Grades 2 to 3 - Statistics and Probability (Data Analysis)

The sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will collect data based on first- and second-hand information, display results in more than one way, interpret data, and make predictions.

It is expected that students will:

formulate questions and categories for data collection and actively collect first-hand information
use a variety of methods to collect and record data, including measuring devices, printed resources, and tallies
sort and organize data by one or more attributes and by using graphic organizers such as lists and charts
identify attributes and rules in pre-sorted sets
display data in more than one way, including graphs, pictographs, bar graphs, and rank ordering
discuss data, communicate conclusions, and make predictions and inferences to solve similar problems
generate new questions from displayed data
obtain new information by performing arithmetic operations on the data

To view the prescribed learning outcomes for Statistics and Probabilities (Data Analysis) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

Students' questions about the physical world can often be answered by collecting first-hand information. This allows them to broaden their view of mathematics and its usefulness. As they learn how to collect, organize, display, and share information in the form of graphs, they develop critical-thinking skills that allow them to make predictions, decisions, and conclusions about their information.

Numerous opportunities exist in the classroom for first-hand data collecting: numbers of boys and girls, ages in years, months of birthdays, numbers of letters in first names, favourite colours, transportation to school, favourite animals. Present and discuss samples of different ways in which people record data (e.g., tables, lists, charts). Have students select a method to record their data and develop graphs to display their information. Have students explain their choice for data collection, recording, and grouping and discuss what information can be retrieved from their graphs, for example:
- What appears most/least often?
- What conclusion can we make?
- What predictions can we make?
- What other questions are now raised?
Use the activity What's My Rule? Sort objects into hoops on the floor and have students Observe and state the possible attributes that you used to sort the objects.

SUGGESTED ASSESSMENT STRATEGIES

The assessment of students' learning should describe their increasing ability to create and interpret graphs and charts. As students integrate their understanding of the procedures and purposes of data analysis, they will apply their knowledge in new situations, both within mathematics and in other subject areas.

Question

When students are working on a data collection project, questions such as the following can help them clarify and demonstrate their skills and understanding:
- How can you get the information you need? What other methods could you use?
- How will you record the information? Are there any other ways that you could write down what you find out? Which way would be easiest to understand?
- What ways could you use to share your results with the class? How many different ways can you think of? Which way would be fastest? Which way would give others the most information?
After students have completed a data collection project, questions such as the following can help them reflect on the processes they used and inform you of their learning:
- What were some of the things you found out in your survey? Did any of them surprise you?
- What part of your project was the most interesting for you?
- Did you learn to do anything you hadn't tried before? Tell me about it.
- What were some of the decisions you made? Which ones were difficult to make? How did you decide what to do? Would you make the same decision again?
- How did your presentation turn out? Where else could you use the same kind of graph or display?

Self-Assessment