ✔ or tally marks .

Apple Banana Orange Mandarin Pear Grapes Strawberries

Kiwifruit Other

3. Looking at your completed table and write two things you have found out.

4. Did your question help you to gather the information you needed? Yes No

34

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION: Choose simple questions and gather responses (ACMSP262)

Watermelon

Checklist

Year 1—Sub-strand: Data representation and interpretation—DR&I – 1

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

Students will gather responses for a simple investigation

Students will devise appropriate questions to gain information

STUDENT NAME

Students will understand the importance of using correct questions

Choose simple questions and gather responses (ACMSP262)

R.I.C. Publications® www.ricpublications.com.au

35

Year 1—Sub-strand: Data representation and interpretation—DR&I – 2

Represent data with objects and drawings where one object or drawing represents one data value.

Describe the displays (ACMSP263)

TEACHER INFORMATION

RELATED TERMS Data

What this means

• A term used to describe a collection of numbers or information.

• Students will draw on their knowledge of using correct questioning techniques to gather information they may require for an investigation. They will then discover the best methods to display this gathered information using one tick or drawing to represent one response/data value; e.g. on a weather picture graph one sun may represent one sunny day. Students will be able to group gathered data into categories. They will also learn to use language such as greatest and least to describe their displayed information.

Represent

• To show or display, present and describe information.

Teaching points • Use student’s knowledge of questioning to devise suitable questions to gather information which can be used to display.

• Assist students with grouping gathered information into categories.

• Have students present gathered information in displays such as simple tables and graphs. Use one tick or picture to represent one data response.

• Model appropriate language to describe information displayed on tables and graphs; for example, words such as greatest and least can describe categories within a display.

What to look for • Students who have difficulty grouping gathered information into categories.

• Students who have difficulty representing information in a table or simple graph.

• Students who have difficulty understanding interpretation language such as greatest, least, more and less.

Student vocabulary data gather represent categories

Proficiency strand(s): Understanding Fluency Problem solving Reasoning

describe greatest/most/least

36

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

Year 1—Sub-strand: Data representation and interpretation—DR&I –2

HANDS–ON ACTIVITIES Food categories (page 39) • Discuss the five food groups—grains; fruits and vegetables; dairy; meats and proteins; and fats, oils and sweets— and suggest foods that would be in each group.

• Using the foods categories worksheet, cut and group the pictures of food items under the correct headings.

Animal categories (page 40) • Look at pictures of various animals and discuss how to describe or group them.

• Ask students to suggest their own headings and place the animal pictures under these different headings/categories.

Living/non-living • Discuss what things are living and non-living. Take students outside and ask them to collect a variety of living and non-living objects. Go back inside and look at the things they have collected. Place them into two piles: living and nonliving. Students can then write these two headings on paper and list at least five things under each heading. They may wish to write down the objects they have collected.

• Cut out pictures from magazines and place them under the headings of either living or non-living.

Categories game (page 41) • Place the numbers 1 to 6 around the room. Ask students to choose a number to stand next to. Roll the dice and those standing next to the number that comes up sit down. Students may change numbers each round. Continue the game until there is only one student standing. They are the winner.

• You can play the game using card suits, animals, season etc.

Favourite season (page 42) • If you wanted to survey the class on what was their favourite season of the year, what question would you need to ask?

• Use the table provided to survey classmates on their favourite season.

• Present the results in a picture graph using weather symbols. Use one symbol to represent one response.

• Answer the following questions: Which season had the greatest number of symbols? Which season had the least number of symbols? Discuss the results.

Favourite subject • If you wanted to survey the class on their favourite subject at school what question would you need to ask?

• Draw up a table to include all the possible subjects and ask your classmates your question. Use ticks, tally marks or stick figures to show each response.

• Which subject was the most popular? Which was the least popular?

Travelling to/from school (page 43) • Look at the picture graph showing how students travel to and from school.

• Answer questions such as: Which showed the greatest number of students? Which showed the least? How many students walk to school? What does 1 stick figure = 1 person mean?

• Survey your class to see how they travel to and from school. Present the results in the same way as the picture graph.

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

37

Year 1—Sub-strand: Data representation and interpretation—DR&I – 2

LINKS TO OTHER CURRICULUM AREAS English • Look at information writing. Practise writing facts about categories such as food groups, animal groups and living and non-living things.

• Spelling: Make a list of words that have matching opposite words; e.g. most/least, good/bad, living/non-living, cold/hot.

• Read the story There was an old woman who swallowed a fly and talk about the categories that the animals would belong in.

Information and Communication Technology • Investigate the Year 1 level of data and graphs on the website <www.ixl.com/math/year-1> • Use a word processing program to create a table that you can use to survey your class about a topic.

Science • Scientists classify objects all the time. Locate objects outside and classify and sort them into different categories such as living/non-living, objects from trees/not from trees etc. Classify animals under headings such as mammals, fish, reptiles, birds and insects. Classify foods under the five food groups. People can also be classified under headings such as gender, age, nationality etc.

Health and Physical Education • Play a game of ‘Fruit salad’. Students start by sitting in a circle. Each student is then given a name of a fruit: apples, oranges, bananas or pears. The teacher then calls out a fruit and all those with that fruit name stand up and run around the back of the circle back to their place. The last one back may be out of the game and return to their seat, or the teacher may choose to not have students go out. When the teacher calls out ‘fruit salad’, all students run and return to their place.

The Arts • Locate items of nature outside to use for paint printing. For example, paint a leaf and press it onto a piece of paper.

Sticks and rocks can also be painted. Look at the different shapes and textures these objects create.

38

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

Year 1—Sub-strand: Data representation and interpretation—DR&I –2

RESOURCE SHEET – Food categories Write the headings on a piece of paper and paste the foods under the correct headings.

Grains Fruits and vegetables Dairy Meats and proteins

Fats, oils and sweets

OAT

CONTENT DESCRIPTION: Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)

S

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

39

Year 1—Sub-strand: Data representation and interpretation—DR&I – 2

CONTENT DESCRIPTION: Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)

RESOURCE SHEET – Animal categories

40

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

Year 1—Sub-strand: Data representation and interpretation—DR&I –2

CONTENT DESCRIPTION: Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)

RESOURCE SHEET – Categories game

1 2 3 4 5 6 Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

41

Year 1—Sub-strand: Data representation and interpretation—DR&I – 2

RESOURCE SHEET – Favourite season

Summer

CONTENT DESCRIPTION: Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)

Autumn

Winter

Spring

Summer

Autumn

Winter

Spring 42

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

Year 1—Sub-strand: Data representation and interpretation—DR&I –2

RESOURCE SHEET – Travelling to/from school

CONTENT DESCRIPTION: Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)

How Year 1 travel to/from school

Walk

Ride bike or scooter

Car

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

Bus

Train

R.I.C. Publications® www.ricpublications.com.au

43

Assessment 1

Year 1—Sub-strand: Data representation and interpretation—DR&I – 2

NAME:

DATE:

1. Sort these objects under the following headings by colouring each group a different colour.

The earth (brown)

The sky (blue)

2. How many objects are from the earth?

3. Which category has the most objects?

4. Which category has the least objects?

5. Add one of your own suggestions to each of the categories.

44

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION: Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)

The sea (green)

Assessment 2

Year 1—Sub-strand: Data representation and interpretation—DR&I – 2

NAME:

DATE:

1. If you wanted to find out your classmate’s favourite sandwich filling, what question would you ask?

2. Ask you classmates your question and record their answers in the table below using 1 = 1 classmate

CONTENT DESCRIPTION: Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)

Vegemite™ Cheese Ham Peanut butter Nutella® Honey Jam Salad Meat and salad Other

3. Look at your results and answer these questions: (a) Which filling was the most popular? (b) Which filling was the least popular? (c) How many students chose honey?

4. Was the table a good way to show the results?

Yes

No

Why? Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

45

Assessment 3

Year 1—Sub-strand: Data representation and interpretation—DR&I – 2

NAME:

DATE:

1. How many boys and how many girls are in your class group?

Compete the picture graph below using 1

= 1 person

Girls

2. Look at your picture graph and answer these questions: (a) Are there more boys or girls in your class? (b) How many students in your class are girls?

3. Now look at the hair colour of either the boys or girls in your class and complete the picture graph below. hair colour

Brown

Black

Blonde

Red

4. Write a sentence about the results.

46

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION: Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays(ACMSP263)

Boys

Checklist

Year 1—Sub-strand: Data representation and interpretation—DR&I – 2

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

Describes and interprets displays

Displays data in simple tables and graphs

STUDENT NAME

Sorts and identifies things into categories

Represent data with objects and drawings where one object or drawing represents one data value.

Describe the displays (ACMSP263)

R.I.C. Publications® www.ricpublications.com.au

47

Year 2—Sub-strand: Chance – 1

Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (ACMSP047)

TEACHER INFORMATION

RELATED TERMS Chance

What this means

• A random event

• Students will have the opportunity to look at everyday events and realise that some things are more likely to happen than others.

They will learn to reason that some events at school or at home are very likely to occur daily while other events such as a treat or special outing are less likely to occur daily. Students will compare and classify events and use language such as likely, unlikely, certain and impossible to justify its likelihood. They should also be encouraged to justify their reasoning and be able to recognise that some events are more likely than others; for example, if a student owns a bike they are more likely to go for a bike ride on a weekend than a student who doesn’t own a bike.

Outcome

• The result of an event or experiment

Teaching points • Use students knowledge of everyday events at school and at home to discuss and classify them as likely to happen.

• Assist students to determine events that are unlikely or less likely to happen at home or at school.

• Have students order a list of events from most likely to least likely to happen.

• Model appropriate language for students to use to explain why they believe an event is less likely to happen then another event.

What to look for • Students who do not understand the difference between likely and unlikely.

• Students who have difficulty identifying and classifying everyday events.

• Students who have difficulty explaining their reasoning why an event is likely or unlikely.

Student vocabulary chance outcome likely, unlikely certain

Proficiency strand(s): Understanding Fluency Problem solving Reasoning

impossible

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Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

Year 2—Sub-strand: Chance – 1

HANDS–ON ACTIVITIES Likely events • Brainstorm and make a list of all the things that are likely to happen at school today.

• Place a tick next to those that would be certain; for example, have a recess and lunch break. Place a question mark next to those that may not happen today; for example, complete a handwriting task.

• Ask students to write a list of events that are likely to happen at home today, including those that already occurred in the morning, such as eating breakfast.

Unlikely events • Brainstorm and list events that are unlikely to happen at school or at home today. Why is this so? Justify answers.

Discuss how some events that are unlikely for some students may be likely to happen for other students; for example, playing sport after school may be likely for some but not for others.

Likely/unlikely (page 51) • Draw up a number line and place the word likely at one end and unlikely at the other end. Give students examples of everyday school events and ask them to place them where they believe they should go on the number line.

• Do the same for a list of home events.

Chance events and time (page 52) • Look at everyday events and select the times that they are likely to happen. For example, at 6 am I am likely to be waking up, but unlikely to be dressed.

Chance word cards (page 53) • As a class, suggest some other words that can mean the same as will, won’t or might. For example, possible/impossible, certain/uncertain, maybe, definitely.

• Using the prepared chance word cards, ask students to volunteer to pick up a chance word and turn it into a sentence.

For example: I am definitely having a birthday this year.

• Give each student a chance word and ask them to draw and/or write about a situation that matches that word. Present it to the class and ask the class to see if they can guess the chance word.

Heads or tails?

• Discuss how when you flip a coin it will always turn out either heads or tails.

• Play a game using a coin where all the students are standing. Students choose a coin side by placing their hands on their heads (heads) or their hands on their backsides (tails). Flip the coin and those who are doing the correct action to match the coin side stay standing, while those who didn’t sit down. Continue the game until there is only one person standing.

• Discuss why this is a game of chance. Is it likely or unlikely for the coin to be the same on every toss?

Possible/impossible (page 54) • Look at the list of events and classify them under the heading of possible and impossible.

• Compare your list with other students and look for differences. If there are any, encourage students to justify their reason/explain why they placed that event under a particular heading.

Bingo (page 55) • Using the bingo cards, play a game of bingo in small groups of 3 to 6 students. Discuss the likelihood of a student winning every game. What are your chances of winning?

• Name some other games that involve chance.

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

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Year 2—Sub-strand: Chance – 1

LINKS TO OTHER CURRICULUM AREAS English • Writing: As a whole class, small group or individual activity, ask students to suggest and make a list of things that are likely to happen on the school holidays. Discuss how these events are likely for some students and unlikely for others.

Discuss what factors go into the decision of whether or not these events will happen on the weekend, such as parent’s choice, weather, family commitments etc.

• Reading: Read a story that requires students to discuss what is likely to happen to the character/s at the middle and end of the story. For example, Fantastic Mr Fox, The magic finger or The Twits by Roald Dahl. Read part of the story then stop, asking students what might happen to the characters. Allow students to make predictions about chance events before continuing to read.

• Spelling: Look at how prefixes added to a word can change the meaning of a word; for example, likely – unlikely or possible – impossible.

Information and Communication Technology • Write about something you would like to happen on the weekend, but is unlikely.

• Play a game of chance on the computer. See <au.ixl.com/math/year-2/certain-probable-unlikely-and-impossible> and <www.kidsmathgamesonline.com/numbers/probability.html>

Health and Physical Education • Play a game of chance such as ‘Scarecrow tiggy’, ‘Octopus and shark’, ‘Musical chairs’, ‘Poison ball’, a running race or tunnel ball. What are the chances of winning these games? How can you increase your chance?

• The ‘Octopus and shark’ game requires 2 sharks, students standing in the middle of an open area, who are the taggers.

Other students run through the ‘ocean’, and if they are tagged they sit down and become an octopus. They too can now tag students. The last person standing is the winner.

• Make a list of drinks that you are likely and unlikely to have every day. Are soft drinks okay to have every day? Why not?

Discuss healthy choices of drinks.

Science • Classify animals as plant eaters (herbivores) or meat eaters (carnivores). Look at the features of each group; for example, dogs are more likely to eat meat than vegetables because of their teeth.

• Classify everyday events under time headings such as morning, afternoon and evening.

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Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

Year 2—Sub-strand: Chance – 1

RESOURCE SHEET – Likely/unlikely CONTENT DESCRIPTION: Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (ACMSP047)

Draw a number line, like the one below, on a separate piece of paper.

Likely

Unlikely

1. Place these school events on your number line where you believe they go.

Write a story

Read a book

Play on the playground

View a movie

Visit the library

Play a game

Sing some songs

Paint a picture

2. Place these home events on a new number line, like the one above.

Ride my bike

Play outside

Play computer/ Play with pets TV game

Visit friends

Watch TV

Go shopping

Go swimming

3. Name three things you are likely to do this weekend.

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

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51

Year 2—Sub-strand: Chance – 1

RESOURCE SHEET - Chance events and time

Morning 6 am

7 am

8 am

9 am

Start school

Eat breakfast

Wake up

Get dressed

1 pm

2 pm

3 pm

4 pm

Pack-up time

Relax at home

Lunchtime

School lesson

6 pm

7 pm

8 pm

9 pm

Asleep

Get ready for bed

Eat dinner

Read, play or watch TV

Afternoon

Evening

1. What are you likely to be doing at 10 am today?

2. What are you likely to be doing at 12 o’clock today?

3. What are you likely to be doing at 5 pm today?

52

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

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CONTENT DESCRIPTION: Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (ACMSP047)

Match the events to a time.

Year 2—Sub-strand: Chance – 1

CONTENT DESCRIPTION: Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (ACMSP047)

RESOURCE SHEET - Chance word cards

will happen

likely

won’t happen

unlikely

might happen

certain

can happen

uncertain

can’t happen

possible

definitely

impossible

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

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53

Year 2—Sub-strand: Chance – 1

RESOURCE SHEET - Possible/impossible

54

Eat pizza for breakfast

Visit the moon

Go to the beach

Eat dinner

Use a computer

Have a shower or bath

Watch TV

Buy a pet lion

Climb a tree

Go to bed tonight

Write a story or letter

Win $1000

See a flying elephant

Play outside

Read a book

Play Xbox™, WII™ or Playstation™

Talk to a friend

Visit the North pole

Eat a piece of fruit

Answer a question

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION: Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (ACMSP047)

Classify events under the headings of possible and impossible.

Year 2—Sub-strand: Chance – 1

CONTENT DESCRIPTION: Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (ACMSP047)

RESOURCE SHEET – Bingo (1)

2

14

3

18

10

7

8

6

4

19

11 15

1

13

7

12

17

5

16

5

10 20

19

8

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

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55

Year 2—Sub-strand: Chance – 1

9

56

1

8

18

12 17

11

4

6

13

14

3

3

14

16 10

12

7

9

15

20

1

18

2

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION: Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (ACMSP047)

RESOURCE SHEET– Bingo (2)

Assessment 1

Year 2—Sub-strand: Chance– 1

NAME:

DATE:

CONTENT DESCRIPTION: Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (ACMSP047)

1. Write the words likely or unlikely under each picture. (a)

(b)

(c)

(d)

(e)

(f)

(g)

(h)

2. Complete these sentences with the words likely or unlikely. (a) I am

to go out to a restaurant tonight.

(b) I am

to complete my school work today.

(c) I am

to eat all my dinner tonight.

(d) It is tonight.

that my family will go to the movies

(e) It is lunchtime.

that I will play with my friends at

3. Write three things that you are likely to do this weekend.

4. Complete this sentence: Next school holidays I would like to , but it is unlikely.

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

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57

Assessment 2

Year 2—Sub-strand: Chance – 1

NAME:

DATE:

Read a book, go on a boat ride, play with a ball, ride a bike, walk to the shops, play with a friend, visit China, watch TV, play a game, build a snowman, go swimming, go to the playground, rob a bank, play with a pet, star in a movie, visit a relative.

Likely

Unlikely

2. Choose four events from above to place on the chance number line.

Certain

Likely

Unlikely

Impossible

3. Write something you did or are likely to do at these times today:

58

(a) 8 am

(b) 11 am

(c) 1 pm

(d) 6 pm

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

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CONTENT DESCRIPTION: Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (ACMSP047)

1. Write these after-school events under the headings below.

Checklist

Year 2—Sub-strand: Chance– 1

Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

Students can match or group events under chance headings

Students identify event as certain or impossible

STUDENT NAME

Students can describe events as likely or unlikely

‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (ACMSP047)

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59

Year 2—Sub-strand: Data representation and interpretation— DR&I – 1

Identify a question of interest based on one categorical variable. Gather data relevant to the question (ACMSP048)

TEACHER INFORMATION

RELATED TERMS Variable

What this means

• Something that can change its value.

• Students will be presented with a variety of questions that they can explore by gathering data. These questions will include only one variable. For example, if we looked at the cars in the school car park, what colours are there? The variable in this case would be the colours only, and not the car make and model. Students may also to be able to suggest their own question for investigation that contains one variable. They will answer these types of questions using techniques such as surveys, tables and observation, and learn that gathering information will help them answer their question.

Data

• Describes collections of numbers or information.

Teaching points • Suggest topics and questions that could be used as a basis of gathering data; for example, how students travel to school, what time students go to bed, how many types of birds there are in the playground.

• Give students opportunities to observe and survey each other in order to gather data to answer their question.

• Allow students the opportunity to suggest their own question for investigation.

• Model appropriate methods for gathering data, such as tables.

What to look for • Students who have difficulty using observation to gather data.

• Students who have difficulty working out their own question with one variable.

• Students who have difficulty using a table to gather information.

Student vocabulary question categories gather data

60

Proficiency strand(s): Understanding Fluency Problem solving Reasoning

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

Year 2—Sub-strand: Data representation and interpretation—DR&I – 1

HANDS–ON ACTIVITIES Questions for investigation • Brainstorm and make a list of all the questions or things you can think of if you want information about another person.

For example: eye colour, hair colour, pets, where they live, how they travel to school, hobbies, number of people in their family.

• Suggest and list other topics you can investigate; e.g. car colour, holiday destinations, most popular foods sold at the canteen.

Class pets (page 63) • What question would you need to ask if you wanted to find out what pets your classmates had?

• Use your question and the table provided to survey your classmates.

• Write two statements about your results.

Popular lunchtime games • Discuss and make a list of all the games/activities students in the class play at lunchtime.

• Create an observation table you can use during lunchtime to record student games and activities. Use ticks or tally marks for your recordings.

• What was the most popular game/activity? What was the least popular?

Car colours (page 64) • Which car colours are the most popular at school?

• Use the table provided to record the colours of the cars at school (students may have to look at the cars in the teachers car park).

• Use the gathered data to answer the survey question.

Survey question • Ask students to devise their own survey question where they find out or observe one response only (one variable). They may wish to choose a suggestion from the list created in ‘Questions for investigation’.

• Once students have their question they must survey or observe to gather their information using a table or observation sheet.

• Students present their findings to the class.

Spare time activities • Create a question you could use to find out what your classmates like to do in their spare time.

• Draw up a table and use your question to survey your classmates about their spare time activities. Ask each of them to choose only one as their favourite.

• Record their response using ticks or tally marks on the table.

• Which was the most popular and least popular activity?

Popular food items purchased at the canteen (page 65) • Use the information gathered about popular food purchased at a school canteen and classify it under appropriate headings such as hot foods, cold foods, snacks and drinks.

• Conduct your own investigation asking students which is their favourite canteen food?

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

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Year 2—Sub-strand: Data representation and interpretation—DR&I – 1

LINKS TO OTHER CURRICULUM AREAS English • Look at question sentences: Questions always begin with a capital letter and end with a question mark. Turn a list of sentences into questions. For example: I have brown hair—What colour hair do you have? I have five people in my family—How many people do you have in your family?

• Ask students to make a list of questions they could use to interview someone who was visiting from another country.

• Write a ‘What am I?’ piece including a set of clues about an animal or object. Read it to the class and see if they can guess what it is.

Information and Communication Technology • Choose an Australian animal and write five questions you want to find out about that animal. Investigate and try to answer your questions using the internet.

Health and Physical Education • Play ‘What’s the time, Mr Wolf?’ In this game you choose one student to be the wolf; they stand away from the group with a ball or beanbag on the ground between their legs. The rest of the group call out ‘What’s the time, Mr Wolf?’ and the wolf answers a time; e.g. 4 o’clock. The time he gives determines the number of steps the students take towards the wolf. When they get close enough, the wolf can call out ‘dinner time’, which is when all the students must try and grab the ball/beanbag and run away before they are tagged. The student who is successful at getting the ball/beanbag without being caught is the new wolf.

Science • Scientists often investigate things using one variable at a time. For example, they might measure the growth of a seed each day that is given only water and no sunlight, the time it takes for each student to run 100 m, or record the weather at exactly the same time each day.

• Choose an area to investigate such as seeds need the sun to grow. Write a question for the investigation, then have each student place a seed into half a cup of soil and water it. Make sure students use the same amount of water; e.g. 20 ml.

Place half the seeds in the sun and half the seeds in the shade. Water the seeds each day (sunlight is the variable) and record the results and growth. After a couple of weeks, answer the question: Do seeds need sunlight to grow?

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Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

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Year 2—Sub-strand: Data representation and interpretation—DR&I – 1

RESOURCE SHEET – Class pets Cat Dog Bird Fish

CONTENT DESCRIPTION: Identify a question of interest based on one categorical variable. Gather data relevant to the question (ACMSP048)

Rabbit Guinea pig Chickens Horse Other Cat Dog Bird Fish Rabbit Guinea pig Chickens Horse Other Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

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Year 2—Sub-strand: Data representation and interpretation—DR&I – 1

RESOURCE SHEET – Car colours

64

Red

White Silver

Black

Blue

Green Yellow Beige Other

Red

White Silver

Black

Blue

Green Yellow Beige Other

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION: Identify a question of interest based on one categorical variable. Gather data relevant to the question (ACMSP048)

Tick or colour the boxes.

Year 2—Sub-strand: Data representation and interpretation—DR&I – 1

RESOURCE SHEET – Popular food items Classify the foods under the headings below.

CONTENT DESCRIPTION: Identify a question of interest based on one categorical variable. Gather data relevant to the question (ACMSP048)

SALAD

DIM SIMS

Hot foods

Cold foods

Snacks

Drinks

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

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65

Assessment 1

Year 2—Sub-strand: Data representation and interpretation—DR&I – 1

NAME:

DATE:

1. If you wanted to find out your classmates’ favourite sport, what question would you need to ask them?

2. Ask 10 of your classmates the question and record their answers below.

Football Rugby

Tennis Netball Basketball Swimming Hockey Gymnastics Dancing Other 3. Which is the most popular sport?

4. Which is the least popular sport?

5. Do you think there would be a difference in your results if you just asked either girls or boys? Yes No Why?

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Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION: Identify a question of interest based on one categorical variable. Gather data relevant to the question (ACMSP048)

Soccer

Assessment 2

Year 2—Sub-strand: Data representation and interpretation— DR&I – 1

NAME:

DATE:

1. List some of the snacks your classmates eat at recess.

2. Observe, then use the table below to record the snacks your classmates have at recess time. You may need to fill some in.

CONTENT DESCRIPTION: Identify a question of interest based on one categorical variable. Gather data relevant to the question (ACMSP048)

Fruit Savoury biscuits Sweet biscuits Cake or muffin Chips

3. Looking at your results, answer these questions: (a) What was the most popular snack? (b) What was the least popular snack?

4. Overall, do you think your classmates eat healthy or unhealthy snacks? Why? Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

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67

Assessment 3

NAME:

Year 2—Sub-strand: Data representation and interpretation—DR&I – 1

DATE:

1. Suggest an area you would like to investigate about your classmates’ lives or the school.

2. Write a question you would need to ask to help you gather data.

4. Write two facts you discovered from your investigation.

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Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION: Identify a question of interest based on one categorical variable. Gather data relevant to the question (ACMSP048)

3. Draw up a table below to help you gather data.

Checklist

Year 2—Sub-strand: Data representation and interpretation—DR&I – 1

Identify a question of interest based on one categorical variable. Gather data relevant to the question

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

Students can suggest their own question for investigation

Students can gather data relevant to a question

STUDENT NAME

Students can identify and suggest questions with one variable

(ACMSP048)

R.I.C. Publications® www.ricpublications.com.au

69

Year 2—Sub-strand: Data representation and interpretation—DR&I – 2

Collect, check and classify data (ACMSP049)

TEACHER INFORMATION

RELATED TERMS Classify

What this means

• Arrange data into groups according to particular attributes.

• Students will have the opportunity to collect a variety of data they can relate to, such as favourite colours, foods and weekend activities. They will be using tally marks as a method other than ticks to show responses to a data question. Students will be expected to check their data, which could involve asking a question or double-checking their tally marks. This can ensure their results are more accurate. Students will also be expected to classify presented or gathered information into various groups or categories. For example, they may be asked to sort insects or animals into groups as part of an investigation.

Data

• Describes collections of numbers or information.

Teaching points • Ask students to collect information about things they can observe such as hair colour, eye colour, gender, insects in the playground and how many students use the slide or monkey bars.

• Allow students the opportunity to use questions to gather and collect information about their classmates.

• Show students how to sort and classify their observed or gathered information.

• Model appropriate methods for collecting and observing data, such as using tally marks on lists in tables.

• Encourage students to discuss, compare and interpret gathered information.

What to look for • Students who have difficulty drawing up tables to gather information.

• Students who have difficulty checking gathered data.

• Students who have difficulty sorting data into categories.

Student vocabulary collect check classify data

Proficiency strand(s): Understanding Fluency Problem solving Reasoning

tally marks categories

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Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

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Year 2—Sub-strand: Data representation and interpretation—DR&I – 2

HANDS–ON ACTIVITIES Class gender • Draw up a table with two columns; write boys at the top of one column; and girls at the top of the other. Use tally marks to record how many boys and girls there are in the class. Are there more of one gender than the other?

Hair colour (page 73) • Use the table provided and tally marks to observe and record the hair colour of students in the class. Check and count the tally marks and compare gathered data with a partner. Are they the same? If not, recheck the hair colour. Comment on which hair colour was most and least common.

Insects at school (page 74) • Use the table and tally marks to observe insects you find at school during a 15-minute time period.

• Use the information to classify the insects observed under different headings such as crawling and flying.

• Compare your observed information with a fellow student and discuss how they are different.

• Would the results be the same or different if you were to repeat the task?

Favourite hobbies (page 75) • Place the hobbies under the following headings: sport/exercise, art/craft, media (TV, computer and console games), social.

• Survey your classmates on their favourite hobbies and use a table and tally marks to record their responses.

• Discuss the results. Which hobby was the most popular? Which was the least popular?

Weekend footwear • If you wanted to survey your classmates on what footwear they wore on weekends, what question would you need to ask?

• Draw up a table and ask your classmates your question, recording their responses in your table using tally marks.

• What did you find out?

Favourite AFL team • Ask your classmates what their favourite AFL team is and record their responses in the table. Which team has the most followers? Which has the least?

Pencil case classification • Look in your pencil case and classify and count the contents under the following headings: coloured pencils, coloured markers, writing pencils/pens, scissors/erasers.

• What do you have the most of? What do you have the least of?

Rubbish (page 76) • Classify the pictures of waste/rubbish under the following headings: food scraps, plastic, paper/ card. Discuss if the class rubbish bin would have the same items as a rubbish bin at home.

• Using gloves or tongs, look at some of the rubbish in the class bin and record the waste on a table using tally marks.

Which category is there the most of? Which is there the least of?

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

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Year 2—Sub-strand: Data representation and interpretation—DR&I – 2

LINKS TO OTHER CURRICULUM AREAS English • Look at grouping and classifying words under headings. For example, ask students to suggest five examples of things that would come under the headings of furniture, animals, plants, countries, food, drinks, insects, clothing etc.

• Give students lists of words that form a common group and ask them to suggest a heading for the group; e.g. adult, teenager, baby, grandparent, toddler and child.

• Nouns label people and things. Ask students to list names of students sitting near them, things they can see in the classroom etc.

Information and Communication Technology • Investigate Australian animals using the internet. What categories can Australian animals come under? E.g. nocturnal, warm-blooded, cold-blooded, covered in fur, covered in scales etc.

• Play a classification game on the computer; see <www.sheppardsoftware.com>. Go to ‘Animals for kids’ and click on ‘What kind of animal?’. Play one of the 5 available animal classification games.

Health and Physical Education • Classify sports as team games or individual events. Discuss. Select a team game to play as a class.

Science • Find and collect 20 items from the playground. Classify your items under different headings, depending on what you have collected; e.g. from a plant, living, insect, rubbish, rocks/pebbles or from the ground.

• Compare your items with a classmate. How did they classify their collection?

The Arts • Make a list of occupations students suggest. Ask individual students to dramatise an occupation from the list. The student who guesses the correct occupation can be next to act out an occupation.

• Use modelling clay to create an insect or animal of your choice. When the whole class has completed their insect or animal, classify them into groups according to their features.

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Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

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Year 2—Sub-strand: Data representation and interpretation—DR&I – 2

RESOURCE SHEET - Hair colour Record your results using tally marks Light brown

Dark brown

Blonde

Red

Black

CONTENT DESCRIPTION: Collect, check and classify data (ACMSP049)

Light brown

Dark brown

Blonde

Red

Black Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

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Year 2—Sub-strand: Data representation and interpretation—DR&I – 2

RESOURCE SHEET - Insects at school Record your results using tally marks Ant Fly Slater Beetle Bee/wasp Worm Spider Other Ant Fly CONTENT DESCRIPTION: Collect, check and classify data (ACMSP049)

Slater Beetle Bee/wasp Worm Spider Other 74

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

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Year 2—Sub-strand: Data Statistics representation and Probability—DR&I and interpretation—DR&I –3 –2

RESOURCE SHEET – Favourite hobbies

Watch TV

Ride a bike

Go to the park

Go swimming

Visit friends

Go shopping

CONTENT DESCRIPTION: Collect, check and classify data (ACMSP049)

Draw a picture

Play Xbox™ Wii™ or Playstation™

Play a sport

Play with friends

Use a computer

Make a model

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

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Year 2—Sub-strand: Data representation and interpretation—DR&I – 2

RESOURCE SHEET – Rubbish

ap c wr

CONTENT DESCRIPTION: Collect, check and classify data (ACMSP049)

ti Plas

76

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

Assessment 1

Year 2—Sub-strand: Data representation and interpretation—DR&I – 2

NAME:

DATE:

1. Use tally marks in the table below to record how many boys and girls there are in your class. Check and write the total for each.

Boys

Girls

Total:

Total:

2. Looking at the girls, then the boys, what colour hair do they have?

Record your observations in the tables below.

Hair colour

Girls

Boys

Total

Light brown Dark brown

CONTENT DESCRIPTION: Collect, check and classify data (ACMSP049)

Blonde Red Black 3. Look at the hair colour results and answer these questions: (a) Which hair colour is the most common amongst the boys? (b) Which hair colour is the most common amongst the girls? (c) Which is the least common hair colour overall?

4. Was this a good method for observing hair colour? Yes

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

No

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Assessment 2

Year 2—Sub-strand: Data representation and interpretation— DR&I – 2

NAME:

DATE:

A group of students were asked what their favourite school subject was and the results are listed below.

Henry – Sport

Megan – Sport

Frances – Art

James – Reading

Lily – Sport

Luke – Sport

Colm – Reading

Nick – Writing

Angela – Art

Georgie – Music

Mia – Sport

Kyle – Music

Sienna – Art

Liam – Sport

Ruth – Writing

1. Transfer the information above into the table below and use one tally mark to represent each subject.

Total:

Sport

Total:

Art

Total:

Music

Total:

2. Looking at the table, answer these questions: (a) Which is the most popular subject? (b) Which is the least popular subject?

3. Survey 10 of your classmates as to their favourite school subject and record their answers in a table like the one above.

Write a statement about the results.

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Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION: Collect, check and classify data (ACMSP049)

English

Checklist

Year 2—Sub-strand: Data representation and interpretation—DR&I – 2

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

Students can sort data into categories

Students can use tables and tally marks to record data

STUDENT NAME

Students can observe to collect data

Collect, check and classify data (ACMSP049)

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Year 2—Sub-strand: Data representation and interpretation—DR&I – 3

Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)

TEACHER INFORMATION

RELATED TERMS Data

What this means

• A term used to describe a collection of numbers or information.

• Students will be expected to display collected data in lists, tables and simple graphs such as picture graphs or block graphs.

They may be presented with a list of data that has already been collected and asked to present the information in a table or graph.

These graphs should only represent one-to-one correspondence, which means one data entry per picture or block. Students will be able to compare methods and realise that sometimes information presented in a table or graph is easier to read and interpret than a list. They will be able to compare different data displays and see which is more useful according to the data. For example, rather than listing the weather for the week, a picture graph would be easier to view and interpret how many sunny or cloudy days there had been.

Picture graphs

• A graph that represents data in picture form.

Teaching points • Have students present pre-collected data in a table or picture graph.

• Model appropriate methods for collecting and presenting data in a table using tally marks.

• Allow students the opportunity to gather their own data from a question and present the information in a list or table. Encourage students to comment on which is easier to interpret.

• Show students how to present given or collected information in a block graph.

• Encourage students to discuss, compare and interpret gathered information.

What to look for • Students who have difficulty presenting information in a table.

• Students who have difficulty drawing up graphs.

• Students who have difficulty interpreting data.

Student vocabulary data lists tables tally marks

Proficiency strand(s): Understanding Fluency Problem solving Reasoning

picture graphs interpret

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Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

Year 2—Sub-strand: Data representation and interpretation—DR&I – 3

HANDS–ON ACTIVITIES Traffic survey (page 83) • Use the list provided of traffic passing a local primary school and transfer the information into a table that uses tally marks to represent each vehicle.

• Looking at the table, which type of vehicle passed the school the most? Which type passed the least?

• Ask students which is easier to read and interpret: the list or the table?

• Students may wish to observe traffic passing their school over a set time and record the results in a list or table.

Favourite takeaway dinner • Ask students what their favourite takeaway dinner is. List each student’s name on a whiteboard or poster paper with their response next to it. Ask if it is easy to read. Which seems to be the most popular and least popular food? Is there a better way to present this information?

• Ask students to present the takeaway responses in a table and use tally marks to represent each data entry, then present the same information on a picture graph where one picture equals one response.

• Looking at the list, table and picture graph, which is the easiest to read and interpret?

Favourite TV show • If we wanted to find out students’ favourite TV show, what question would we need to ask?

• Ask students to ask 10 of their classmates what their favourite TV show is, and list the answers.

• Use the list to transfer the information into a table or picture graph. Share the results.

Sandwich fillings (page 84) • Ask students to survey their classmates on what their favourite sandwich filling is. Prepare your own table, or use the one provided, and record their answers using tally marks or ticks.

• Transfer the information into a picture graph showing that one sandwich represents one response.

Weekly weather (page 85) • The weather in Melbourne was recorded over two weeks. What time of year do you think this is? Ask students to present this weather information in a picture graph. Is it easier to read and interpret the list or the picture graph?

• Ask students to observe and record the weather where they live for one week. Present the information in a picture graph.

Clothing colours (page 86) • Ask students what their favourite colour to wear is. Record the responses in a list or table.

• Model how to draw up a block graph (or use the one provided) and transfer the clothing colours onto the block graph, showing that one coloured block represents one clothing colour choice.

Student survey • Ask students to create their own survey topic and question to survey their classmates with. They could choose from a list; e.g. favourite colour, vegetable, sport, hobby, drink, ice-cream flavour, pet etc.

• Use the question to survey the class, recording the responses in a table or list.

• Transfer the information into a picture graph or block graph. Present the results to the class.

Interpreting graphs (page 87) • Look at the two different graphs and decide what title each should have.

• Discuss or list what they are showing.

• What does 1 picture = 1 pet or 1 block = 1 drink mean? Why is this there?

• Is the information clear when presented this way? Could there have been a better method?

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

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Year 2—Sub-strand: Data representation and interpretation—DR&I – 3

LINKS TO OTHER CURRICULUM AREAS English • Make lists of different words such as nouns (words that name), verbs (action words) and adjectives (words that describe).

• Make spelling lists that group words with sounds such as ‘th’, ‘oo’ etc. Define the words and write them into sentences.

• Make a list of things you could survey.

• Read The very hungry caterpillar by Eric Carle and present the different foods he ate in a picture graph.

Information and Communication Technology • Use a search engine on the computer to investigate the weather over the past week in your city. How have they presented the information? Look at the list, tables or graphs they have used and interpret them.

• Interpret different displays and graphs on the computer. See <au.ixl.com/math/year-2/interpret-data-in-tally-chartsand-picture-graphs-tables>, <au.ixl.com/math/year-2/interpret-bar-graphs> and <au.ixl.com/math/year-2/interpretpictographs>

Health and Physical Education • Using a table, make a list of healthy and unhealthy foods. Discuss reasons for placing some food items on the healthy or unhealthy list. What foods do our bodies need to function properly?

Science • Look at weather patterns in the city. Record the weather for one week and discuss if this is normal for the current season. Look at graphs showing weather patterns on the internet or in the newspapers. Discuss why graphs and tables are used to record the weather.

• What is a line graph and why is it commonly used to represent the temperature?

The Arts • Look at the results of the student’s sandwich fillings survey and graph (page 84). What fillings can you have in a sandwich? How can we represent these with different art materials? Using various materials such as cardboard, tissue paper, crepe paper, wool, plastic and material scraps, make a healthy sandwich by gluing sandwich fillings onto a slice of bread (see template on page 88).

• Using the same types of materials, make a healthy dinner and glue it onto a dinner plate.

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Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

Year 2—Sub-strand: Data representation and interpretation—DR&I – 3

CONTENT DESCRIPTION: Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)

RESOURCE SHEET –Traffic survey

Record your results using tally marks Car Truck Motorbike Bus Van Bicycle Special vehicle Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

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Year 2—Sub-strand: Data representation and interpretation—DR&I – 3

RESOURCE SHEET – Sandwich fillings Sandwich fillings table – use tally marks

or ticks

Vegemite™ Peanut butter Jam Honey Nutella® Ham Chicken Salad

Other

84

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

Other

Meat and salad

Salad

Chicken

= 1 person

Ham

Nutella®

Honey

Jam

Peanut butter

Vegemite™

Sandwich fillings picture graph

R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION: Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)

Meat and salad

Year 2—Sub-strand: Data representation and interpretation—DR&I – 3

RESOURCE SHEET – Weekly weather Melbourne weather - week 1

Sun.

Mon.

Tues.

Wed.

Thurs.

Fri.

Sat.

Wed.

Thurs.

Fri.

Sat.

Melbourne weather - week 2

CONTENT DESCRIPTION: Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)

Sun.

Mon.

Tues.

Weather picture graph

Sunny

1 picture = 1 day

Cloudy

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

Rain R.I.C. Publications® www.ricpublications.com.au

85

Year 2—Sub-strand: Data representation and interpretation—DR&I – 3

RESOURCE SHEET – Clothing colours Clothing colours table – use tally marks White Black Grey Red Blue Pink Purple Yellow

Other Clothing colours block graph

White Black 86

Grey

Red

1 block = 1 person

Blue

Pink Purple Yellow Green Other

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION: Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)

Green

Year 2—Sub-strand: Data representation and interpretation—DR&I – 3

RESOURCE SHEET– Interpreting graphs Picture graph

CONTENT DESCRIPTION: Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)

Bird Block graph

Milk

Title:

Fish

1 picture = 1 pet

Dog

Cat

Rabbit

Title:

Flavoured milk

Lizard

Mouse

1 block = 1 drink

Water

Cordial

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

Soft drink

Juice

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Year 2—Sub-strand: Data representation and interpretation—DR&I – 3

RESOURCE SHEET – Sandwich template

CONTENT DESCRIPTION: Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)

Photocopy onto cardboard and distribute.

88

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

R.I.C. Publications® www.ricpublications.com.au

Assessment 1

Year 2—Sub-strand: Data representation and interpretation— DR&I – 3

NAME:

DATE:

A group of students were asked what their favourite vegetable was and the results are listed below.

Eden – carrot

Nina – carrot

Gemma – carrot

Alex – snow peas

Sarah – corn

Alice – corn

Liam – broccoli

Caleb – pumpkin

Mia – beans

Michael – broccoli

Sky – snow peas

Edward – snow peas

Harry – peas

Jacob – corn

Yong – broccoli

Wil – carrot

CONTENT DESCRIPTION: Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)

Yuri – beans

1. Transfer the information above into the table below and use one tally mark to represent each vegetable.

Favourite vegetable table

Total

Carrot Peas Broccoli Beans Snow peas Corn Pumpkin 2. Looking at the results above, answer these questions: (a) Which vegetable was the most popular? (b) Which vegetable/s was/were the least popular?

3. Was it easier to read the list or the table?

Why?

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

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Assessment 2

Year 2—Sub-strand: Data representation and interpretation—DR&I – 3

NAME:

DATE:

1. Faith used a table to record the number of animals that are at a local farm.

Cows Sheep Pigs Chickens Horses Answer the following questions: (a) Which animal is there the most of? (b) Which animal is there the least of?

(d) How many more sheep are there than pigs? (e) Do you find this table easy to read? Yes

or

No

2. Transfer the information from the table into this block graph.

Cows 90

Sheep

Pigs

Chickens

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

Horses

R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION: Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)

(c) How many cows are there?

Assessment 3

Year 2—Sub-strand: Data representation and interpretation— DR&I – 3

NAME:

DATE:

1. Choose one of the topics listed below and write a question you could use to survey your classmates.

Favourite TV show Favourite ice-cream flavour

Favourite breakfast

Favourite colour

Favourite school subject

Question:

CONTENT DESCRIPTION: Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)

2. Ask classmates your question and record the results in the table below.

3. Present the information in a picture graph or block graph on the back of this page.

4. Write two statements about your results.

5. Which graph do you find easier to read?

Why ?

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

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Checklist

Year 2—Sub-strand: Data representation and interpretation—DR&I – 3

92

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

Students can display and interpret data in picture graphs

Students can display and interpret data in tables

STUDENT NAME

Students can transfer collected data onto a table or picture graph

Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)

R.I.C. Publications® www.ricpublications.com.au

Year 1 Answers

Year 1

DR&I–2 Page 39

Resource sheet – Food categories

Grains: bread, pasta, nuts, oats, rice Fruit and vegetables: apple, carrot, broccoli, banana Dairy: milk, cheese, yoghurt, ice-cream Meats and proteins: fish, steak, sausage, egg, chicken Fats, oils and sweets: olive oil, butter, lollipop, potato chips, soft drink, sugar Page 44

Assessment 1

1. Sea: shell, fish, dolphin, sand, coral, seahorse Earth: leaf, acorn, stick, flower, seed Sky: rain, cloud, sun, moon 2. 5 3. Sea 4. Sky 5. Answers will vary. Teacher check.

Year 2 Answers

Year 2

Chance–1 Page 57

DR&I–3 Assessment 1

1. (a) likely (b) unlikely (d) likely (e) unlikely (g) likely (h) unlikely 2.–4.Teacher check

Page 89 (c) likely (f ) likely

DR&I–1 Page 65

Resource sheet – Popular food items

Hot foods: hot dog, sausage roll, pie, dim sim, lasagna, noodles, pizza, chicken burger Cold foods: sandwich, salad roll, sushi rolls, icy pole Snacks: carrot sticks, fruit, muffins, biscuits, licorice straps, celery sticks Drinks: juice box, milk, soft drink, water

Assessment 1

Favourite vegetable table

Total

Carrot

4

Peas

1

Broccoli

3

Beans

2

Snow peas

3

Corn

3

1 1.

2. (a) carrot (b) peas and pumpkin 3. Teacher check Pumpkin

Page 90

Assessment 2

1. (a) chickens 2.

(b) horses

(c) 10

(d) 4

Chickens

Horses

DR&I–2 Page 78

Assessment 2

1. English: Colm, Ruth, James, Nick (4) Sport: Henry, Lily, Mia, Megan, Luke, Liam (6) Art: Frances, Angela, Sienna (3) Music: Georgie, Kyle (2) 2. (a) sport (b) music 3. Teacher check

Cows

Australian Curriculum Mathematics resource book: Statistics and Probability (Foundation/Years 1 & 2)

Sheep

Pigs

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